Texas Tech University

Shirley M. Matteson, Ph.D.

Associate Professor, Associate Dean of Research
Curriculum & Instruction

Email: shirley.matteson@ttu.edu

Phone: 806-834-3841

Office: Education 110AA

Shirley M. Matteson is an Associate Professor of Middle Level Education in the Department of Curriculum and Instruction, Texas Tech University. She previously served as the Interim Vice Provost for Outreach and Engagement. Dr. Matteson serves as the Associate Dean for Research and Staff/Faculty Development for the College of Education. She earned her Ph.D. in Curriculum and Instruction with an emphasis in mathematics education from Texas A&M University. Dr. Matteson was a classroom teacher for 27 years. Dr. Matteson is also a member of the Teaching Academy at Texas Tech University.

Dr. Matteson's research interests include mathematical representations, teacher preparation and professional development, and the teaching of thinking structures in K-12 settings. She also has been involved in several community engaged scholarship projects. More recently she has focused on improving the research skills of graduate students. She frequently shares her insights about using a Literature Crosswalk to organize literature reviews at writing workshops.

Dr. Matteson was a Co-PI on a US Department of Education Investing in Innovation (i3) grant and served as Director of a STEM Certificate for a Supporting Effective Educator Development (SEED) grant. Dr. Matteson received the National Council of Teachers of Mathematics Linking Research and Practice Outstanding Publication Award for her article entitled “Problems with nth Term Problems.” Dr. Matteson has served in various leadership positions in the Southwest Educational Research Association (SERA) and received the SERA Extended Service Award in 2018.



Vita

Shirley M. Matteson

Education

  • Texas A&M University, Ph.D.  College Station, TX. Curriculum & Instruction –(Emphasis in Middle Grades Mathematics Education)
  • Hardin-Simmons University, M.M.  Abilene, TX
  • Greenville College, B.M.E. Greenville, IL  

Areas of Expertise

  • Mathematic representations
  • Thinking structures

Selected Publications

Refereed Research Publications

* Texas Tech University doctoral student

⬥ Graduate student, International Institution

# From doctoral dissertation

Sahin, A., & Matteson, S. M. (2022). Impact of online learning and students' personal factors on students' NWEA scores. European Journal of Education and Pedagogy, 3(5), 134-146. http://dx.doi.org/10.24018/ejedu.2022.3.5.461

#Turan, S., & Matteson, S. M. (2021). Middle school mathematics classroom practice based on 5E instructional model. International Journal of Education in Mathematics, Science and Technology (IJEMST), 9(1), 22-39. https://doi.org/10.46328/ijemst.1041

Matteson, S. M. (2020). Digging deeper into data analysis: Chex MixTM analogy. College Teaching [online version]. https://doi.org/10.1080/87567555.2020.1843389

Patrick, P. G., #Bryan, W., & Matteson, S. M. (2020). Applying the strengths, weaknesses, opportunities and threats/challenges (SWOT) framework to identify group interactions during a project-based learning activity. Journal of College Science Teaching, 50(2), 6-13.

Matteson, S. M., & Warren, S. L. (2020). Using a crosswalk to organize the literature review. The Qualitative Report, 25(7), 1890-1904. Retrieved from https://nsuworks.nova.edu/tqr/vol25/iss7/10

⬥Cumhur, F., & Matteson, S. M. (2017). Mathematics and science teacher candidates' beliefs of developing questioning skills in Turkey.Journal of Teacher Education and Educators, 6(3), 297-318. http://jtee.org/document/issue14/article4.pdf

Patrick, P., & Matteson, S. (2017, February). Elementary and middle level biology concepts: A content analysis of Science & Children and Science Scope from 1990-2014. Journal of Biological Education (online). http://dx.doi.org/10.1080/00219266.2017.1293556

Matteson, S. M., Sherrod, S. E., & *Cetin, S. C. (2016). Collection, storage, protection, and sharing issues with large-scale data sets. SAGE Research Methods Cases (invited publication). http://dx.doi.org/10.4135/9781473999053

Matteson, S. M., Sherrod, S. E., & *Cetin, S. C. (2016). Rubrics: Evaluation tools for the pedagogical and content knowledge of grades 6-9 mathematics teachers.SAGE Research Methods Cases (invited publication). http://dx.doi.org/10.4135/9781473979628

Han, S., *Cetin, S. C., & Matteson, S. M. (2016). Examining the pattern of middle-grade mathematics teachers' performance: A concurrent embedded mixed methods study. Eurasia Journal of Mathematics, Science and Technology Education, 12(3), 387-409. doi: 10.12973/eurasi.2016.1206a.

#She, X., Matteson, S., Siwatu, K. O., & Wilhelm, J. (2014). Exploring preservice teachers' conceptual understanding of algebraic ideas: Linear function and slope. International Journal of Education and Social Science, 1(5), 90-101.

Matteson, S. M. (2014). Ghost children: Invisible middle level students. Middle Grades Research Journal, 9(2), 19-36.

Matteson, S. M., Özel, S., & Zientek, L. R. (2013). Identifying what inservice teachers want in professional development. Teacher Education and Practice, 26(3), 569-580.

Taylor, J., Zientek, L. R., & Matteson, S. M. (2013). Improving achievement in trigonometry by revisiting fraction operations. Mediterranean Journal for Research in Mathematics Education, 12(1-2), 135-153.

