Frank Lester is Chancellor's Professor at Indiana University and also Professor of Mathematics Education and of Cognitive Science. From 2000 through 2005 he was the Martha Lea and Bill Armstrong Professor of Teacher Education.
His primary research interests lie in the areas of mathematical problem solving and metacognition, especially problem-solving instruction. From 1991 to 1996 he was the editor of the Journal for Research in Mathematics Education, a leading research journal in mathematics education, following a four-year term as editor of that journal's monograph series. He also serves as consulting editor for several other research journals. From 1999-2002, he served on the Board of Directors of the National Council of Teacher of Mathematics.
Currently, he serves as a co-PI on two multi-year NSF-funded projects: one involving the preparation of interpretive analyses of the past ten years of student mathematics achievement data gathered by the National Assessment of Educational Progress (NAEP) in the United States, the other a K - 12 teacher enhancement project involving a consortium of ten urban Indiana school districts. He also was a member of the NCTM-sponsored Standards Impact Research Group, a committee charged with monitoring and coordinating research related to the influence of the current standards movement on mathematics teaching and learning.
Two activities occupy much of his time these days. One is as a member of a task force of the American Statistical Association that is developing guidelines for conducting education research. The other is as editor of the revision of the Handbook of Research on Mathematics Teaching and Learning. This latter activity will result in a volume that will serve as a compendium for researchers interested in questions related to mathematics teaching and learning. (At present he has more than 3,500 manuscript pages ready to be sent to the publisher; a late 2006 publication date is anticipated).
He has been on the faculty at Indiana University since 1972.
My research interests involve the study of the development of students' problem-solving ability.
The role of metacognition in mathematical problem solving (especially in young children, ages 6-12)
Effects of cognitive skills training and instruction on mathematical problem solving performance
Frank Lester is Chancellor's Professor at Indiana University and also Professor of Mathematics Education and of Cognitive Science. From 2000 through 2005 he was the Martha Lea and Bill Armstrong Professor of Teacher Education.
His primary research interests lie in the areas of mathematical problem solving and metacognition, especially problem-solving instruction. From 1991 to 1996 he was the editor of the Journal for Research in Mathematics Education, a leading research journal in mathematics education, following a four-year term as editor of that journal's monograph series. He also serves as consulting editor for several other research journals. From 1999-2002, he served on the Board of Directors of the National Council of Teacher of Mathematics.
Currently, he serves as a co-PI on two multi-year NSF-funded projects: one involving the preparation of interpretive analyses of the past ten years of student mathematics achievement data gathered by the National Assessment of Educational Progress (NAEP) in the United States, the other a K - 12 teacher enhancement project involving a consortium of ten urban Indiana school districts. He also was a member of the NCTM-sponsored Standards Impact Research Group, a committee charged with monitoring and coordinating research related to the influence of the current standards movement on mathematics teaching and learning.
Two activities occupy much of his time these days. One is as a member of a task force of the American Statistical Association that is developing guidelines for conducting education research. The other is as editor of the revision of the Handbook of Research on Mathematics Teaching and Learning. This latter activity will result in a volume that will serve as a compendium for researchers interested in questions related to mathematics teaching and learning. (At present he has more than 3,500 manuscript pages ready to be sent to the publisher; a late 2006 publication date is anticipated).
He has been on the faculty at Indiana University since 1972.
