Chandra Orrill
I am a mathematics educator interested in elementary and middle school who also does research on computational thinking.
Research Expertise
About
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
Indiana University
M.S., Instructional Systems Technology / December, 1996
University of Alabama
B.A., Honors College - Computer Applications in Music / May, 1993
Experience
University of Massachusetts Dartmouth
Professor / January, 2010 — Present
Director - Kaput Center for Research & Innovation in STEM Education / July, 2017 — Present
Chair - Department of STEM Education & Teacher Development / July, 2013 — June, 2017
University of Georgia
Research Scientist / September, 2000 — December, 2010
Ohio University
Assistant Professor / September, 1999 — August, 2000
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