EDUCATION
1983 Ph.D.
Psychology, University of Massachusetts,
Amherst
1979 M. S.
Psychology, University of Massachusetts,
Amherst
1975 B. A.
Psychology, San Diego State University
PROFESSIONAL
EXPERIENCE
1989 -
present Senior Research Associate, Scientific Reasoning
Research Institute, UMass
1993 -
present Research Associate Professor, Department of
Psychology, UMass
1997 - 1998
Senior Scientist; Testbed for Telecollaboration,
TERC
1993 - 1996
Co-Director, Mathematics Center, TERC
1984 - 1988
Associate Director, Basic Mathematics Program,
UMass
Cliff is
Principal Investigator for the Tinkerplots, Data
Sharing, and Model Chance projects. Since 1989 he has directed a number of research
and development projects both at UMass
and at TERC.
His research focuses on studying how children and adults
reason about and learn probability, statistics, and data
analysis, and on designing curricula, tools and staff
development programs to foster statistical understanding.
With previous NSF funding, he developed curricula and
educational software for teaching probability and data
analysis at the high-school level.
Cliff grew
up in San Diego, California and migrated east in 1975
"against the flow" to attend graduate school in
psychology at the University of Massachusetts, Amherst,
specializing in educational and cognitive psychology.
While staying put in Massachusetts, he migrated across
disciplines into mathematics education sometime in the
mid 1980s.
RECENT
PUBLICATIONS
Konold, C.,
& Higgins, T. (in press). Reasoning about data. In J.
Kilpatrick, W. G. Martin, & D. E. Schifter (Eds.), A
Research Companion to Principles and Standards for School
Mathematics. Reston, VA: National Council of Teachers of
Mathematics.
Konold, C.,
& Pollatsek, A. (2002). Data analysis as the search
for signals in noisy processes. Journal for Research in
Mathematics Education, 33(4), 259-289.
Konold, C.
(2002). Teaching concepts rather than conventions. New
England Journal of Mathematics, 34(2), 69-81.
Konold, C.,
& Higgins, T. (2002). Highlights of related research.
In S.J. Russell, D. Schifter, & V. Bastable,
Developing Mathematical Ideas: Working with Data, (pp.
165-201). Parsippany, NJ: Dale Seymour
Publications.
Feldman, A.,
Konold, C., & Coulter, R. (2000). Network science, a
decade later: The internet and classroom learning.
Mahwah, NJ: Lawrence Erlbaum Associates.
Coulter, B.,
Feldman, A., & Konold, C. (2000). Rethinking online
adventures. Learning& Leading with Technology, 28(1),
42-47.
Coulter, B.,
Konold, C., & Feldman, A. (2000). Promoting
reflective discussions: Making the most of online
resources in your classroom. Learning & Leading with
Technology, 28(2), 44-49, 61.
Konold, C.,
Coulter, B., & Feldman, A. (2000). Engaging students
with data. Learning & Leading with Technology, 28(3),
50-55.
Feldman,
Coulter, & Konold, C. (2000). Linking technology,
learning and school change. Learning & Leading with
Technology, 28(4), 42-47.
Konold, C.
(1999). Statistics goes to school. Contemporary
Psychology, 44(1), 81-82.
