Kevin J. Reins is an associate professor of mathematics education in the Department of Curriculum and Instruction at The University of South Dakota, teaching courses in elementary, middle and secondary mathematics methods at the graduate and undergraduate levels. He reviews manuscripts and related works for Mathematics Teacher, Mathematics Teaching in the Middle School, and Allyn & Bacon. Currently he serves as a liaison for the partnership between the South Dakota Discovery Center and USD and is the State of South Dakota’s team leader for the Association of State Supervisors of Mathematics (ASSM). His research and service foci are digital inking practices and pen-based computing, the use of Lesson Study with preservice and inservice mathematics teachers, instructional strategies and technology-mediated teaching and learning in mathematics.
Realistic Mathematics Education, Guided Reinvention, Discovery, Inquiry, Conceptual Change Model, Constructivism
Lesson Study with Prospective Secondary Mathematics Teachers, Collaborative-Interactive Digital Inking Practices, Instructional Strategies for Mathematics Teaching and Learning
- Ph D, Curriculum & Instruction, University of Wyoming, 2003
- MA, Curriculum & Instruction, University of Wyoming, 1999
- BA, Computer Science, Concordia University, 1994
- BS, K-12 Mathematics Education, Concordia University, 1994
- CUR Dialogues 2005: The Art of Grantsmanship, Office of Research and Graduate Education, (2005)
- Mobile Computing Initiative (MCI) Scholarship of Teaching and Learning (SOTL) Grant, Center for Teaching and Learning (CTL), (2010 - 2011)
- Faculty Travel Grant, Mobile Computing Initiative/Center for Teaching and Learning, (2011 - 2011)
- Faculty Travel Grant, Center for Teaching and Learning, (2010 - 2010)
- Faculty Development Award, Center for Teaching and Learning, (2008)
- 21st Century Community Learning Centers Program, South Dakota Discovery Center, (2007)
- Investment Travel Program (ITP), Office of Research and Sponsered Programs, (2006)
- Technology Enrichment Grant (TEG), Center for Instructional Design and Delivery, (2005)
- Reins, K., Informal Statistical Inference, Mathematics Education Encyclopaedia Britannica, Inc., iss. Mathematics in Context (MiC), p. 21.
- Reins, K., (2012), PBL Partnership with Sioux Falls New Technology High School (SFNTHS), Bush Foundation.
- Reins, K., (2011), The Great Balancing Activity: A Hypothetical Learning Trajectory for Descriptive Statistics Which Supports Learning With Understanding and Encourages Sense Making, Freudenthal Institute for Science and Mathematics Education, p. 11.
- Hazlett, L., Sweeney, W., Reins, K., (2011), Using Young Adult Literature Featuring LGBTQ, Disabled, and Disabled LGBTQ Adolescents to Strengthen Classroom Inclusion, Theory Into Practice, vol. 50, iss. 3, pp. 206-214.
- Reins, K., (2010), Patient Problem Posing (3P), Purdue University Press, p. 154.
- Reins, K., (2010), Annotation Practices with Pen-Based Technologies, Information Science Reference, IGI Global, pp. 398-417.
- Reins, K., (2007), Digital tablet PCs as new "technologies of writing" and learning: A survey of perceptions of digital ink technology, Contemporary Issues in Technology and Teacher Education, vol. 7, iss. 3, pp. 1-16.
- Reins, K., (2006), Chapter 7: Geometry, Saiwood Publications, pp. 233-276.
- Reins, K., (2005), Chapter 7: Geometry, Saiwood Publications, pp. 233-276.
Awards and Honors: