- Secondary Mathematics Education
- Phone: 401.874.4149
- Email: firstname.lastname@example.org
- Office Location: Chafee Hall, Rm 709
Dr. de Groot was born and raised in the Netherlands where he received a bachelor’s equivalent degree for teaching secondary physics and mathematics. He immigrated to the United States in 1983 and has been a middle school and high school teacher since 1982 and a teacher educator since 1989. He loves traveling, bicycling, woodworking, baking, and makes his own music in his home studio.
Dr. de Groot is the Executive Director of Rhode Island MESA since Fall 2020. The main aim of this outreach project is to bring more middle and high school students of underrepresented groups to STEM majors and careers.
- Teaching and learning with technology
- Teacher’s mathematics content and pedagogical content knowledge
- Realistic Teacher (Mathematics) Education
- Transitional aspects of the learning of mathematics K-12
- Ph.D., Mathematics Education, New York University, 2000
- M.S., Secondary Mathematics Education, SUNY New Paltz, 1987
- Undergraduate degree, Utrecht, The Netherlands, 1982
Hersey, N., & de Groot, C. (2021). Reported Impact of Specialized Courses on Pedagogical Content Knowledge Development of Mathematics Education Program Candidates’ Transition to First-Year Teachers. Proceedings of the 2020 Annual Meeting of the Association of Teacher Educators. Online publication.
Hersey, N., & de Groot, C. (2020). New Lenses on Beginning Secondary Mathematics Teachers’ Development of Pedagogical Content Knowledge. In Bloom, M.A., & Quebec Fuentes, S. (Eds.), Advancing Science and Mathematics Education for a Sustainable Future (pp 47-64). International Consortium for Research in Science and Mathematics Education, Dallas, TX.
Seitsinger, A. M., Fogleman, J., Peno, K., & de Groot, C. (2020). Addressing beginning STEM teachers’ needs to teach in high-need school districts. In M. Grassetti, & J. Zoino-Jeannetti (Eds.), Next Generation Digital Tools and Applications for Teaching and Learning Enhancement (pp. 221-234). Hershey, PA: IGI Global.
de Groot C., Hersey, N., & d’Aloisio, B. E. (2017). Digging deeper into division. New York State Mathematics Teachers’ Journal, (67), 2, 64-69.
de Groot, C., & Boyajian, M. (2015). Like terms: What’s in a name? Mathematics Teacher, NCTM, Reston, VA, (108), 7, 506-511.
de Groot C., & Hersey, N. (2015). When products are sums. New York State Mathematics Teachers’ Journal, (65), 1, 22-27.
de Groot, C., Fogleman, J., & Kern, D. (2014). Using mobile technologies to co-construct TPACK in teacher education. J. Keengwe & M. B. Maxfield (Eds.). Advancing Higher Education with Mobile Learning Technologies: Cases, Trends, and Inquiry-Based Methods, Hershey. PA: IGI Global Publications. XX-XX.
de Groot, C., and A.D. Isabelle (2012). Making inroads: Connecting preservice and inservice teachers in a school-university partnership centered on inquiry. Excelsior: Leadership in Teaching and Learning, (6), 2, 3-22.