Master of Science, Mathematics, 1992
University of Illinois at
Urbana-Champaign
Bachelor of Science, Mathematics, 1987
Davidson College,
Davidson, North Carolina
North Carolina Teacher Certification, 1987
Assistant Professor, Virginia Polytechnic Institute and
State University, 1998-2003
Mathematics
Education, Department of Teaching and Learning.
Postdoctoral Research Associate, University of Illinois,
1997-1998
Committee
on Institutional Cooperation
Teaching Assistant, University of Illinois, 1996-1997,
1994-1995
Taught
mathematics methods courses for pre-service elementary school
teachers (K-8).
Visiting Lecturer, University of Illinois, 1995-1996
Taught
mathematics methods courses for pre-service elementary (K-8) and
early childhood (preK-3) teachers.
Research Assistant, University of Illinois, 1994-1995.
Joint
project with The College Board and ETS (Princeton, NJ), and the
University of Illinois.
.
Teaching Assistant, University of Illinois, Summer, 1994.
Problem
Solving Workshop for in-service elementary school teachers
(K-8).
Mathematics Teacher (Grades 9-12), 1989-1990
Ragsdale
High School, Greensboro, N. C.
Mathematics Teacher (Grades 9-12), 1987-1989
Carver
High School, Winston-Salem, N. C.
Lovin,
L. H., Norton, A., Wilkins, J. L. M., Stevens,
A., Siegfried, J. (2013). Fraction Schemes and Operations: An Extension to
Prospective PreK-8 Teachers. Sponsored by 4-VA (1
year, $4,988).
Patty, C. W., & Wilkins, J. L. M. (2000). Systemic Reform of Mathematics K-5 for Virginia. National Science Foundation (5 years, $2,800,000).
Wilkins, J. L. M. (2000). Enhancing preservice teachers' understanding of probability and data analysis. Center for Excellence in Undergraduate Teaching Mini-Grant, Blacksburg, VA: Virginia Polytechnic Institute and State University ($380).
Doolittle, P. E., Wilkins, J. L. M., Hicks, D., Hess, E., & Brown, L. (2000). Development of cross-curricular teaching strategies: An Internet resource project. Center for Excellence in Undergraduate Teaching: Teaching-Learning Grant. Blacksburg, VA: Virginia Polytechnic Institute and State University ($3,590).
Wilkins, J. L. M. & Graham, G. (2000). The relationship between academic achievement and allocated time for art, music, and physical education. Department of Teaching and Learning Research Grant, Blacksburg, VA: Virginia Polytechnic Institute and State University ($1,766).
Wilkins, J. L. M. (Spring, 1999). American Educational Research Association Grant to attend the Advanced Institute on HLM for Education Policy Research, Montreal, CA.
Wilkins, J. L. M., (Fall, 1998). U. S. Department of Education (NCES) Grant to attend Third International Mathematics and Science Study (TIMSS) Training Seminar, Rockville, Maryland.
Wilkins, J. L. M. & Travers, K. J. (1997). The
statistical literacy project. International Center for the
Advancement of Scientific Literacy: The Chicago Academy of
Sciences ($30,000).
PUBLICATIONS
Journal Articles
Wilkins, J. L.
M., MacDonald, B. L.,
Norton, A. (2022).
Construction of subitized
units is related to the
construction of arithmetic
units. Educational
Studies in Mathematics,
109(1), 137-154.
Jones, B. D., Fenerci-Soysal, H., &
Wilkins,
J. L. M. (2022). Measuring
the motivational climate
in an online course: A
case
study using an online
survey tool to promote
data-driven decisions. Project
Leadership
& Society, 3, Article
100046. https://doi.org/10.1016/j.plas.2022.100046
Wilkins, J. L. M., Woodward, D., & Norton, A. (2021). Children's number sequences as predictors of later mathematical development. Mathematics Education Research Journal, 33(3), 513-540.
