Author: Amy J. Hackenberg
Bio Note: Amy J. Hackenberg is a newly tenured faculty member at Indiana University-Bloomington. She does research on how middle school students learn to reason algebraically; relationships between students’ rational number knowledge and algebraic reasoning; and how student-teacher relationships influence mathematical learning. She is the principal investigator of the project “Investigating Differentiated Instruction and Relationships between Rational Number Knowledge and Algebraic Reasoning in Middle School” funded by an Early Career Development grant from the National Science Foundation. In this project she is learning to teach, in one classroom, students operating with at least two different levels of units coordinations. Prior to working at the university level Amy taught middle and high school students for 9 years in Los Angeles and the Chicago area.
Affiliation: Indiana University, USA
Publications in Constructivist Foundations
Reader Impact Factor: 2.15 The RIF of an author expresses how many times more often the texts of this author have been downloaded than the average text, i.e., RIF = dn/D, with d = number of downloads of all texts of this author, D = number of all downloads of all texts, n = number of all texts published.
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. http://constructivist.info/9/3/354
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. http://constructivist.info/9/3/328