Stephen Tucker

Stephen Tucker
Assistant Professor
2018 Nystrand-Offutt Scholar
Department of Early Childhood and Elementary Education
Room 238 - College of Education and Human Development
s.tucker @

Dr. Tucker's curriculum vita [PDF]


At the University of Louisville, I enjoy working with students, faculty, and community partners. Professionally, I identify foremost as a mathematics educator and I primarily conduct classroom-based qualitative research involving children learning mathematics. Before becoming a mathematics educator, I taught at urban and rural elementary schools with students of diverse backgrounds.

I lead the Embodied Mathematics Education Research Group (EMERG), which focuses on development of embodied mathematics, especially related to young children’s interactions with digital technology. EMERG involves collaboration with colleagues, graduate and undergraduate students, and school personnel to conduct innovative, transdisciplinary mixed methods research. We intentionally bridge diverse theoretical, empirical, and methodological foundations. Our work informs research and practice through international, national, and local publications, presentations, and professional development. I am passionate about mentorship through research, and I intentionally tailor experiences to support EMERG members’ development in their fields.

I teach courses for undergraduate and graduate students, weaving together best practices, research, and experience. Mathematics methods courses for prospective teachers integrate learning and teaching mathematics with social justice, inquiry, and teacher identity. Doctoral-level coursework includes various STEM Education topics and advanced research methods focusing on qualitative analysis of video data. I serve communities of which I am a member in many ways, including as an Ally, a member of the CEHD Diversity Committee, and a reviewer for scholarly and practitioner journals.

Educational Background

  • Ph.D., Education (Curriculum and Instruction: Mathematics Education and Leadership), Utah State University
  • M.A., Mathematics Education K-6, Western Governors University
  • B.A., Elementary Education, American University

Research Interests

  • Embodied mathematics
  • Children’s mathematical interactions with technology
  • Early and elementary mathematics education
  • Early number sense

Teaching Areas

  • Early and Elementary Mathematics Learning and Teaching
  • Graduate Topics in Mathematics Education and STEM Education
  • Advanced Research Methods: Qualitative Analysis of Video Data

Select Honors and Awards

  • 2018 Nystrand-Offutt Scholar, UofL College of Education and Human Development
  • Emma Eccles Jones College of Education and Human Services Graduate Student Researcher of the Year Award, 2015, Utah State University
  • Department of Teacher Education and Leadership Graduate Research Assistant of the Year Award, 2015, Utah State University
  • Graduate Enhancement Award, 2014, Utah State University
  • Vice Presidential Research Fellowship, 2011-2012, Utah State University

Select Professional Activities

  • International Advisory Board Member, Journal of Innovation in Elementary Education
  • Member of the Virginia Mathematics Standards of Learning External Review Committee

Professional Memberships

  • American Educational Research Association
    -Division C: Learning and Instruction
    -Division K: Teaching and Teacher Education
    -Special Interest Group: Research in Mathematics Education
    -Special Interest Group: Technology, Instruction, Cognition, and Learning
  • International Group for the Psychology of Mathematics Education
  • North American Group for the Psychology of Mathematics Education
  • Association of Mathematics Teacher Educators
  • National Council of Teachers of Mathematics
  • Association for the Advancement of Computing Education

Select Publications

  • Tucker, S. I. (in press, 2018). Applying the Modification of Attributes, Affordances, Abilities, and Distance for Learning Framework to a child's multi-touch interactions with an idealized number line. In L. Ball, P. Drijvers, S. Ladel, H.-S. Siller, M. Tabach, & C. Vale (Eds.), Uses of technology in primary and secondary mathematics education. Springer.
  • Baker, J., Moyer-Packenham, P., Tucker, S., Shumway, J., Jordan, K., & Gillam, R. (2018). The brain's response to digital math apps: A pilot study examining children’s cortical responses during touch-screen interactions. Journal of Computers in Mathematics and Science Teaching, 37(1), 69–86.
  • Johnson, T. N., & Tucker, S. I. (2018). Get MAAAD at those apps! A framework for app selection, formative assessment, and evaluating task appropriateness. Mathematics Teaching in the Middle School, 23(6), 343–348.
  • Tucker, S. I., & Johnson, T. N. (2017). I thought this was a study on math games: Attribute modification in children’s interactions with mathematics apps. Education Sciences (Special Issue: Critical Issues in Mathematics Education), 7(2), 50:1-20.
  • Tucker, S. I., Lommatsch, C. W., Moyer-Packenham, P. S., Anderson-Pence, K. L., & Symanzik, J. (2017). Kindergarten children’s interactions with touchscreen mathematics virtual manipulatives: An innovative mixed methods analysis. International Journal of Research in Education and Science, 3(2), 646-665.
  • Tucker, S. I. (2016). The modification of attributes, affordances, abilities, and distance for learning framework and its applications to interactions with mathematics virtual manipulatives. In P. S. Moyer-Packenham (Ed.), International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives (pp. 41–69). Springer International Publishing.
  • Tucker, S. I., Moyer-Packenham, P. S., Westenskow, A., & Jordan, K. E. (2016). The complexity of the affordance-ability relationship when second-grade children interact with mathematics virtual manipulative apps. Technology, Knowledge and Learning, 21(3), 341-360.
  • Watts, C. M., Moyer-Packenham, P. S., Tucker, S. I., Bullock, E. P., Shumway, J. F., Westenskow, A., Boyer-Thurgood, J. M., Anderson-Pence, K. L., Mahamane, S., & Jordan, K. (2016). An examination of children’s learning progression shifts while using touch screen virtual manipulative mathematics apps. Computers in Human Behavior, 64, 814–828.