Wilkins, J. L. M., Bowen, B. D., & Mullins, S. B. (2021). First mathematics course in college and graduating in engineering: Dispelling the myth that beginning in higher-level mathematics courses is always a good thing. Journal of Engineering Education, 110(3), 616-635.
Zwanch, K.,
& Wilkins, J. L. M.
(2021). Releasing the
conceptual spring to
construct multiplicative
reasoning. Educational
Studies in Mathematics,
106(1), 151-170.
Wilkins, J. L. M., Jones, B. D., & Rakes, L. (2021). Students’ class perceptions and ratings of instruction: Variability across undergraduate mathematics courses. Frontiers in Psychology, 12:576282. doi: 10.3389/fpsyg.2021.576282
Gu, F.,
Wu, H., Yung, Y-F., & Wilkins, J. L. M. (2021). Standard
error estimates for rotated estimates of canonical correlation
analysis: An implementation of the infinitesimal jackknife
method. Behaviormetrika,
48, 143-168. (https://rdcu.be/ce0C9)
Stevens, A. L., Wilkins, J.
L. M., Lovin,
L. A. H.,
Siegfried, J.,
Norton, A.,
& Busi, R.
(2020).
Promoting
sophisticated
fraction
constructs
through
instructional
changes in a
mathematics
course for
preK-8
prospective
teachers. Journal
of Mathematics
Teacher
Education,
23(2),
153-181.
Skaggs, G., Hein, S. F. & Wilkins, J. L. M. (2020). Using diagnostic profiles to describe borderline performance in standard setting. Educational Measurement: Issues and Practice, 39(1), 45-51.
Bowen, B., Wilkins, J. L.
M., &
Ernst, J.
(2019). How
calculus
eligibility
and at-risk
status related
to graduation
rate in
engineering
degree
programs.
Journal of
STEM
Education, 19(5),
26-31.
Uribe-Flórez, L. J., & Wilkins, J. L. M. (2017). Manipulative use and elementary school students' mathematics learning. International Journal of Science and Mathematics Education, 15(8), 1541-1557.
Wilkins, J. L. M. & Brand, B. R. (2004). Change in preservice teachers’ beliefs: An evaluation of a mathematics methods course. School Science and Mathematics, 104(5), 226-232.
Baroody, A. J. & Wilkins, J. L. M. (2004). Inverting a triangular array: Involving students in mathematical inquiry. Mathematics Teaching in the Middle School., 9(6), 306-313.
Wilkins, J. L. M. & Reese, G. C. (2003). The persuasiveness of computer-based simulations on students' probabilistic misconceptions. Focus on Learning Problems in Mathematics, 25(3), 18-46.
Wilkins, J. L. M. & Ma, X. (2003). Modeling change in student attitude toward and beliefs about mathematics. Journal of Educational Research, 97(1), 52-63.
Wilkins, J. L. M., Graham, G., Parker, S., Westfall, S., Fraser, R. G., Tembo, M. (2003). Time in the arts and physical education and school achievement. Journal of Curriculum Studies, 35(6), 721-734. Also read a review of this article.
Wilkins, J. L. M. & Ma, X. (2002). Predicting student
growth in mathematical content knowledge. Journal of
Educational Research, 95(5), 288-298.
Lovin, L. H. & Wilkins, J. L. M. (2002). How high-stakes testing can inhibit computational fluency. Virginia Mathematics Teacher, 29(1), 24-26.
Graham, G., Wilkins, J. L. M., Westfall, S., Parker, S., Fraser, R., Tembo, M. (2002). Art, music, and physical education in elementary schools and high stakes testing. Journal of Physical Education, Recreation and Dance, 73(8), 51-54.
Wilkins, J. L. M., & Hicks, D. (2001). A s(t)imulating study of map projections: An exploration integrating mathematics and social studies. Mathematics Teacher, 94(8), 660-671.
