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Vecihi Zambak

Assistant Professor

Mathematics Education

PhD., Curriculum & Instruction (Mathematics Education), Clemson University, Clemson, SC

M.S., Mathematics & Science Education, University of Amsterdam, Netherlands

B.S., Teaching Secondary Mathematics, Bogazici University, Istanbul, Turkey

Office
McAllan Hall, 209
Phone
(732) 263-5762
Email
vzambak@monmouth.edu
Courses this Semester
ED 360-556: Teaching Elementary Mathematics
ED 365: Secondary Mathematics Methods Part I
ED 366: Secondary Mathematics Methods Part II
About

Dr. Zambak completed his MS in Mathematics and Science Education at the University of Amsterdam and his PhD in Curriculum and Instruction at Clemson University, both with a concentration in mathematics education. Both his Master and PhD programs provided him several teaching and research opportunities in various school and cultural settings. Those experiences included university supervision and teaching instructional technology and mathematical content courses for elementary and secondary mathematics majors. Before his current position at Monmouth University, Dr. Zambak was a postdoctoral researcher in the Department of Mathematics, Statistics and Computer Science at Marquette University. In his postdoctoral appointment, he engaged in research focusing on the quality of K-8 preservice teachers’ mathematical argumentation and professional noticing skills.

Research Interests

Dr. Zambak’s overall research interests center around the development of pre-service mathematics teachers’ content knowledge in technology-driven learning environments with a focus on reasoning, justification, and proof.

Publications
Books

Book Chapters and Conference Proceedings

  • Magiera, M. T, & Zambak, V. S. (2016). Exploring quality of PSTs’ arguments in “constructing” and “critiquing” situations. Proceedings of the 2016 Annual Meeting of the National Council of Teachers of Mathematics Research Conference, San Francisco, CA.
  • Zambak, V. S., Richie, J. W., Mehrotra, S., & Magiera, M. T. (2016). Middle school pre-service teachers’ mathematical argumentation on crypto-arithmetic problems. Proceedings of the 2016 Annual Meeting of the American Educational Research Association. Washington, D.C. Retrieved from the AERA Online Paper Repository.
  • Zambak, V. S., & Tyminski, A. M. (2016). Construction of an analytical framework to explore prospective teachers’ technological content knowledge for geometry. Proceedings of the 2016 Annual Meeting of the American Educational Research Association. Washington, D.C. Retrieved from the AERA Online Paper Repository.
  • Zambak, V. S., & Tyminski, A. M. (2015). Specialized content knowledge development with GSP: A case study. Proceedings of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 1258), East Lansing, Michigan.
  • Zambak, V. S., & Magiera, M. T. (2015). An exploratory analysis of pre-service middle school teachers’ mathematical arguments. Proceedings of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 428), East Lansing, Michigan.
  • Tyminski, A. M., Land, T. J., Drake, C., Zambak, V. S., & Simpson, A. (2014). Pre-service elementary mathematics teachers’ emerging ability to write problems to build on children’s mathematics. In J. Lo, K. R. Leatham, & L. R. Van Zoest (Eds.), Research trends in mathematics teacher education (pp. 193-218). New York, NY: Springer.
  • Zambak, V. S., Alston, D. M., Tyminski, A. M., & Marshall, J. C. (2013). Inquiry in motion: An investigation of a professional development program to change teachers’ beliefs. Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1093-1096), Chicago, Illinois.
Scholarly Articles

Refereed Journal Articles:

  • Zambak, V. S., & Magiera, M. T. (2018). Pre-service K-8 teachers’ professional noticing and strategy evaluation skills: An exploratory study. Eurasia Journal of Mathematics, Science and Technology Education, 14(11). DOI: https://doi.org/10.29333/ejmste/92021
  • Zambak, V. S., Alston, D. M., Marshall, J. C. & Tyminski, A. M. (2017). Convincing science teachers for a practical change towards inquiry-based instruction: Revisiting Guskey’s staff development model. Science Educator, 25(2), 108-116.
  • Zambak, V. S., & Tyminski, A. M. (2017). A case study on specialized content knowledge development with dynamic geometry software: The analysis of influential factors and technology beliefs of three pre-service middle grades mathematics teachers. Mathematics Teacher Education and Development, 19(1), 82-106.
  • Alston, D. M., Marshall, J. C., & Zambak, V. S. (2017). Inquiry instructional practice in middle school science classes: Applying Vroom’s VIE theory of motivation. Science Educator, 26(1), 1-10.
  • Tyminski, A. M., Haltiwanger, L., Zambak, V. S., Horton, R., & Hedetnieme, T. (2013). Developing inquiry practices in middle grades mathematics teachers: Examining the introduction of technology. Contemporary Issues in Technology and Teacher Education, 13(4), 325-359. Retrieved from http://www.citejournal.org/tempcite/vol13/iss4/mathematics/article1.cfm.
  • Tyminski, A. M., Zambak, V. S., Drake, C., & Land, T. (2013). Using representations, decomposition, and approximations of practices to support prospective elementary mathematics teachers’ practice of organizing discussions. Journal of Mathematics Teacher Education, 16(6), 1-25.
  • Linder, S. M., Ramey, M. D., & Zambak, V. S. (2013). Predictors of success for school readiness: A selective review of the literature. Early Childhood Research & Practice, 15(1). Retrieved from http://ecrp.uiuc.edu/v15n1/linder.html
Presentations/Invited Talks
  • Magiera, M. T, & Zambak, V. S. (2018, July). Noticing student generalizations and justifications: Does task context matter? Paper will be presented at the 2018 Annual Meeting of the International Group for the Psychology of Mathematics Education, Umea, Sweden.
  • Zambak, V. S., & Magiera, M. T. (2017, April). Pre-service K-8 teachers’ professional noticing and argument evaluation. Poster presented at the 2017 Annual Meeting of the National Council of Teachers of Mathematics Research Conference, San Antonio, TX.
  • Magiera, M. T, & Zambak, V. S. (2016, July). Analysis of arguments formulated by grades 1-8 prospective teachers in “constructing” and “critiquing” problem situations. Paper presented at the 2016 Annual Meeting of the International Congress on Mathematical Education, Hamburg, Germany.
  • Zambak, V. S. (2015, February). The influence of beliefs on five pre-service teacher’s SCK development. Poster presented at 2015 Annual Meeting of Research Council for Mathematics Learning, Las Vegas, NV.
  • Zambak, V. S., Alston, D. M., Marshall, J. C., & Tyminski, A. M. (2015, January). Convincing science teachers for a practical change towards inquiry-based instruction: Revisiting Guskey’s staff development model. Paper presented at the 2015 International Meeting of the Association for Science Teacher Education, Portland, OR.
  • Zambak, V. S., & Tyminski, A. M. (2014, February). How to impact a teacher’s geometry content knowledge with GSP: A single case study. Presentation at the 2014 Annual Meeting of Research Council for Mathematics Learning, San Antonio, TX.
Professional Associations
  • National Council of Teachers of Mathematics (NCTM), member 2012 – present
  • Association of Mathematics Teacher Educators (AMTE), member 2011 – present
  • National Science Education Leadership Association (NSELA), member 2016 – present