Coward, F. L., Matteson, S. M., & Hamman, D. (2012). A case study of teacher identity development in middle level student teachers. Middle Grades Research Journal, 7(4), 32-42.

Wilhelm, J., Matteson, S., & *She, X. (2012). Investigating preservice teachers' understanding of balance concepts utilizing a clinical interview method and a virtual tool. International Journal of Science and Mathematics Education. http://dx.doi.org/10.1007/s10763-012-9371-y

Matteson, S. M., Ganesh, B. S., Coward, F. L., & Patrick, P. (2012). Middle level preservice mathematics teachers' mental representations of classroom floor plans. Teaching Education, 23(4), 429-450. doi:10.1080/10476210.2012.672407

Matteson, S. M., Capraro, M. M., Capraro, R. M., & Lincoln, Y. S. (2012). Extricating justification scheme theory in middle school mathematical problem solving. Investigations in Mathematics Learning, 5(1),38-62.

Matteson, S. M., Swarthout, M., & Zientek, L. R. (2011). Student motivation: Perspectives from mathematics teachers. Action in Teacher Education, 33, 283-297. doi: 10.1080/016266.2011.592123

Matteson, S. M., Taylor, C. M., Valle, F., Fehr, M. C., Jacob, S. A., & Jones, S. J. (2011, Spring-Summer). Re-examining academic expectations: Using self-study to promote academic justice and student retention. Journal of Thought, 46(1,2), 65-83.

*Ganesh, B., & Matteson, S. M. (2010, December). The benefits of reteaching lessons in preservice methods classes. Action in Teacher Education, 32(4), 52-60. doi: 10.1080/01626620.2010.549718

Matteson, S. M., & Lincoln, Y. S. (2009). Using multiple interviewers in qualitative research studies: The influence of ethic of care behaviors in research interview settings. Qualitative Inquiry, 15, 659-674. doi:10.1177/1077800408330233 

Capraro, M. M., Ding, M., Matteson, S., Capraro, R., & Li, X. (2007). Representational implications for understanding equivalence. School Science and Mathematics, 107, 86-88. doi: 10.1111/j.1949-8594.2007.tb17773.x 

Matteson, S. M. (2006). Mathematical literacy and standardized mathematical assessments. Reading Psychology: An International Journal, 27, 205-233. doi:  10.1080/02702710600642491

 

Refereed Book Chapters

Matteson, S. M., Arellano, I., & Sherrod, S. E (2022). Benefits ofengaging doctoral students in community-based research projects [reprint]. In Information Resources Management Association (Ed.), Research anthology on service learning and community engagement teaching practices (Vol 3; pp. 1122-1143). IGI Global.

Matteson, S. M., & *DeLozier, R. W. (2022). Insights into undertaking a three-article dissertation. In A. S. Zimmerman (Ed.) Methodological innovations in research and academic writing (pp.240-259). IGI Global.

Matteson, S. M. (2021). Strategies for lessening the cognitive load of graduate students engaged in writing projects. In A. S. Zimmerman (Ed.) Handbook on developing students' scholarly dispositions in higher education (pp. 251-275). IGI Global.

Matteson, S. M., Arellano, I., & Sherrod, S. E. (2020) Administrative perspectives on implementing a mandatory engaged scholarship project.In A. S. Zimmerman (Ed.), Preparing students for community-engaged scholarship in higher education (pp. 105-129). IGI Global.

Matteson, S. M., Arellano, I., & Sherrod, S. E (2020). Benefits ofengaging doctoral students in community-based research projects. In A. S. Zimmerman (Ed.), Preparing students for community-engaged scholarship in higher education (pp. 149-170). IGI Global.

Zimmerman, A. S., & Matteson, S. M. (2020). Designing a course for the development of community-engaged researchers in a college of education. In A. S. Zimmerman (Ed.), Preparing students for community-engaged scholarship in higher education (pp. 84-104). IGI Global.

Matteson, S. M., & Wilhelm. J. (2018). Hanging in the balance.  In S. McMillen, E. Friedland, and P. del Prado Hill (Eds.), Integrating math across the K-6 curriculum [e-book]. National Council of Teachers of Mathematics.

*Ryan, P. M., Paton, V. O., & Matteson, S. M. (2018). Learning to collaborate: Intersections of the classroom and community. In T.T. York, A. S. Tinkler, & B. E. Tinkler (Eds.) Service-learning to advance access & success: Bridging institutional and community capacity (pp. 183-211). Information Age Publishing (IAP).

Refereed Practitioner Publications

Matteson, S. M. (2016, August). The “brick wall” graphic organizer. Mathematics Teaching in the Middle School, 22(1), 38-45.

Matteson, S. M. (2011, October). Three heads are better than one. Mathematics Teaching in the Middle School, 17, 136-139.

Matteson, S. M., & Wilhelm, J. (2011, August). Hanging in the balance. Mathematics Teaching in the Middle School, 17, 56-61.

Matteson, S. M. (2011, May). A different perspective on the multiplication chart. Mathematics Teaching in the Middle School, 16, 562-568.

Matteson, S. M. (2010, September). Problems with nth-term problems. Mathematics Teaching in the Middle School, 16, 88-95. (Received NCTM's 2nd Annual Linking Research and Practice Outstanding Publication Award)

College of Education

© 2024  Texas Tech University Jan 2, 2024 9:00 AM