Wilkins, J. L. M., Baroody, A. J., & Tiilikainen, S. (2001). Kindergartners' understanding of additive commutativity within the context of word problems. Journal of Experimental Child Psychology, 79, 23-36.
Wilkins, J. L. M. (2000). Preparing for the 21st century: The status of quantitative literacy in the United States. School Science and Mathematics, 100(8), 405-418.
Wilkins, J. L. M. (2000). Why divide by n-1? Illinois Mathematics Teacher, 51(1), 13-18.
Wilkins, J. L. M. (2000). Why is the year 2000 a leap year? Mathematics Teaching in the Middle School, 5(6), 360-362.
Wilkins, J. L. M. (1999). Demographic opportunities and school achievement. Journal of Research in Education, 9(1), 12-19.
Wilkins, J. L. M. (1999). The cereal box problem revisited. School Science and Mathematics, 99(3), 117-123.
Wilkins, J. L. M. (1999). Predicting school-level success on the mathematics Standards of Learning tests. Virginia Mathematics Teacher, 26(1), 16-19.
Wilkins, J. L. M. (1999). An investigative approach to teaching
mathematics: Excitement and concerns of K-8 preservice teachers.
The Journal of Mathematics and Science: Collaborative
Explorations, 2(2), 105-109.
Book Chapters
Sloane, F. C., & Wilkins, J. L. M. (2017). Aligning statistical modeling with theories of learning in mathematics education research. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 183-207). Reston, VA: National Council of Teachers of Mathematics.
MacDonald, B. L., & Wilkins, J. L. M. (2017). Seven types of subitizing activity characterizing young children's mental activity. In S. Marx (Ed.), Qualitative research in STEM, (pp. 256-286). New York, NY: Routledge.
Jones, B. D., Uribe-Flórez, L. J., & Wilkins, J. L. M. (2011). Motivating mathematics students with manipulatives: Using self-determination theory to intrinsically motivate students. In D. J. Brahier (Ed.), 2011 NCTM Yearbook: Motivation and Disposition: Pathways to Learning Mathematics. Reston, VA: National Council of Teachers of Mathematics.
Wilkins, J. L. M., & Hicks, D. (2004). A s(t)imulating
study of map projections: An exploration integrating mathematics
and social studies. In K. W. Girard & M. P. Aukshun
(Eds.), Using activities from the "Mathematics Teacher" to
support principles and standards, (pp. 211-222). Reston ,
VA: National Council of Teachers of Mathematics. Reprinted from
Wilkins & Hicks (2001).
Baroody, A. J, Wilkins, J. L. M., & Tiilikainen, S. (2003). The development of children's understanding of additive commutativity: From protoquantitive concept to general concept? In A. J. Baroody and A. Dowker (Eds.), The development of arithmetic concepts and skills: Constructing adaptive expertise (pp. 127-160). Hillsdale, NJ: Lawrence Erlbaum Associates.
Wilkins, J. L. M., Zembylas, M., &
Travers, K. J. (2002). Investigating correlates of mathematics and
science literacy in the final year of secondary school. In D. F.
Robataille & A. E. Beaton, (Eds.), Secondary Analysis of
the TIMSS Results: A Synthesis of Current Research (pp.
291-316). Boston, MA: Kluwer Academic Publishers.
Baroody, A. J., & Wilkins, J. L.
M. (1999). The development of informal counting, number, and
arithmetic skills and concepts. In J. V. Copley (Ed.), Mathematics
in the Early Years (pp. 48-65). Reston, VA: national Council of
Teachers of Mathematics.
Books
Lloyd, G. M.,
Wilson, M., Wilkins, J. L. M., & Behm, S. L. (Eds.).
(2005). Proceedings
of
the
27th
annual
meeting of the North American Chapter of the International
Group for the Psychology of Mathematics Education [CD-ROM]. Eugene,
OR: All Academic.
