Bio

Sandi Cooper earned her Ph.D. in Mathematics Education at Texas A&M University in 1994 and is currently Professor of Mathematics Education, Coordinator of Mathematics Education, and Graduate Program Director of the Online EdD in Learning and Organizational Change in the School of Education at Baylor University. She teaches undergraduate courses in the elementary teacher certification program and graduate courses in mathematics education. The focus of her research is early number development, integrating children’s literature into mathematics instruction, and mathematical experiences in museums.

Named Centennial Professor for 2016 at Baylor University, Dr. Cooper’s recent research focus is related to early number development, specifically with children in PreK to second grade and the effectiveness of teachers who teach these early learners. In the summer of 2016, she coordinated and hosted the first Math for Early Learners Academy (MELA) for PreK children, designed to provide positive learning experiences focused on the development of early number concepts.

Dr. Cooper served as Project Director and Co-Director of several funded projects including Eisenhower grants, a U.S. Department of Education Preparing Tomorrow’s Teachers for Technology (PT3) grant, and the inaugural program for the Texas Regional Collaboratives for Excellence in Teaching Mathematics. She served on the Editorial Panel of NCTM’s Mathematics Teaching in the Middle School journal from 2011-2014 and was Co-Editor for a special focus issue (January 2014) Rational Number Sense. In addition, she was Co-Editor for a special focus issue (January 2016), Parent Engagement in Science and Mathematics Learning for the School Science and Mathematics Journal.

Dr. Cooper has served as President of the Texas Council of Teachers of Mathematics and President of the Central Texas Council of Teachers of Mathematics (2012-2014). She has served as Affiliates Director, Association of Mathematics Teacher Educators (2009-2011), Co-Executive Director for the School Science and Mathematics Association from 2006-2009, and first President of the Association of Mathematics Teacher Educators in Texas from 2008-2010. In addition, she has served on numerous national boards, committees, and special task forces for professional organizations in Mathematics Education.

Research Interests (5)

Mathematics for Young Learners

Mathematics in Informal Learning Sites

STEM for Young Learners/Integrated Math and Science

Early Number Sense

Integrating Children’s Literature in Mathematics

Select Publications (18) Showing 5 of 18. Showing 18 of 18. Show All Show Less

Connecting engineering design and inquiry cycles: Impact on elementary preservice teachers’ engineering efficacy and perspectives toward teaching engineering

Dr. Sandi Cooper, professor, published Connecting engineering design and inquiry cycles: Impact on elementary preservice teachers’ engineering efficacy and perspectives toward teaching engineering (In Press). in School Science and Mathematics, Vol. TBD, with co-author(s) Dr. Suzanne Nesmith, associate professor.

The impact of a varied field experience on preservice teachers’ perceptions of their personal growth: A summer math academy for early learners

Dr. Sandi Cooper, professor, published The impact of a varied field experience on preservice teachers’ perceptions of their personal growth: A summer math academy for early learners in The Teacher Educator, Vol. 55, Issue 1, p. 28-46, 2020, with co-author(s) Dr. Ryann Shelton, visiting assistant professor, and Keith Kerschen, Concordia University, Nebraska.

Engineering process as a focus: STEM professional development with elementary STEM-focused professional development schools

Dr. Sandi Cooper, professor, published Engineering process as a focus: STEM professional development with elementary STEM-focused professional development schools in School Science and Mathematics, Vol. 119, Issue 8, p. 487-498, 2019, with co-author(s) Dr. Suzanne Nesmith, associate professor.

Development and Validation of the Algebra Teachers’ Self-Efficacy Instrument: Assessment of Algebra Teachers’ Knowledge and Personal Teaching Efficacy

Dr. Sandi Cooper, professor, published Development and Validation of the Algebra Teachers’ Self-Efficacy Instrument: Assessment of Algebra Teachers’ Knowledge and Personal Teaching Efficacy in School Science and Mathematics, Vol. 118, Issue 6, p. 206-217, 2018, with co-author(s) Dr. Trena Wilkerson Wilkerson, professor, Colleen Eddy, University of North Texas, Sarah Quebec-Fuentes, Texas Christian University, Alejandra Sorto, Texas State University, Dittika Gupta, Midwestern State University, Liz Ward, Texas Wesleyn University, Bill Jasper, Sam Houston State University, Yolanda Parker, Tarrant Community College, Winifred Mallam, Texas Woman's University, and Keith Kerschen, Concordia University, Nebraska.

