Wyatt Center 162
VU Mailbox: 230
Ph.D., University of California, Irvine, 1990
Professor and Chair, Dept. of Teaching & Learning
Mathematics education; learning in/out of school; comparative studies of representational practice in mathematics, science, and technology; project-based pedagogy and classroom environments; interactional studies of language, action (including gesture), and inscription.
Rogers Hall is Professor and Chair in the Department of Teaching and Learning, Vanderbilt University. His research concerns the learning and teaching of mathematics, both as a school topic and as a resource for modeling and inference in scientific inquiry, studies of learning in and out of school, comparative studies of mathematical activity in school and work settings, and (most generally) the organization and development of representational practices in technical and scientific work. Hall completed his Ph.D. in Information and Computer Science at the University of California, Irvine, then taught for ten years at UC Berkeley before joining the Vanderbilt faculty. He has been a fellow at the Center for Advanced Study in Behavioral Sciences (Stanford University, 2007-2008), the UC Humanities Research Institute (2001), and the Max Planck Institute for the History of Science (1999). He has also been a NAE/Spencer Foundation and McDonnell foundation postdoctoral fellow (1996-1997).
Selected publications include “Talk and conceptual change at work” (Mind, Culture and Activity, 19, 2012, with I. Horn), “Modalities of engagement in mathematical activity and learning (Journal of the Learning Sciences, 21, 2012, with R. Nemirovsky), “Conducting vide research in the learning sciences” (Journal of the Learning Sciences, 19, 2010, with S. Derry and colleagues), "How does cognition get distributed? Case studies of making concepts general in technical and scientific work" (In M. Banich & D. Caccamise (Eds.), Generalization of knowledge: Multidisciplinary perspectives, Psychology Press, 2010, with K. Wieckert and K. Wright), "Conceptual learning" (In T. Good (Ed.), 21st century education: A reference handbook, 2008, Sage, with J. Greeno), and “Expanding the disciplinary expertise of the middle school mathematics classroom” (Journal of the Learning Sciences, 17(3), 2008, with S. Jurow and J. Ma).
The Tangibility for Mathematics (TangMath/EMC) Project investigates embodied mathematical cognition, learning and teaching, with a focus is on the mathematics of space and motion (http://sci.sdsu.edu/tlcm/). Our group conducts comparative ethnographic and cognitive case studies of professionals engaged in spatial analysis and modeling (e.g., archeologists, urban planners, and emergency medical responders). This is part of a 5-year, multi-campus effort to study action, grounding, scale and modality, and “learning to see” across professional and school settings. We design and study new instructional environments—e.g., geometric construction at different scales across paper, whole body, and multi-person teams in open space). This research is done in collaboration with investigators at San Diego State University (a team led by Ricardo Nemirovsky) and at the University of Wisconsin, Madison (a team led by Mitchell Nathan and Martha Alibali).
In a second ongoing project, I am working with the Spatial Learning and Mobility (SLaM) Group to study relations between personal mobility and learning. This project is in collaboration with Kevin Leander, Jasmine Ma, Nate Phillips, and Katie Taylor. We ask how people learn in and about space. Part of this project asks how the “daily round” of movement in space and time is related to people’s experience of learning and their access to and engagement with community resources. We are working to re-specify the concept of “opportunity to learn” in terms of space-time distributions, personal mobility, and practices of making (and re-using) places. We are also developing new methods to follow learning across settings.
Queries about these projects from other investigators, but particularly from prospective doctoral students, are welcome.
Learning In and Out of School (an elective in the DLD doctoral strand, co-developed with Leona Schauble, Noel Enyedy, and Andrea diSessa)
Introduction to Qualitative Research Methods (introduction to a two-course research methods sequence)
Learning and the Interaction Order (advanced course for two-course research methods sequence, focusing on studies of talk-in-interaction)
Mathematical Literacies (required undergraduate course for double majors in secondary education and mathematics)