Chandra Orrill

I am a mathematics educator interested in elementary and middle school who also does research on computational thinking.

Fall River, MA, Massachusetts, United States of America

Research Expertise

Education
Developmental and Educational Psychology

About

My work is primarily focused on how teachers learn about and understand the content they teach. My work has been primarily with upper elementary and middle school teachers in the areas of mathematics and computational thinking. I got into this field because of my interest in educational technology and in school reform. My work has focused on investigating how teachers understand the content they teach, how to design effective professional development to support them, and how to assess their learning. All of this is with an eye toward how students learn and how we can build better schools to support learning. I am also a certified running coach (UESCA) and personal trainer (NASM) with a particular interest in women's physiology as it relates to running -- particularly in the menopausal and perimenopausal phases. I am interested in working on projects that are focused on improving education - particularly math education, but also education more broadly. I am also interested in projects that relate to my interest in women running.

Publications

High school mathematics teachers’ discernment of invariant properties in a dynamic geometry environment

Educational Studies in Mathematics / Apr 04, 2022

Nagar, G. G., Hegedus, S., & Orrill, C. H. (2022). High school mathematics teachers’ discernment of invariant properties in a dynamic geometry environment. Educational Studies in Mathematics, 111(1), 127–145. https://doi.org/10.1007/s10649-022-10144-6

Teachers’ Understanding of Draggable Geometric Objects: Variance and Invariance in a Dynamic Geometry Environment

Digital Experiences in Mathematics Education / Jul 06, 2022

Nagar, G. G., Hegedus, S., & Orrill, C. H. (2022). Teachers’ Understanding of Draggable Geometric Objects: Variance and Invariance in a Dynamic Geometry Environment. Digital Experiences in Mathematics Education. https://doi.org/10.1007/s40751-022-00106-1

Exploring differences in practicing teachers’ knowledge use in a dynamic and static proportional task

Mathematics Education Research Journal / Sep 12, 2020

Brown, R. E., Orrill, C. H., & Park, J. (2020). Exploring differences in practicing teachers’ knowledge use in a dynamic and static proportional task. Mathematics Education Research Journal, 34(2), 419–436. https://doi.org/10.1007/s13394-020-00350-x

Teachers’ abilities to make sense of variable parts reasoning

Mathematical Thinking and Learning / Jul 17, 2020

Orrill, C. H., & Millett, J. E. (2020). Teachers’ abilities to make sense of variable parts reasoning. Mathematical Thinking and Learning, 23(3), 254–270. https://doi.org/10.1080/10986065.2020.1795567

Framing a robust understanding of proportional reasoning for teachers

Journal of Mathematics Teacher Education / Jan 01, 2020

Weiland, T., Orrill, C. H., Nagar, G. G., Brown, R. E., & Burke, J. (2020). Framing a robust understanding of proportional reasoning for teachers. Journal of Mathematics Teacher Education, 24(2), 179–202. https://doi.org/10.1007/s10857-019-09453-0

When Constant in a Proportional Relationship Isn’t Constant—A Sign of Not-So-Shared Understandings

Investigations in Mathematics Learning / Jun 07, 2020

Brown, R. E., Epstein, M. L., & Orrill, C. H. (2020). When Constant in a Proportional Relationship Isn’t Constant—A Sign of Not-So-Shared Understandings. Investigations in Mathematics Learning, 12(3), 194–207. https://doi.org/10.1080/19477503.2020.1772035

International perspectives on frameworks for mathematics teachers’ knowing and quality of mathematics instruction

Research in Mathematics Education / May 03, 2020

Manizade, A., & Orrill, C. H. (2020). International perspectives on frameworks for mathematics teachers’ knowing and quality of mathematics instruction. Research in Mathematics Education, 22(2), 93–97. https://doi.org/10.1080/14794802.2020.1798809

Revisiting purpose and conceptualisation in the design of assessments of mathematics teachers’ knowledge

Research in Mathematics Education / Jan 31, 2020

Orrill, C. H., Copur-Gencturk, Y., Cohen, A., & Templin, J. (2020). Revisiting purpose and conceptualisation in the design of assessments of mathematics teachers’ knowledge. Research in Mathematics Education, 22(2), 209–224. https://doi.org/10.1080/14794802.2019.1702893

Mathematics teachers’ ability to identify situations appropriate for proportional reasoning

Research in Mathematics Education / Apr 30, 2019

Weiland, T., Orrill, C. H., Brown, R. E., & Nagar, G. G. (2019). Mathematics teachers’ ability to identify situations appropriate for proportional reasoning. Research in Mathematics Education, 21(3), 233–250. https://doi.org/10.1080/14794802.2019.1579668

Examining the design features of a communication-rich, problem-centred mathematics professional development

International Journal of Mathematical Education in Science and Technology / Sep 07, 2017

de Araujo, Z., Orrill, C. H., & Jacobson, E. (2017). Examining the design features of a communication-rich, problem-centred mathematics professional development. International Journal of Mathematical Education in Science and Technology, 49(3), 323–340. https://doi.org/10.1080/0020739x.2017.1373153

