Texas Tech University

Shirley M. Matteson, Ph.D.

Associate Professor, Senior Advisor to the Dean
Curriculum & Instruction

Email: shirley.matteson@ttu.edu

Phone: 806-834-3841

Office: Education 201F

Shirley M. Matteson is an Associate Professor of Middle Level Education in the Department of Curriculum and Instruction, Texas Tech University. Dr. Matteson serves as the Senior Advisor to the Dean of the College of Education. 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 has served in various leadership positions within the college, university, and in professional organizations. She is a former past-president of the Southwest Educational Research Association (SERA) and received the SERA Extended Service Award in 2018.

Vita

Shirley M. Matteson

Education

  • Doctorate of Philosophy in Mathematics Education, Texas A&M University
  • Master of Music, Hardin-Simmons University
  • Bachelor of Music Education, Greenville (College) University [Illinois]

Areas of Expertise

  • Algebraic representations
  • Mathematical content literacy
  • Thinking structures
  • Community engaged scholarship
  • Improving the research skills of graduate students – Literature Crosswalk, data analysis, three-article dissertations, systemic literature reviews

Teaching

  • ESTM 6374 – STEM Education Assessment, Policy, and Practice
  • EDCI 6393 – Advanced Practicum in Curriculum and Instruction: Community Engaged Scholarship – Research Emphasis
  • EDCI 6382 – Advanced Field Method in Constructivist Inquiry
  • EDCI 6381 – Constructivist Inquiry Methodologies in Curriculum & Instruction
  • EDCI 5335 – Models of Teaching
  • EDCI 5333 – Improving the Teaching of Thinking

Research

Selected Publications

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). Benefits of engaging 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. (2020). Digging deeper into data analysis: Chex MixTM analogy. College Teaching [online version]. https://doi.org/10.1080/87567555.2020.1843389

Matteson, S. M., & Warren, S. L. (2020). Using a crosswalk to organize the literature review. The Qualitative Report, 25(7), 1890-1904. https://doi.org/10.46743/2160-3715/2020.4470

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

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

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.

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

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 2ndAnnual Linking Research and Practice Outstanding Publication Award)

*Ganesh, B., & Matteson, S. M. (2010, December). The benefits of reteaching lessons in preservice methods classes. Action in Teacher Education, 32(4), 52-60. https://doi.org/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. https://doi.org/10.1177/10778004083302

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

* Texas Tech University doctoral student

College of Education

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