Judith Herb College of Education

Debra Johanning

Professor and Undergraduate Middle and AYA Coordinator
Mathematics Education
Department of Teacher Education

Gillham Hall Room 2000V
Mail Stop 924
Phone:  419.530.5275
Fax :     419.530.2466
debra.johanning@utoledo.edu

 Professional Biography

Debra Johanning is a Professor of mathematics education in the University of Toledo’s Department of Teacher Education in the Judith Herb College of Education. She teachers mathematics education courses to pre-service teachers. She also works with graduate students and practicing teachers. Dr. Johanning joined the faculty at the University of Toledo in 2004 after receiving a Ph.D. in Teaching, Learning and Educational Policy with a focus in mathematics education from Michigan State University. Prior to pursuing her Ph.D., she taught middle grades mathematics for 10 years.

Research Interests and Professional Activities

Dr. Johanning’s interests include the teaching and learning of rational numbers. In 2010 Dr. Johanning was awarded an Early CAREER grant from the National Science Foundation entitled Teaching Practices that Support Fraction-Based Algorithmic Thinking. From this work Dr. Johanning developed professional development materials that were used with local teachers to support the development of their practice in this area. In addition, Dr. Johanning has served on planning groups to organize professional development conferences including OCTM 2016 and NCTM 2017 Regional Exposition. Dr. Johanning has also served as a department editor for the NCTM Journal Mathematics Teaching in the Middle School.

Select Publications (see vita for a more complete listing)

Johanning, D. I. (2010).Designing curricula to grow and extend mathematical knowledge. In R. Reys & B. Reys (Eds.), K-12 mathematic curriculum: Issues, trends, and future directions. NCTM 2010 Yearbook (pp. 171-180). Reston, VA: National Council of Teachers of Mathematics.

Johanning, D. I. (2008). Learning to use fractions: Examining middle school students’ emerging fraction literacy. Journal for Research in Mathematics Education, 39(8), 281-310.

Johanning, D. I. (2004). Supporting the development of algebraic thinking in middle school: A closer look at students’ informal strategies. Journal of Mathematical Behavior, 23(4), 371-388.

Steele, D. F., & Johanning, D. I. (2004). A schematic-theoretical view of problem solving and the development of algebraic thinking. Educational Studies in Mathematics, 57, 65-90.