Rate My Professor Erik Jacobson

Jacobson's research examines how mathematics teachers develop knowledge and beliefs—including those related to equity and diversity—that support effective instruction. He is principal investigator on the National Science Foundation grant Assessing the Structure of Knowledge in Teaching Mathematics (2016–2021, $1,675,183), which develops multidimensional assessments of pedagogical content knowledge for teaching fractions and decimals to explore reciprocal relationships among knowledge, practices, and student learning. Another project, Mathematics Teachers' Beliefs and Practices, investigates preservice teachers' perceptions of student gender, race/ethnicity, and mathematical brilliance in relation to instructional decisions. His publications appear in journals such as the Journal for Research in Mathematics Education, including "Diagnosing teachers’ understandings of rational numbers: Building a multidimensional test within the diagnostic classification framework" (Bradshaw, Izsak, Templin, & Jacobson, 2014), "Measuring mathematical knowledge for teaching fractions with drawn quantities" (Izsák, Jacobson, de Araujo, & Orrill, 2012), "Preservice teachers' reasoning about relationships that are and are not proportional: A knowledge-in-pieces account" (Izsák & Jacobson, 2017), and "Field experience and prospective teachers’ mathematical knowledge and beliefs" (Jacobson, 2017). Jacobson received the American Educational Research Association Dissertation Grant Award ($20,000, 2013), Association of Mathematics Teacher Educators STaR Fellowship (2014), University of Georgia Outstanding Teaching Assistant Award (2013), and Presidential Graduate Fellowship (2008–2013). He teaches courses such as F203 The Mathematics of Learning: Modeling Data in Education and Our World and N103 Teaching and Learning Elementary School Mathematics.