2025-12-17T10:52:56+08:00

Affiliation

Faculty of Education
University of Macau

Accepting applications from PhD/EdD students

Email

ianwhitacre@um.edu.mo

Tel

(853) 8822 9286

 

Fax

(853) 8822 2402

Office

Room 2026, Faculty of Education,

University of Macau, E33

Av. da Universidade, Taipa, Macau, China

Ian Michael WHITACRE

Professor of Mathematics Education

Professional Experience in Academia

2024–present       Professor, School of Teacher Education, Florida State University.

2018–present       Associate Professor, School of Teacher Education, Florida State University.

2012–2018            Assistant Professor, School of Teacher Education, Florida State University.

2010–2012            Research Assistant, Center for Research in Mathematics and Science Education.

2006–2009           Lecturer, San Diego State University.

2006–2008           Course Coordinator, Department of Mathematics and Statistics, San Diego State University.

2004–2006           Teaching Associate, San Diego State University.

2001–2003            Editorial Assistant, Mathematical Research Letters, University of California San Diego.

1998–2000            Tutor, San Diego City College Tutorial Center.

Professional Preparation

2012 Ph.D. in Mathematics and Science Education. Joint Doctoral Program:

University of California San Diego & San Diego State University.

2006 M.A. in Mathematics. Emphasis: Teaching Service.

San Diego State University. Supervisor: Dr. Susan Nickerson.

2003 B.A. in Mathematics/Secondary Education. University of California San Diego.

Grants Funded

  • Whitacre, I. (PI), Perkins, K. (Co-PI), & Celedón-Pattichis, S. (Co-PI). (Aug 2022–Jul 2027). Improving Mathematics Outcomes for Emergent Bilingual Students with the Help of Interactive Computer Simulations. Funded by William T. Grant Foundation. (MG-202677). Total award $599,530.
  • Jaber, L. Z. (PI), & Whitacre, I. (Co-PI). (Jun 2021–Jun 2022). Planning Grant: Documenting Affective Trajectories in Connection with Conceptual Learning Trajectories. Funded by FSU Center for Research & Creativity. Total award $23,770.
  • Whitacre, I. (PI). (May 2021–Aug 2021). COFRS: Investigating the Potential of Sim-based Math Activities to Support the Number Sense Development and Mathematical Discourse Practices of K–1 English Language Learners. Funded by FSU CRC. Total award $20,000.
  • Perkins, K. (PI), Hensberry, K. (Co-PI), Webb, D. (Co-PI), & Whitacre, I. (Co-PI). (Sep 2015–Aug 2018). Teaching and Learning Algebraic Thinking Across the Middle Grades: A Research-based Approach Using PhET Interactive Simulations. Funded by National Science Foundation. (1503510). Total award $2,199,109.
  • Whitacre, I. (PI). (Sep 2015–Aug 2020). Teaching and Learning Algebraic Thinking Across the Middle Grades: A Research-Based Approach Using PhET Interactive Simulations. Funded by University of Colorado. (1552994). Total award $241,443.
  • Akiba, M. (PI), & Whitacre, I. (Co-PI). (Aug 2014–Jul 2018). Identifying an Effective and Scalable Model of Lesson Study. Funded by National Science Foundation. (1417585). Total award $449,910.
  • Whitacre, I. (PI). (May 2013–Aug 2013). FYAP: Investigating Children’s Developing Integer Reasoning. Funded by FSU Center for Research & Creativity. Total award $20,000.

Publications

Textbooks

Sowder, J., Sowder, L., Nickerson, S., & Whitacre, I. (2023). Reconceptualizing mathematics for elementary school teachers (4th ed.). Macmillan.

Four-part textbook used in mathematics content courses for preservice teachers:

  1. Reasoning about Numbers and Quantities
  2. Reasoning about Algebra and Change
  3. Reasoning about Shapes and Measurement
  4. Reasoning about Chance and Data

 