Wilkins, J. L. M. (1996). Probability and statistics:
Solutions to selected exercises using Resampling Stats_{TM}.
Champaign, Illinois: Stipes Publishing L. L. C.
Wilkins, J. L. M., & Girves, J. E. (1998). Degrees
earned by CIC women in science, engineering, and
mathematics: Baseline data 1966-1995.
Champaign, IL: Committee on Institutional Cooperation.
Book Reviews
Sanchez Robayo, B. J. &
Wilkins, J. L. M.
(2020). Conditional probability in early childhood. A case
study. In Sacristán,
A.I., Cortés-Zavala, J.C. & Ruiz-Arias, P.M. (Eds.). Mathematics education across cultures: Proceedings
of the 42nd Annual
Conference of the North American Chapter of the
International Group for the
Psychology of Mathematics Education (pp. 1331-1335).
Cinvestav / AMIUTEM /
PME-NA. https:/doi.org/10.51272/pmena.42.2020
Mullins, S. B., & Wilkins, J. L. M. (2019). Investigating
teachers’ probability literacy. In Otten, S., Candela, A. G.,
de Araujo, Z., Haines, C., & Munter, C. (Eds.), Proceedings
of the forty-first annual meeting of the North American
Chapter of the International Group for the Psychology of
Mathematics Education (pp. 375-379). St Louis, MO:
University of Missouri.
Serbin, K. S., & Wilkins, J. L. M.
(2019). An undergraduate preservice teacher’s mathematical and
pedagogical content knowledge of conditional probability. In
Otten, S., Candela, A. G., de Araujo, Z., Haines, C., &
Munter, C. (Eds.), Proceedings of the forty-first annual
meeting of the North American Chapter of the International
Group for the Psychology of Mathematics Education (pp.
1192-1196). St Louis, MO: University of Missouri.
Tiraphatna, M., & Wilkins, J. L. M.
(2019). College students’ understanding of conditional
probability. In Otten, S., Candela, A. G., de Araujo, Z.,
Haines, C., & Munter, C. (Eds.), Proceedings of the
forty-first annual meeting of the North American Chapter of
the International Group for the Psychology of Mathematics
Education (pp. 385-389). St Louis, MO: University of
Missouri.
Wilkins, J. L. M. (2002). The impact of teachers' content knowledge and attitudes on instructional beliefs and practices. In D. S. Mewborn et al. (Eds.), Proceedings of the Twenty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 3, (pp. 1579-1587).
Wilkins, J. L. M. (1999). Students' perceptions of instruction and its relationship to the development of quantitative literacy. In F. Hitt & M. Santos (Eds.), Proceedings of the Twenty-first Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 1, (pp. 327-334).
Mondesir, S., Jones, B. D., & Wilkins, J. L. M. (2021, August). The effects of students' mathematics class perceptions on their mathematics identification. Paper presented at the 2021American Psychological Association Annual Convention.
Mullins, S. B., & Wilkins, J. L. M. (2021, April). A conceptual framework for understanding students’ quantification of angularity. Paper presented at the annual conference of the American Educational Research Association.
Kokushkin, V., & Wilkins, J. L. M. (2019, November). The use of paradoxes for understanding and revealing students’ misconceptions in probability and statistics. Poster presented at the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, St. Lous, MO.
Ulrich, C., & Wilkins, J. L. M. (2016, November). Written assessment of units coordination in whole number continuous contexts. Poster presented at the 38^{th} annual meeting of the International Group for the Psychology of Mathematics Education, Tucson, AZ.
Ulrich, C., & Wilkins, J. L. M. (2016, April). Using student written work to investigate stages in sixth-grade students' ways of operating with numbers. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.
Zwanch, K., & Wilkins, J. L. M. (2015, November). Exploring
upper elementary students' use of the
representativeness heuristic. Brief report
presented at the 37^{th} annual meeting of the
International Group for the Psychology of Mathematics
Education, East Lansing, MI.