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 the use of Lesson Study with preservice
and inservice mathematics teachers, Realistic Mathematics Education, instructional
strategies and technology-mediated teaching and learning in mathematics.
Realistic Mathematics Education, Guided Reinvention, Constructivism, Principles to
Realistic Mathematics Education, Lesson Study with Prospective Secondary Mathematics
Teachers, Curriculum Focus & Coherence, Transformative Technology, Specialized Content
Citations listed below are presented in a standardized, modified format for
display purposes only. They do not necessarily reflect the preferred style and conventions
of the faculty member or discipline.
- Reins, Kevin. Broadening the landscape of modeling by including an emergent view.. In Annual Perspectives in Mathematics Education (APME) 2016: Mathematical Modeling and
Modeling Mathematics, edited by Christian Hirsch. Reston, VA: National Council of Teachers of Mathematics, 2016.
- Reins, Kevin J.. Using tasks to assess and support student modeling, use of mathematical structure,
and argumentation.. In Classroom Assessment to Achieve the Common Core Standards for Mathematical Practice, edited by Beverly J. Ferrucci, 50-63. Vol. 46. Keene, NH: NEMJ, ATMNE, 2014.
- Reins, Kevin. Exploiting box plots for a visual model of informal statistical inference .. Edited by David Webb, 16. Boulder, CO: University of Colorado, 2013.
- Reins, Kevin. PBL Partnership with Sioux Falls New Technology High School (SFNTHS). In NExT Newsletter, edited by Rebecca Martin. Saint Paul, MN: Bush Foundation, 2012.
- Reins, Kevin. The Great Balancing Activity: A Hypothetical Learning Trajectory for Descriptive Statistics
Which Supports Learning With Understanding and Encourages Sense Making. Edited by David C. Webb, 11. Boulder, CO: Freudenthal Institute for Science and Mathematics Education, 2011.
- Hazlett, Lisa, Sweeney, William, and Reins, Kevin. Using Young Adult Literature Featuring LGBTQ, Disabled, and Disabled LGBTQ Adolescents
to Strengthen Classroom Inclusion. Edited by Anita Woolfolk Hoy, 206-214. Vol. 50, Iss. 3. Urbana, IL: Theory Into Practice, 2011.
- Reins, Kevin. Patient Problem Posing (3P). In The Impact of Tablet PCs and Pen-based Technology on Education: Going Mainstream 2010, edited by Robert H. Reed and Dave A. Berque, 154. West Lafayette, Indiana: Purdue University Press, 2010.
- Reins, Kevin. Annotation Practices with Pen-Based Technologies. In Technology implementation and teacher education: Reflective Models, edited by Junko Yamamoto, Joseph C. Kush, Ron Lombard, C. Jay Hertzog, 398-417. Hershey, New York: Information Science Reference, IGI Global, 2010.
- Reins, Kevin. Digital tablet PCs as new "technologies of writing" and learning: A survey of perceptions
of digital ink technology, 1-16. Vol. 7, Iss. 3. Contemporary Issues in Technology and Teacher Education, 2007.
- Reins, Kevin. Chapter 7: Geometry. In Teaching for K-12 mathematical understanding using the Conceptual Change Model, edited by Robert J. Kansky, 233-276. Saiwood, CA: Saiwood Publications, 2006.
- Reins, Kevin. Chapter 7: Geometry. In Teaching for K-12 mathematical understanding using the Conceptual Change Model, edited by Robert J. Kansky, 233-276. Saiwood, CA: Saiwood Publications, 2005.