Refereed Journal Articles

  • Whitacre, I., Kamaldar, A., Caro-Rora, D. (2025). Revisiting popular frameworks of geometric thinking: The case of Mariah’s thinking about hierarchical relationships and diagrams. Education Sciences, 15, 1283, 1–31.
  • Smith, J., Karcher, S., & Whitacre, I. (2023). Examining learners’ reasoning about complex numbers by considering the number worlds they inhabit. International Journal of Research in Undergraduate Mathematics Education, 10, 435–457.
  • Lamb, L. L., Bishop, J. P., Whitacre, I., & Philipp, R. A. (2023). Flexibility across and flexibility within: The domain of integer addition and subtraction. Journal of Mathematical Behavior, 70, 101031.
  • Schoen, R., Whitacre, I., & Champagne, Z. (2023). Relative difficulty of additive word problems for U.S. first graders. Journal for Research in Mathematics Education, 54(1), 24–42. (SSCI)
  • Bishop, J. P., Lamb, L. L., Whitacre, I., Philipp, R. A., & Schappelle, B. P. (2022). Beyond the sign rules. Mathematics Teacher Learning and Teaching PK–12, 115(3), 202–210.
  • Hawthorne, C., Philipp, R. A., Lamb, L. L., Bishop, J. P., Whitacre, I., & Schappelle, B. P. (2022). Reconceptualizing a mathematical domain on the basis of student reasoning: considering teachers’ perspectives about integers. Journal of Mathematical Behavior, 65, 100931.
  • Schoen, R., Whitacre, I., Champagne, Z., & McCrackin, S. (2021). Comparing the frequency and variation of additive word problems in United States first-grade textbooks in the 1980s and the Common Core era. School Science and Mathematics, 121, 110–121.
  • Findley, K., Atabas, S., & Whitacre, I. (2021). What’s in a name? Leveraging students’ informal vocabulary in probability. Teaching Statistics, 1–7.
  • Atabas, S., Schellinger, J., Whitacre, I., Findley, K., & Hensberry, K. (2020). A tale of two sets of norms: Comparing opportunities for student agency in mathematics lessons with and without interactive simulations. Journal of Mathematical Behavior, 58, 1–23.
  • Whitacre, I., Henning, B., & Atabas, S. (2020). Disentangling the research literature on number sense: Three constructs, one name. Review of Educational Research, 90(1), 95-134. (SSCI)
  • Whitacre, I., & Rumsey, C. (2020). The roles of tools and models in a prospective elementary teachers’ developing understanding of multidigit multiplication. Journal of Mathematical Behavior, 60, 1–18.
  • Whitacre, I., Atabas, S., & Findley, K. (2019). Exploring unfamiliar paths through mathematical territory: Constraints and affordances in a preservice teacher’s reasoning about fraction comparisons. Journal of Mathematical Behavior, 53, 148–163.
  • Findley, K., Whitacre, I., Schellinger, J., & Hensberry, K. (2019). Orchestrating mathematics lessons with interactive simulations: Exploring roles in the classroom. Journal of Technology and Teacher Education, 27(1), 37–62.
  • Whitacre, I., Hensberry, K., Schellinger, J., & Findley, K. (2019). Variations on play with interactive computer simulations: Balancing competing priorities. International Journal of Mathematical Education in Science and Technology, 50(5), 665–681.
  • Lamb, L. L., Bishop, J. P., Philipp, R. A., Whitacre, I., & Schappelle, B. P. (2018). A cross-sectional investigation of students’ reasoning about integer addition and subtraction: Ways of reasoning, problem types, and flexibility. Journal for Research in Mathematics Education, 49(5), 575–613. (SSCI)
  • Boggs, G., Whitacre, I., Schellinger, J., Champagne, Z., & Schoen, R. C. (2018). Contextual meanings of the equal sign as conceptual blends. For the Learning of Mathematics, 38(2), 34–39.
  • Whitacre, I., & Rumsey, C. (2018). Documenting the process of a prospective elementary teacher’s flexibility development: Scaffolded strategy ranges and sociomathematical norms for mental computation. Cognition and Instruction, 36(4), 330–360. (SSCI)
  • Hensberry, K., Whitacre, I., Findley, K., Schellinger, J., & Burr, M. (2018). Engaging students with mathematics through play. Mathematics Teaching in the Middle School, 24(3), 179-183.
  • Whitacre, I. (2018). Prospective elementary teachers learning to reason flexibly with sums and differences: Number sense development viewed through the lens of collective activity. Cognition and Instruction, 36(1), 56-82. (SSCI)