Technology Integration in Mathematics

Developing Technology-Rich Teacher Education Programs / Jan 01, 2012

Orrill, C. H., & Polly, D. (2012). Technology Integration in Mathematics. Developing Technology-Rich Teacher Education Programs, 337–356. https://doi.org/10.4018/978-1-4666-0014-0.ch022

Building technology-based, learner-centered classrooms: The evolution of a professional development framework

Educational Technology Research and Development / Mar 01, 2001

Orrill, C. H. (2001). Building technology-based, learner-centered classrooms: The evolution of a professional development framework. Educational Technology Research and Development, 49(1), 15–34. https://doi.org/10.1007/bf02504504

Connection Making: Capitalizing on the Affordances of Dynamic Representations Through Mathematically Relevant Questioning

The SimCalc Vision and Contributions / Jan 01, 2013

Orrill, C. H. (2013). Connection Making: Capitalizing on the Affordances of Dynamic Representations Through Mathematically Relevant Questioning. Advances in Mathematics Education, 285–298. https://doi.org/10.1007/978-94-007-5696-0_16

Educational technology research in postsecondary settings: Promise, problems, and prospects

Journal of Computing in Higher Education / Mar 01, 2005

Hannafin, M., Orrill, C., Kim, H., & Kim, M. (2005). Educational technology research in postsecondary settings: Promise, problems, and prospects. Journal of Computing in Higher Education, 16(2), 3–22. https://doi.org/10.1007/bf02961472

Making sense of double number lines in professional development: exploring teachers’ understandings of proportional relationships

Journal of Mathematics Teacher Education / May 19, 2012

Orrill, C. H., & Brown, R. E. (2012). Making sense of double number lines in professional development: exploring teachers’ understandings of proportional relationships. Journal of Mathematics Teacher Education, 15(5), 381–403. https://doi.org/10.1007/s10857-012-9218-z

Mathematics Teachers' Reasoning About Fractions and Decimals Using Drawn Representations

Mathematical Thinking and Learning / Jul 01, 2011

Lee, S. J., Brown, R. E., & Orrill, C. H. (2011). Mathematics Teachers’ Reasoning About Fractions and Decimals Using Drawn Representations. Mathematical Thinking and Learning, 13(3), 198–220. https://doi.org/10.1080/10986065.2011.564993

Measuring Middle Grades Teachers' Understanding of Rational Numbers with the Mixture Rasch Model

The Elementary School Journal / Mar 01, 2010

Izsák, A., Orrill, C. H., Cohen, A. S., & Brown, R. E. (2010). Measuring Middle Grades Teachers’ Understanding of Rational Numbers with the Mixture Rasch Model. The Elementary School Journal, 110(3), 279–300. https://doi.org/10.1086/648979

Supporting Online PBL: Design Considerations for Supporting Distributed Problem Solving

Distance Education / May 01, 2002

Orrill, C. H. (2002). Supporting Online PBL: Design Considerations for Supporting Distributed Problem Solving. Distance Education, 23(1), 41–57. https://doi.org/10.1080/01587910220123973

Understanding a Teacher's Reflections: A Case Study of a Middle School Mathematics Teacher

School Science and Mathematics / Oct 01, 2007

Kwon, N.-Y., & Orrill, C. H. (2007). Understanding a Teacher’s Reflections: A Case Study of a Middle School Mathematics Teacher. School Science and Mathematics, 107(6), 246–257. Portico. https://doi.org/10.1111/j.1949-8594.2007.tb18286.x

When a Peer Group Isn’t Needed: Effective Online Learning in an Individual Mentoring Model

Learning and Instructional Technologies for the 21st Century / Oct 20, 2008

Wise, A. F., Orrill, C. H., Duffy, T. M., Valle, R. del, & Kirkley, J. R. (2008). When a Peer Group Isn’t Needed: Effective Online Learning in an Individual Mentoring Model. Learning and Instructional Technologies for the 21st Century, 1–23. https://doi.org/10.1007/978-0-387-09667-4_6

Education

Indiana University

Ph.D., Instructional Systems Technology / December, 1999

Bloomington, Indiana, United States of America

Indiana University

M.S., Instructional Systems Technology / December, 1996

Bloomington, Indiana, United States of America

University of Alabama

B.A., Honors College - Computer Applications in Music / May, 1993

Tuscaloosa, Alabama, United States of America

Experience

University of Massachusetts Dartmouth

Professor / January, 2010Present

Director - Kaput Center for Research & Innovation in STEM Education / July, 2017Present

Chair - Department of STEM Education & Teacher Development / July, 2013June, 2017

University of Georgia

Research Scientist / September, 2000December, 2010

Ohio University

Assistant Professor / September, 1999August, 2000

Links & Social Media

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