- Ph.D. in education, Utah State University
- M.A. in mathematics education (K-6), Western Governors University
- B.A. in elementary education, American University
Children's mathematical interactions with technology; virtual manipulatives for learning and teaching mathematics; teacher development, especially concerning PreK-6 mathematics pedagogy
- Currently serving as principal investigator for "Investigating Children’s Mathematical Interactions with a Touchscreen Technology Environment", a collaborative project integrating fine-grained qualitative analysis of video data with quantitative “big data” approaches to examine young children’s mathematical interactions with technology while developing early number sense. The project is funded by the VCU Presidential Research Quest Fund (view fund recipients [PDF]).
- Designed and taught Mathematics Education Foundations and Current Issues, a course introducing doctoral students to foundational elements of the field of mathematics education, broadly construed, supporting their efforts to situate themselves in the field.
- Named Graduate Researcher of the Year for both the College of Education and Human Services and the Department of Teaching and Learning at Utah State University in 2014-15.
- 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. Retrieved from http://link.springer.com/chapter/10.1007/978-3-319-32718-1_3
- 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. http://doi.org/10.1007/s10758-016-9276-x
- 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. http://doi.org/10.1016/j.chb.2016.07.029
- Tucker, S. I., Moyer-Packenham, P. S., Shumway, J. F., & Jordan, K. (2016). Zooming in on students’ thinking: How a number line app revealed, concealed, and developed students’ number understanding. Australian Primary Mathematics Classroom, 21(1), 23–28.
Dr. Stephen I. Tucker teaches graduate courses in mathematics methods for pre-service elementary teachers and foundations of mathematics education research for doctoral students.
For pre-service teachers, his teaching interests focus on facilitating meaningful, student-centered, guided inquiry learning experiences with the goal of empowering and inspiring teachers to also facilitate such mathematical experiences for their students.
For doctoral students, he focuses on guiding exploration of mathematics education research from classics to current issues, combining research on learning, teaching, teacher development, curriculum and social contexts with students' areas of expertise, supporting their efforts to situate themselves in the field of mathematics education.
At VCU, Tucker’s research agenda primarily focuses on how children learn mathematics while using technology. In particular, this involves applying the novel Modification of Attributes, Affordances, Abilities and Distance (MAAAD) for Learning framework. He particularly enjoys mentoring budding mathematics education researchers and seeks to actively involve them in collaborative research endeavors.
Before joining the faculty at VCU, Tucker was a graduate research assistant and graduate instructor at Utah State University in its Mathematics Education and Leadership program. He also has five years of experience teaching elementary school in urban and rural Charlotte, N.C.