  • Whitacre, I., Azuz, B., Lamb, L. L., Bishop, J. P., Schappelle, B. P., & Philipp, R. A. (2017). Integer comparisons across the grades: Students’ justifications and ways of reasoning. Journal of Mathematical Behavior, 45, 47–62.
  • Starling, C., & Whitacre, I. (2016). Attending to precision with secret messages. Mathematics Teaching in the Middle School, 22(4), 208–215.
  • Whitacre, I., & Nickerson, S. D. (2016). Investigating the improvement of prospective elementary teachers’ number sense in reasoning about fraction magnitude. Journal of Mathematics Teacher Education, 19(1), 57–77. (SSCI)
  • Bishop, J. P., Lamb, L. L., Philipp, R. A., Whitacre, I., & Schappelle, B. (2016). Leveraging structure: Logical necessity in the context of integer arithmetic. Mathematical Thinking and Learning, 18(3), 209–232. (SSCI)
  • Whitacre, I., & Nickerson, S. D. (2016). Prospective elementary teachers making sense of multi-digit multiplication: Leveraging resources. Journal for Research in Mathematics Education, 47, 270–307. (SSCI)
  • Whitacre, I., Bouhjar, K., Bishop, J. P., Philipp, R. A., Schappelle, B. P., & Lamb, L. L. (2016). Regular numbers and mathematical worlds. For the Learning of Mathematics, 36(2), 20–25.
  • Whitacre, I., Schoen, R., Champagne, Z., & Goddard, A. (2016). Relational thinking: What’s the difference? Teaching Children Mathematics, 22(5), 302–308.
  • Bishop, J. P., Lamb, L. L., Philipp, R. A., Schappelle, B. P., & Whitacre, I. (2016). Unlocking the structure of positive and negative numbers. Mathematics Teaching in the Middle School, 22(2), 84–91.
  • Whitacre, I. (2015). Strategy ranges: Describing change in prospective elementary teachers’ approaches to mental computation of sums and differences. Journal of Mathematics Teacher Education, 18, 353–373. (SSCI)
  • Whitacre, I., Bishop, J. P., Lamb, L. L. C., Philipp, R. A., & Schappelle, B. P. (2014). Dollars and sense: Students’ integer perspectives. Mathematics Teaching in the Middle School, 20(2), 84–89.
  • Thanheiser, E., Whitacre, I., & Roy, G. (2014). Mathematical content knowledge for teaching elementary mathematics: A focus on whole-number concepts and operations. The Mathematics Enthusiast, 11(2), 217–266.
  • Thanheiser, E., Browning, C., Lo, J.-J., Edson, A., Whitacre, I., Olanoff, D., & Morton, C. (2014). Mathematical content knowledge for teaching elementary mathematics: What do we know, what do we not know, and where do we go? The Mathematics Enthusiast, 11(2), 433–448.
  • Whitacre, I., Bishop, J. P., Philipp, R. A., Lamb, L. L. C., Bagley, S., & Schappelle, B. P. (2014). ‘Negative of my money, positive of her money’: Secondary students’ reasoning about integers in relation to a money context. International Journal of Mathematical Education in Science and Technology, 1–16.
  • Bishop, J. P., Lamb, L. L. C., Philipp, R. A., Whitacre, I., Schappelle, B. P., & Lewis, M. L. (2014). Obstacles and affordances for integer reasoning: An analysis of children’s thinking and the history of mathematics. Journal for Research in Mathematics Education, 45(1), 19–61. (SSCI)
  • Browning, C., Thanheiser, E., Edson, A. J., Kimani, P., Olanoff, D., Tobias, J., & Whitacre, I. (2014). Prospective elementary mathematics teacher content knowledge: An introduction. The Mathematics Enthusiast, 11(2), 203–216.
  • Bishop, J. P., Lamb, L. L. C., Philipp, R. A., Whitacre, I., Schappelle, B. P., & Lewis, M. L. (2014). Using order to reason about negative numbers: The case of Violet. Educational Studies in Mathematics, 86(1), 39–59. (SSCI)
  • Lamb, L. L. C., Bishop, J. P., Philipp, R. A., Schappelle, B. P., Whitacre, I. M., & Lewis, M. (2012). Developing symbol sense for the minus sign. Mathematics Teaching in the Middle School, 18(1), 5–9.
  • Whitacre, I., Bishop, J. P., Lamb, L. L. C., Philipp, R. A., Schappelle, B. P., & Lewis, M. L. (2012). Happy and sad thoughts: An exploration of children’s integer reasoning. Journal of Mathematical Behavior, 31, 356–365.
  • Lamb, L. L. C., Bishop, J. P., Philipp, R. A., Schappelle, B. P., Whitacre, I. M., & Lewis, M. (2012). High school students’ conceptions of the minus sign. Mathematics Teaching, 27, 40–44.
  • Bishop, J. P., Lamb, L. L. C., Philipp, R. A., Schappelle, B. P., & Whitacre, I. M. (2011). First graders outwit a famous mathematician. Teaching Children Mathematics, 17(6), 350–358.
  • Nickerson, S. D., & Whitacre, I. M. (2010). A local instruction theory for the development of number sense. Mathematical Thinking and Learning, 12, 227–252. (SSCI)

