Author C. Ulrich

https://cepa.info/author/ulrich-c
Biography:
Catherine Ulrich is an assistant professor of mathematics education in the School of Education at Virginia Tech. She studies how students’ reasoning with integers is constrained and enabled by their current conceptions of addition and subtraction and their ways of operating with counting numbers. She is also studying the interplay between the development of additive and multiplicative reasoning at the middle school level. She teaches a doctoral course on children’s construction of number and works with pre-service teachers at both the elementary and secondary levels in developing effective methods of mathematics instruction. Prior to being a faculty member, she taught secondary mathematics for 6 years.

Publications Found: 4 · Show All Abstracts

Steffe L. P. & Ulrich C. (2013) Constructivist teaching experiment. In: Lerman S. (ed.) Encyclopedia of mathematics education. Springer, Berlin: 102–109. Fulltext at https://cepa.info/2959
Tillema E. S., Hackenberg A. J., Ulrich C. & Norton A. (2014) Authors’ Response: Interaction: A Core Hypothesis of Radical Constructivist Epistemology. Constructivist Foundations 9(3): 354–359. Fulltext at https://cepa.info/1092
Ulrich C. (2014) Issues Around Reflective Abstraction in Mathematics Education. Constructivist Foundations 9(3): 370–371. Fulltext at https://cepa.info/1094
Ulrich C., Tillema E. S., Hackenberg A. J. & Norton A. (2014) Constructivist Model Building: Empirical Examples From Mathematics Education. Constructivist Foundations 9(3): 328–339. Fulltext at https://cepa.info/1084
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