Faculty & Staff Directory
Angie Hodge, PhD
Spring 2017 Office Hours
Monday - Thursday: 9:15am - 10:15am in DSC 242 (Math Club Room),
or by appointment.
Help room with Dylan King, Monday - Thursday: 11:30am - 12:30pm in DSC 242
EducationPh.D., Mathematics Education, Purdue University, 2007
M.S., Mathematics, Purdue University, 2004
B.S., Mathematics, Minnesota State University Moorhead, 2002
Research InterestsMathematics Education
Ernst, D., Hodge, A., Schultz, A. (2015). Enhancing Proof Writing via Cross-Institutional Peer Review. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies 25(2), 121-130.
Hodge, A., Love, B., Grandgenett, N., & Swift, A. (2014). A Flipped Classroom Approach: Benefits and Challenges of Flipping the Learning of Procedural Knowledge. In P. Lowenthal, C. York, & J. Richardson (Eds.), Online learning: Common misconceptions, benefits, and challenges (49-60). Hauppague, NY: Nova Science Publishers.
White, D, Donaldson, B, Hodge, A., Ruff, A. (2013). Examining the effects of Math Teachers’ Circles on teachers’ mathematical knowledge for teaching. International Journal for Mathematics Teaching and Learning, 1-28.
Love, B., Hodge, A., Grandgenett, N., & Swift, A. (2013). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 1-8.
Duffield, S., Wegeman, J., Hodge, A. (2013). Examining how professional development impacted teachers and students of U.S. history courses. Journal of Social Studies Research, 37(2), 85-96.
Young, B., Hodge, A., Edwards, C., & Leising, J, (2012). Learning mathematics in high school courses beyond mathematics: Combating the need for post-secondary remediation in mathematics. Career and Technical Education Research, 37(1), 21-33.
Weber, C. & Hodge, A. (2012). Navigating the gendered math path understanding women’s experiences in university mathematics classes, International Review of Qualitative Research, 5(2), 153-174.
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