 

Invited Book Chapters

  • Rumsey, C., Whitacre, I., Atabas, S., & Smith, J. (2022). Argumentation in the context of elementary grades: The role of participants, tasks, and tools. In Kosko, K., Bieda, K., Staples, M., & Conner, A. (Ed.), Perspectives on mathematical argumentation across the grades (pp. 19–34). Springer.
  • Bishop, J. P., Lamb, L. L., Philipp, R. A., Whitacre, I., & Schappelle, B. P. (2018). Students’ thinking about integer open number sentences. In L. Bofferding & N. M. Wessman-Enzinger (Ed.), Exploring the integer addition and subtraction landscape: Perspectives on integer thinking (pp. 47-71). Springer.
  • Whitacre, I., Hohensee, C., & Nemirovsky, R. (2009). Expressiveness and mathematics learning. In W. M. Roth (Ed.), Mathematical representation at the interface of body and culture (pp. 275-308). Charlotte, NC: Information Age Publishing.

Computer Software Design

Fellowships

Service, Teaching, and Research (STaR) Fellow (2013). Association of Mathematics Teacher Educators.

Awards and Nominations

  • Awarded Undergraduate Teaching Award, Florida State University (2024).
  • Nominated for Community Engaged Teaching Award, Florida State University (2023).
  • Nominated for Graduate Teaching Award, Florida State University (2019).
  • Nominated for Early Career Award, Association of Mathematics Teacher Educators (2018).
  • Nominated for Early Career Award, Association of Mathematics Teacher Educators (2017).
  • Nominated for Undergraduate Teaching Award, Florida State University (2017).
  • Nominated for Undergraduate Teaching Award, Florida State University (2014).

Current Membership in Professional Organizations

  • Association of Mathematics Teacher Educators (AMTE)
  • Florida Association of Mathematics Teacher Educators (FAMTE)
  • International Consortium for Research in Science & Mathematics Education (ICRSME)
  • National Council of Teachers of Mathematics (NCTM)
  • Psychology of Mathematics Education, North American Chapter (PME-NA)

Research interests

  • Preservice teachers’ Mathematical Thinking and Learning
  • Number Sense
  • The use of Interactive Simulations in Mathematics Teaching

  • Whitacre, I., Caro-Rora, D., & Kamaldar, A. (2023). Brokering moves to support advances to preservice elementary teachers’ discourse about hierarchical geometric relationships. In Lamberg, T., & Moss, D. (Ed.), Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 8). Reno, NV.
  • Atabas, S., & Whitacre, I. (2022). A catalyst for change: A teacher’s experience with supplementary curricular materials enriched with interactive simulations. In Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J. N., Strayer, J., & Drown, S. (Ed.), Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1354–1363). Middle Tennessee State University.
  • Whitacre, I., & Caro-Rora, D. (2022). Charting a viable learning trajectory for the development of preservice elementary teachers’ understanding of hierarchical geometric relationships. In Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J. N., Strayer, J., & Drown, S. (Ed.), Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1342). Middle Tennessee State University.
  • Caro-Rora, D., Smith, J., Jaber, L., & Whitacre, I. (2022). Exploring the affective experiences of pre-service elementary teachers during a fractions unit. In Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J. N., Strayer, J., & Drown, S. (Ed.), Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1319). Middle Tennessee State University.
  • Whitacre, I., Findley, K., & Atabas, S. (2020). Productive seeds in preservice teachers’ reasoning about fraction comparisons. In Sacristán, A.I., Cortés-Zavala, J.C. & Ruiz-Arias, P.M. (Eds.), Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1477–1484). Mexico. Cinvestav / AMIUTEM / PME-NA.
  • Whitacre, I., Henning, B., & Atabas, S. (2017). Disentangling the research literature on “number sense”: Three constructs, one name. In E. Galindo, & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 203-210). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.
  • Findley, K., Whitacre, I., & Hensberry, K. (2017). Integrating interactive simulations into the mathematics classroom: Supplementing, enhancing, or driving? In E. Galindo, & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1297-1304). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.
  • Whitacre, I., Hensberry, K., & Findley, K. (2017). Teachers’ facilitation of play with PhET interactive simulations in middle-school mathematics lessons. In E. Galindo, & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1386). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.
  • Schoen, R. C., Champagne, Z., & Whitacre, I. (2015). Re-examining the validity of word problem taxonomies in the Common Core era. In Bartell, T. G., Bieda, K. N., Putnam, R. T., Bradfield, K., & Dominguez, H. (Ed.), 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 125). East Lansing, MI: Michigan State University.
  • Lamb, L., Bishop, J., Philipp, R., Whitacre, I., Stephan, M., Bofferding, L., Lewis, J., Brickwedde, J., Bagley, S., & Schappelle, B. (2013). Building on the emerging knowledge base for teaching and learning in relation to integers. In Martinez, M. & Castro Superfine, A (Ed.), 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1362-1366). Chicago, IL: University of Illinois at Chicago.
  • Whitacre, I. (2013). Viewing prospective elementary teachers’ prior knowledge as a resource in their number sense development. In Martinez, M. & Castro Superfine, A (Ed.), 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 901-904). Chicago, IL: University of Illinois at Chicago.
  • Whitacre, I., Lamb, L. L. C., Bishop, J. P., Philipp, R. A., Lewis, M., & Schappelle, B. P. (2012). Children’s reasoning about integers: Video clips to share with preservice teachers. In S. Brown, S. Larsen, K. Marrongelle, and M. Oehrtman (Ed.), 15th Annual Conference on Research in Undergraduate Mathematics Education (pp. 598–602). Portland, OR.
  • Whitacre, I., & Nickerson, S. D. (2012). Prospective elementary teachers’ justifications for their nonstandard mental computation strategies. In L. R. Van Zoest, J.-J. Lo, & J. L. Kratsky (Ed.), 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 777–780). Reno, NV: University of Reno.
  • Whitacre, I. (2012). The evolution of classroom mathematical practices in a mathematics content course for prospective elementary teachers. In S. Brown, S. Larsen, K. Marrongelle, and M. Oehrtman (Ed.), 15th Annual Conference on Research in Undergraduate Mathematics Education (pp. 284–290). Portland, OR.
  • Whitacre, I., Bishop, J. P., Lamb, L. L. C., Philipp, R. A., Schappelle, B. P., & Lewis, M. (2012). What sense do children make of negative dollars? In L. R. Van Zoest, J.-J. Lo, & J. L. Kratsky (Ed.), 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 958–964). Reno, NV: University of Reno.
  • Whitacre, I. M., & Nickerson, S. D. (2011). Extending a local instruction theory for the development of number sense to rational number. In S. Brown, S. Larsen, K. Marrongelle, & M. Oehrtman (Eds.), Proceedings of the 14th Annual Conference on Research in Undergraduate Mathematics Education (pp. Vol. 2 (532-54)). Portland, OR.
  • Whitacre, I. M., Bishop, J. P., Lamb, L. L. C., Philipp, R. A., Schappelle, B. P., & Lewis, M. (2011). Integers: History, textbook approaches, and children’s productive mathematical intuitions. In L. R. Wiest, & T. Lamberg (Eds.), Proceedings of the 33rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 913-920). Reno, NV: University of Reno.
  • Whitacre, I. M., & Nickerson, S. D. (2011). Prospective elementary teachers develop improved number sense in reasoning about fraction magnitude. In L. R. Wiest, & T. Lamberg (Eds.), Proceedings of the 33rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 559-567). Reno, NV.
  • Bishop, J. P., & Whitacre, I. M. (2010). Intellectual work: The depth of mathematical discourse and its relationship to student learning. In P. Brosnan, D. B. Erchick, & L. Flevares (Eds.), Proceedings of the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. Vol. 6 (pp. 401-409)). Columbus, OH: The Ohio State University.
  • Whitacre, I. M., & Nickerson, S. D. (2009). Measuring inquiry-oriented teaching in the context of TA professional development. In Proceedings of the Twelfth Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education. Raleigh, NC.
  • Nickerson, S. D., & Whitacre, I. M. (2008). A local instruction theory for the development of number sense. In Proceedings of the Eleventh Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education. San Diego, CA.
  • Whitacre, I. M. (2007). Preservice teachers’ number sensible mental computation strategies. In Proceedings of the Tenth Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education. San Diego, CA.
  • Whitacre, I. M., & Nickerson, S. D. (2006). Pedagogy that makes (number) sense: a classroom teaching experiment around mental math. In S. Alatorre, J. L. Cortina, M. Sáiz, & A. Méndez (Eds.), Proceedings of the twenty-eighth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 736-743). Mérida, México: Universidad Pedagógica Nacional.

