Richard Robinson is Director of the Center for Mathematical Literacy. He holds a PhD in Mathematics Education from the University of Tennessee, where he also earned a graduate degree in Mathematics. Richard has served as a secondary mathematics teacher in private, public, and STEM high school settings. Previous mathematics research includes work with variable tension splines and finite element method approximations of the substructure of smart materials. Current research interests include disciplinary literacy, positioning theory, and the use of discourse analytic techniques to improve student engagement in the mathematics classroom.
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​Selected Publications:
Jensen, W., Lyons, J., & Robinson, R.  (2022). Delta Derivatives of the Solution to a Third-Order Parameter Dependent Boundary Value Problem on an Arbitrary Time Scale. Differential Equations & Applications.  

Robinson, R., Gabriel, R., & Dostal, H. (2019). Providing Undergraduates an Authentic Perspective on Mathematical Meaning-Making: A focus on Mathematical Text Types. Proceedings of the 22nd Annual Conference on Research on Undergraduate Mathematics Education. Oklahoma City, OK.

Robinson, R. & Dostal, H. (2017). Doing Mathematics with Purpose: Mathematical Text Types. The Clearing House: A Journal of Educational Strategies, Issues and Ideas.
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Robinson, R. & Jocius, R. (2017) Barriers to Engagement in Mathematical Discourse: Malignant Positioning in the Secondary Mathematics Classroom. Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Indianapolis, IN. 

Selected Presentations:
Gabriel, R. & Robinson, R. (2020, October). Making Calculus Accessible with Disciplinary Literacy Practices. Research presented at the meeting of the International Literacy Association. Jocius, R., Joshi, D., Dong, Y.,  Catete, V., Dong, Y., Robinson, R., Barnes, T., Albert, J. & Lytle, N. (2020, March). Code, connect, create: The 3C model for integrating computational thinking into content area classrooms. Research presented at the 51st SIGCSE Technical Symposium on Computer Science Education.

 Selected Grant Awards:
Co-Principal Investigator
Project Title: Collaborative Research: Integrating computing in STEM: Designing, developing, and investigating a team-based professional development model for middle- and high-school teachers.
Grant Title: STEM+Computing (STEM+C) 
Award Amount: $1,536,264.00
Project Duration: Sept 2017-Aug 2020
Co-Principal Investigator
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Project Title: Promoting Problem Solving and Sense-Making:
Engaging Teachers in the Mathematical Process
Grant Title: Improving Teacher Quality 
Award Amount: $172,257.50
Project Duration: Jan 2017-Aug 2018

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