The impact of a summer mathematics academy on rising kindergartners’ understanding of early number concepts

Dr. Sandi Cooper, professor, published The impact of a summer mathematics academy on rising kindergartners’ understanding of early number concepts in Journal of Research in Childhood Education, Vol. 32, Issue 4, p. 419-434, 2018, with co-author(s) Dr. Keith Kerschen, Concordia University, Nebraska, and Ryann Shelton, visiting assistant professor.

Selecting quality picture books for mathematics instruction: What do preservice teachers look for?

Dr. Sandi Cooper, professor, published Selecting quality picture books for mathematics instruction: What do preservice teachers look for? in Children's Literature in Education, Vol. 51, p. 110-124, January 1, 1970, with co-author(s) Dr. Rachelle Rogers, clinical associate professor, Barbara Purdum-Cassidy, clinical associate professor, and Suzanne Nesmith, associate professor.

Elementary STEM learning

Dr. Sandi Cooper, professor, published Elementary STEM learning in In C.C. Johnson, M. Mohr-Schroeder, T. Moore, L. Bryan, and L. English (Eds.), Handbook of Research on STEM Education, p. 101-114, 2020, with co-author(s) Dr. Suzanne Nesmith, associate professor.

A framework for algebra teacher self-efficacy

Dr. Sandi Cooper, professor, published A framework for algebra teacher self-efficacy in Examining the Role of Self-Efficacy in Teacher Preparation and Practice: A Research Monograph, 2020, with co-author(s) Dr. Trena Wilkerson, professor, Alejandra Sorto, Texas State University, Bill Jasper, Sam Houston State University, Winifred Mallam, Texas Woman's University, Colleen Eddy, University of North Texas, Yolanda Parker, Tarrant Community College, Sarah Quebec-Fuentes, Texas Christian University, Judy Taylor, LeTourneau University, and Elizabeth Ward, Texas Wesleyan University.

Like it, love it, or leave it – Exploring elementary preservice teachers’ field-based perspectives toward the integration of literature in mathematics

Dr. Sandi Cooper, professor, published Like it, love it, or leave it – Exploring elementary preservice teachers’ field-based perspectives toward the integration of literature in mathematics (In Press) in Action in Teacher Education, with co-author(s) Dr. Suzanne Nesmith, associate professor, Barbara Purdum-Cassidy, clinical assistant professor, and Rachelle Meyer, clinical assistant professor.

The road to reform: A grounded theory study of parents’ and teachers’ influence on elementary school science and mathematics

Dr. Sandi Cooper, professor, published The road to reform: A grounded theory study of parents’ and teachers’ influence on elementary school science and mathematics in School Science and Mathematics, Vol. 116, Issue 1, p. 29-42, 2016, with co-author(s) Dr. Julie Thomas, University of Nebraska-Lincoln.

Ways that preservice teachers integrate children’s literature into mathematics lessons

Dr. Sandi Cooper, professor, published Ways that preservice teachers integrate children's literature into mathematics lessons in The Teacher Educator, Vol. 50, Issue 3, p. 170-186, 2015, with co-author(s) Dr. Rachelle Rogers, clinical assistant professor, Suzanne Nesmith, associate professor, and Barbara Purdum-Cassidy, clinical assistant professor.

Characterizing school algebra: Implications for educational policy

Dr. Sandi Cooper, professor, published Characterizing school algebra: Implications for educational policy in Journal of Advanced Academics, Vol. 1, Issue 1, p. 1-34, 2015, with co-author(s) Dr. Colleen Eddy, University of North Texas, Sarah Quebec-Fuentes, Texas Christian University, Elizabeth Ward, Texas Wesleyan University, Yolanda Parker, Tarrant Community College, Bill Jasper, Sam Houston State University, Winnifred Mallam, Texas Woman's University, Alejandra Sorto, Texas State University, and Trena Wilkerson, professor.