  • Kamaldar, A., Caro-Rora, D., & Whitacre, I. (presented 2024). Brokering moves to support advances in preservice elementary teachers’ discourse about hierarchical geometric relationships. Paper presented at Virtual Conference, International Consortium for Research in Science and Mathematics Education, Online. (International)
  • Schoen, R. C., & Whitacre, I. (presented 2024). Do well-known statements about relative difficulty of word problems withstand empirical inquiry? Paper presented at Annual Conference, Association of Mathematics Teacher Educators, Orlando, FL. (National)
  • Kamaldar, A., Caro-Rora, D. L., & Whitacre, I. (presented 2024). Supporting progress in preservice elementary teachers’ geometric discourses. Paper presented at Annual Conference, Association of Mathematics Teacher Educators, Orlando, FL. (National)
  • Caro-Rora, D., & Whitacre, I. (presented 2024). Understanding and designing for the emotional experiences of elementary preservice teachers during a fraction unit. Paper presented at Virtual Conference, International Consortium for Research in Science and Mathematics Education, Online. (International)
  • Whitacre, I. (presented 2023). Brokering moves to support advances to preservice elementary teachers’ discourse about hierarchical geometric relationships. Paper presented at 45th annual meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Reno, NV. (International)
  • Whitacre, I., & Caro-Rora, D. (presented 2022). Charting a viable learning trajectory for the development of preservice elementary teachers’ understanding of hierarchical geometric relationships. Paper presented at 44th annual meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Nashville, TN. (Int.)
  • Whitacre, I., Findley, K., & Atabas, S. (presented 2021). Productive seeds in preservice teachers’ reasoning about fraction comparisons. Paper presented at Mathematics Education Across Cultures: Proceedings of the 42nd Meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico. (International)
  • Atabas, S., & Whitacre, I. (presented 2019, October). Contrasting norms in math lessons with/out interactive simulations. Paper presented at Annual Conference, Florida Council of Teachers of Mathematics, Jacksonville, FL. (Regional)
  • Lamb, L., Bishop, J., Philipp, R., & Whitacre, I. (presented 2019, April). Integer problem types and their relationship to children’s thinking. Paper presented at Research Conference, National Council Teachers of Mathematics, San Diego, CA. (National)
  • Atabas, S., & Whitacre, I. (presented 2019, April). Opportunities for student agency in math lessons with/ out interactive sims. Paper presented at Research Conference, National Council Teachers of Mathematics, San Diego, CA. (National)
  • Whitacre, I., Henning, B., & Atabas, S. (presented 2017, October). Disentangling the research literature on “number sense”: Three constructs, one name. Paper presented at 39th annual meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Indianapolis, IN. (International)
  • Findley, K., Whitacre, I., & Hensberry, K. (presented 2017, October). Integrating interactive simulations into the mathematics classroom: Supplementing, enhancing, or driving? Paper presented at 39th annual meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Indianapolis, IN. (International)
  • Whitacre, I., Hensberry, K., & Findley, K. (presented 2017, October). Teachers’ facilitation of play with PhET interactive simulations in middle-school mathematics lessons. Paper presented at 39th annual meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Indianapolis, IN. (International)
  • Whitacre, I., Hensberry, K. R., & Findley, K. (presented 2017). Examining the play phase of mathematics lessons involving computer simulations. Paper presented at 21st Annual Conference, Association of Mathematics Teacher Educators, Orlando, FL. (National)
  • Whitacre, I. (presented 2016, May). Variations on open play with interactive computer simulations and their implications for students’ opportunities to contribute to mathematical discussions. Paper presented at International Conference, International Conference on Education in Mathematics, Science & Technology, Bodrum, Turkey. (International)
  • Whitacre, I., Schellinger, S., Schoen, R., & Champagne, Z. (presented 2016, April). Examining pre-service teachers interpretations of the equal sign from a multiliteracies perspective. Paper presented at Annual Meeting, American Educational Research Association, Washington, DC. (International)
  • Whitacre, I. (presented 2013, November). Viewing prospective elementary teachers’ prior knowledge as a resource in their number sense development. Paper presented at 35th Annual Meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Chicago, IL. (National)
  • Bishop, J. P., Philipp, R. A., Whitacre, I., Stephan, M., & Jacobs, V. (presented 2013, January). Using integers to rethink the role of context in school mathematics. Paper presented at 17th Annual Meeting, Association of Mathematics Teacher Educators, Orlando, FL. (National)
