# Aimee Ellington, Ph.D.

Associate Chair, Director of Undergraduate Studies, Professor

ajellington@vcu.edu

804.828.5521

Harris Hall 4179

**EDUCATION**

PhD in Mathematics Education, 2000 University of Tennessee

MS in Mathematics, 1993, University of North Texas

BS in Mathematics, 1991, Washington Adventist University

**RESEARCH**

My research interests include studying the impact of Mathematics Specialists in elementary and middle school classrooms, using meta-analysis to analyze pedagogical practices in mathematics, analyzing the role technology plays in the mathematics classroom, and studying reform-based efforts in college algebra and calculus.

**SELECTED PUBLICATIONS**

Whitenack, J. W., Cavey, L. O. & Ellington, A. J. (2014). The role of framing in productive classroom discussions: A case for teacher learning. *Journal of Mathematical Behavior, 33, *42-55*.*

Campbell, P., Ellington, A., Haver, W. & Inge, V. (Eds.) (2013). *The Mathematics Specialist Handbook*. Reston, VA: National Council of Teachers of Mathematics.

Whitenack, J. W. & Ellington, A. J. (2013). Supporting middle school mathematics specialists’ work: A case for learning and changing teachers’ perspectives. *The Mathematics Enthusiast*, *10*(3), 647-678.

Ellington, A. J. (2012). The impact of calculators on student achievement in the K-12 mathematics classroom. *International Handbook of Student Achievement*. New York, NY: Routledge Publishers.

Ellington, A. J., Whitenack, J. W., Inge, V., Murray, M., & Schneider, P. (2012). Assessing K-5 teacher leaders’ mathematical understanding: What have the test makers and the test takers learned? *School Science and Mathematics*, 112 (5), 310 – 324.

Ellington, A. J., & Haver, W. E. (2011). Modeling-based college algebra at Virginia Commonwealth University. In S. L. Ganter & W. E. Haver (Eds.), *MAA Reports: Partner Discipline Recommendations for Introductory College Mathematics and the Implications for College Algebra *(pp. 87 – 92). Washington, DC: Mathematical Association of America.

Ellington, A. J. & Whitenack, J. W. (2010, May). Fractions and the funky cookie. *Teaching Children Mathematics, *532-539*.*

Ellington, A. J. (2006). The effects of graphing calculators on student achievement and attitude levels in mathematics – A meta-analysis. *School Science and Mathematics*, 106 (1) 16-26.

Ellington, A. J. (2005). A modeling-based college algebra course and its effect on student achievement. *Primus*, 15 (3), 193-214.

Ellington, A. J. (2003). A meta-analysis of the effects of calculators on students in precollege mathematics classes. *Journal for Research in Mathematics Education*, 34 (5), 433-463.

**PROFESSIONAL AFFILIATIONS **

National Council of Teachers of Mathematics

Mathematical Association of America

**HONORS AND PROFESSIONAL ACTIVITES**

Mathematical Association of America, Committee on Assessment