What are they asking? An analysis of the questions planned by preservice teachers when integrating literature in mathematics

Dr. Sandi Cooper, professor, published What are they asking? An analysis of the questions planned by preservice teachers when integrating literature in mathematics in Journal of Mathematics Teacher Education, Vol. 18, Issue 1, p. 79-99, 2014, with co-author(s) Dr. Barbara Purdum-Cassidy, clinical assistant professor, Suzanne Nesmith, associate professor, and Rachelle Meyer, clinical assistant professor.

Exploring the role of field experience context in pre-service teachers’ development as mathematics educators

Dr. Sandi Cooper, professor, published Exploring the role of field experience context in pre-service teachers’ development as mathematics educators in Action in Teacher Education, Vol. 35, Issue 3, p. 165-185, 2013, with co-author(s) Dr. Suzanne Nesmith, associate professor.

Exploring graphic novels for elementary science and mathematics

Dr. Sandi Cooper, professor, published Exploring graphic novels for elementary science and mathematics in School Library Media Research, Vol. [Online Serial], 3, Available: [http://celt.muohio.edu/lcj/index.php], January 1, 1970, with co-author(s) Dr. Suzanne Nesmith, associate professor, and Dr. Gretchen Schwarz, professor.

An exploration of the potential for mathematical experiences in informal learning environments

Dr. Sandi Cooper, professor, published An exploration of the potential for mathematical experiences in informal learning environments in Visitor Studies, Vol. 14, Issue 1, p. 48-65.

Trade books in the mathematics classroom: The impact of many, varied perspectives on determination of quality

Dr. Sandi Cooper, professor, published Trade books in the mathematics classroom: The impact of many, varied perspectives on determination of quality in Journal of Research in Childhood Education, Vol. 24, Issue 4, p. 1-19, 2010, with co-author(s) Dr. Suzanne Nesmith, associate professor.

New models of learning: A review of research about the use of technology in online courses

Dr. Sandi Cooper, professor, published New models of learning: A review of research about the use of technology in online courses in Review of Education Research, Vol. 76, Issue 1, p. 93-135, January 1, 1970, with co-author(s) Dr. Mary Talent-Runnels, Retired, Dr. Julie Thomas, University of Nebraska-Lincoln, Dr. William Lan, Texas Tech University, and Dr. Terence Ahern, West Virginia University.

Awards & Honors (2)

Excellence in Integrating Mathematics and Science

Dr. Sandi Cooper, professor, received Excellence in Integrating Mathematics and Science for in collaboration with dr. suzanne nesmith for their collaborative work to design a series of professional development in stem for elementary teachers. from School Science and Mathematics Association, 2018.

AMTE-TX Outstanding Service Award

Dr. Sandi Cooper, professor, received Outstanding Service Award for the amte-tx outstanding service award honors a member of amte-tx, who has made significant contributions to the field of mathematics teacher education. from Association of Mathematics Teacher Educators in Texas.

Professional Leadership (7) Showing 5 of 7. Showing 7 of 7. Show All Show Less

Associate Vice President-Marketing, Association of Mathematics Teacher Educators

Dr. Sandi Cooper, professor; Associate Vice President - Marketing; Association of Mathematics Teacher Educators.

Board of Directors, School Science and Mathematics Association

Dr. Sandi Cooper, professor; Board of Directors; School Science and Mathematics Association.

President, Texas Council of Teachers of Mathematics

Dr. Sandi Cooper, professor; President; Texas Council of Teachers of Mathematics (2017-2019).

Secretary, Board of Directors – Association of Mathematics Teacher Educators

Dr. Sandi Cooper, professor; Secretary, Board of Directors; Association of Mathematics Teacher Educators (2017-2019).

President, Association of Mathematics Teacher Educators in Texas

Dr. Sandi Cooper, professor; President; Association of Mathematics Teacher Educators in Texas (2008-2010).

President, Central Texas Council of Teachers of Mathematics

Dr. Sandi Cooper, professor; President; Central Texas Council of Teachers of Mathematics (2012-2014).

Co-Executive Director, School Science and Mathematics Association

Dr. Sandi Cooper, professor; Co-Executive Director; School Science and Mathematics Association (2006-2010).

Courses (5)

Community Leadership and Collaboration (EDC 6362)

Cognitive Theory in Mathematics Education (EDC 6342)

Assessment Issues in Mathematics Education (EDC 5331)

Curriculum and Teaching in Informal Environments (TED 4v98)

Teaching Mathematics in the Elementary School (TED 4326)