  • Whitacre, I., Bishop, J. P., Lamb, L. L. C., Philipp, R. A., Schappelle, B. P., & Lewis, M. (presented 2012, November). Integers: History, textbook approaches, and children’s productive mathematical intuitions. Paper presented at 33rd Annual Meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Reno, NV. (National)
  • Whitacre, I., & Nickerson, S. D. (presented 2012, November). Prospective elementary teachers’ justifications for their nonstandard mental computation strategies. Paper presented at 34th Annual Meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Reno, NV. (National)
  • Whitacre, I., Bishop, J. P., Lamb, L. L. C., Philipp, R. A., Schappelle, B. P., & Lewis, M. (presented 2012, November). What sense do children make of negative dollars? Paper presented at 34th Annual Meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Reno, NV. (National)
  • Whitacre, I., & Philipp, R. A. (presented 2012, November). What sense do children make of negative dollars? Paper presented at 34th Annual Meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Kalamazoo, MI. (National)
  • Whitacre, I. (presented 2012, February). Children’s reasoning about integers: Video clips to share with preservice teachers. Paper presented at 15th Annual Conference, Research in Undergraduate Mathematics Education, Portland, OR. (National)
  • Whitacre, I., & Nickerson, S. D. (presented 2012, February). Extending a local instruction theory for the development of number sense to rational number. Paper presented at 14th Annual Conference, Research in Undergraduate Mathematics Education, Portland, OR. (National)
  • Whitacre, I. (presented 2012, February). The evolution of classroom mathematical practices in a mathematics content course for prospective elementary teachers. Paper presented at 15th Annual Conference, Research in Undergraduate Mathematics Education, Portland, OR. (National)
  • Whitacre, I. (presented 2011, November). Integers: History, textbook approaches, and children’s productive mathematical intuitions. Paper presented at 33rd Annual Meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Reno, NV. (National)
  • Whitacre, I., & Nickerson, S. D. (presented 2011, November). Prospective elementary teachers develop improved number sense in reasoning about fraction magnitude. Paper presented at 33rd Annual Meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Reno, NV. (National)
  • Whitacre, I., Bishop, J. P., Lamb, L. L. C., Philipp, R. A., Schappelle, B. P., & Lewis, M. (presented 2011, October). Integers: History, textbook approaches, and children’s productive mathematical intuitions. Paper presented at West Coast Meeting, History and Pedagogy of Mathematics: Americas Section, San Diego, CA: Point Loma Nazarene University. (Regional)
  • Bishop, J. P., Lamb, L. L. C., Philipp. R. A., Schappelle, B. P., & Whitacre, I. (presented 2011, April). An investigation of negative-number reasoning: The case of Violet. Paper presented at the meeting of Annual Meeting of the American Educational Research Association, New Orleans, LA. (National)
  • Whitacre, I., & Nickerson, S. D. (presented 2011, February). Extending a local instruction theory for the development of number sense. Paper presented at 14th Annual Conference, Research in Undergraduate Mathematics Education, Portland, OR. (National)
  • Pierson, J., & Whitacre, I. (presented 2010, April). Intellectual work: The depth of mathematical discourse and its relationship to student learning. Paper presented at Annual Meeting, American Educational Research Association, Denver, CO. (National)
  • Whitacre, I., & Nickerson, S. D. (presented 2009, April). Adapting Japanese Lesson Study to TA professional development. Paper presented at Annual Meeting, American Educational Research Association, San Diego, CA. (National)
  • Whitacre, I., & Nickerson, S. D. (presented 2009, January). Assessing the effectiveness of inquiry-oriented teaching in the context of TA professional development. Paper presented at Joint Mathematics Meetings, American Mathematical Society & Mathematical Association of America, Washington, D.C. (National)
  • Nickerson, S. D., & Whitacre, I. (presented 2008, February). A local instruction theory of the development of number sense. Paper presented at 11th Special Interest Group, Mathematical Association of America on Research in Undergraduate Mathematics Education, San Diego, CA. (National)
  • Whitacre, I., & Nickerson, S. D. (presented 2008, January). Providing support for pre-service teachers’ development of mental computation strategies. Paper presented at Joint Mathematics Meetings, American Mathematical Society & Mathematical Association of America, San Diego, CA. (National)
  • Whitacre, I. (presented 2007, February). Preservice teachers’ number sensible mental computation strategies. Paper presented at Tenth Special Interest Group, Mathematical Association of America on Research in Undergraduate Mathematics Education, San Diego, CA. (National)
  • Whitacre, I., & Nickerson, S. D. (presented 2006, November). Pedagogy that makes (number) sense: a classroom teaching experiment around mental math. Paper presented at 28th Annual Meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Mérida, Yucatán, México. (International)

Whitacre, I. (presented 2024). Listening to learners to reframe learning goals: The case of hierarchical geometric relationships. Keynote presentation at 2024 Conference, FDLA/FAMTE.

  • Caro-Rora, D., Whitacre, I., & Celedón-Pattichis, S. (2025). PhET Simulations to support children’s early number sense. Presentation at International Consortium for Research in Science & Mathematics Education 2025 Consultation, Valladolid, Mexico. (International)
  • Whitacre, I., Caro-Rora, D., & Celedón-Pattichis, S. (2025). K–1 teachers incorporating PhET Interactive Simulations with bilingual support into their mathematics instruction. Presentation at International Consortium for Research in Science & Mathematics Education 2025 Consultation, Valladolid, Mexico. (International)
  • Whitacre, I., Kamaldar, A., & Caro-Rora, D. (2025). A hypothetical learning trajectory for preservice elementary teachers’ learning of hierarchical geometric relationships. Presentation at Annual Conference, Association of Mathematics Teacher Educators, Reno, NV. (National)
  • Bishop, J. P., & Whitacre, I. (presented 2022, June). Moving beyond the sign rules for integers. Presentation at National Conference, Cognitively Guided Instruction, Orlando, FL. (National)
  • Whitacre, I., & Schoen, R. (presented 2019, June). Encouraging flexibility in reasoning about subtraction. Presentation at National Conference, Cognitively Guided Instruction, Minneapolis, MN. (National)
  • Whitacre, I., Hensberry, K., & Findley, K. (presented 2017, February). Examining the play phase of mathematics lessons involving computer simulations. Presentation at Annual Conference, Association of Mathematics Teacher Educators, Orlando, FL. (National)
  • Whitacre, I., & Kervin, T. (presented 2016, January). Using argumentative writing to promote preservice teachers’ noticing of children’s mathematical thinking. Presentation at Annual Conference, Association of Mathematics Teacher Educators, Irvine, CA. (National)
  • Whitacre, I., & Rumsey, C. (presented 2015). A hypothetical learning trajectory for preservice teachers’ knowledge of argumentation. Presentation at Research Conference, National Council of Teachers of Mathematics, Boston, MA. (National)
  • Rumsey, C., & Whitacre, I. (presented 2015). Promoting preservice teachers’ knowledge of argumentation for teaching. Presentation at Annual Conference, Association of Mathematics Teacher Educators, Orlando, FL. (National)
  • Whitacre, I., & Flack, C. (presented 2014). Learning integers through argumentation: Mapping a learning trajectory. Presentation at Research Conference, National Council of Teachers of Mathematics, New Orleans, LA. (National)
  • Bishop, J. P., Philipp, R., Whitacre, I., Stephan, M., & Jacobs, V. (presented 2013). Using integers to rethink the role of context in school mathematics. Presentation at Annual Conference, Association of Mathematics Teacher Educators, Orlando, FL. (National)
  • Whitacre, I., Lamb, L. L. C., Bishop, J. P., Philipp, R. A., Lewis, M., & Schappelle, B. P. (presented 2012, February). Children’s reasoning about integers: Video clips to share with preservice teachers. Presentation at 15th Annual Conference, Research in Undergraduate Mathematics Education, Portland, OR. (National)
  • Lamb, L. L. C., Pierson, J., Whitacre, I., Schappelle, B. P., & Lewis, M. (presented 2011, January). Understanding students’ conceptions of integers and implications for teacher educators. Presentation at 15th Annual Conference, Association of Mathematics Teacher Educators. (National)
  • Whitacre, I. (presented 2009, January). A simple Geometer’s Sketchpad sketch for exploring ideas of function. Presentation at Joint Mathematics Meetings, American Mathematical Society and Mathematical Association of America, Washington, D.C. (National)
  • Nickerson, S. D., & Whitacre, I. (presented 2007, March). Getting prospective teachers to think about more than take-away. Presentation at Annual Conference, California Mathematics Council Community Colleges (South), Palm Springs, CA. (Regional)

  • Schoen, R., & Whitacre, I. (2022). Word problem performance of U.S. first graders in the twentieth century and Common Core era. Delivered at National Council of Teachers of Mathematics, JRME Talks (virtual lecture series).
  • Whitacre, I. (2020). How do kids think about signed numbers? Delivered at COE STE Colloquium, Florida State University.
  • Whitacre, I. (2016). “Common Core math”: Disentangling the issues. Delivered at FSU Math Fun Day, Florida State University.
  • Whitacre, I. (2016). Variations on play with interactive computer simulations: balancing competing priorities. Delivered at COE STE Colloquium, Florida State University.
  • Whitacre, I. (2015). Mapping the Knowledge of Mathematical Argumentation for Teaching. Delivered at COE STE Colloquium, Florida State University.

Whitacre, I. (2013). Studying mathematical thinking and learning. Delivered at Colloquium for Graduate Students in Mathematics and Science Education, Florida State University.

  • Member, Membership Outreach Committee, Florida Association of Mathematics Teacher Educators (2023–present).
  • Proposal reviewer for the research conference, National Council of Teachers of Mathematics (2014–present).
  • Proposal reviewer, North American Chapter of the International Group for the Psychology of Mathematics Education (2012–present).
  • Proposal reviewer, Association of Mathematics Teacher Educators (2011–present).
  • Conference Program Committee, Association of Mathematics Teacher Educators (2024–2027).
  • Associate Virtual Conference Coordinator, International Consortium for Research in Science & Mathematics Education (2023–2024).

  • Educational Studies in Mathematics (2022–present).
  • Mathematics Education Research Journal (2022–present).
  • For the Learning of Mathematics (2019–present).
  • Journal for Research in Mathematics Education (2015–present).
  • Mathematical Thinking and Learning (2014–present).
  • Cognition and Instruction (2013–present).
  • Educational Psychology Review (2013–present).
  • Educational Researcher (2013–present).
  • Journal of Mathematics Teacher Education (2013–present).
  • Journal of Mathematical Behavior (2013–16).
  • Mathematics Teaching in the Middle School (2013–16).

  • WT Grant Foundation (2022–2024).
  • NSF Review Panel (2016).

Samuel Otten. (2012). Episode 1203: Ian Whitacre. Math Ed Podcast [Podcast]. Retrieved from http://mathed.podomatic.com/entry/2012-11-25T11_22_41-08_00

  • Florida Department of Education via the Learning Systems Institute. PreK–2 Math Test Item Specifications Committee (2022–present).
  • Florida Department of Education. Developing the Florida Teacher Certification Exams: Standard setting, item specifications, item validation, and key validation (2013–present).
  • Institute of Education Sciences. Advisory Board Member, “Instrument for Teachers’ Content and Pedagogical Content Knowledge of Numbers and Operations.” (2025–present).
  • National Science Foundation. Advisory Board Member, “Assessing the Malleability and Impact of Third Through Eighth Grade Students’ Mature Number Sense” (2024–present).
  • National Science Foundation. Advisory Board Member, “Characterizing and Assessing Number Sense in Third Through Eighth Grade Students” (2021–2024).

Journal of Mathematical Behavior (2016–present).