Jim Hammerman

• Evaluation and research methods and design
• Data and statistics learning
• Technology/ computing for inquiry learning
• K-12 math education
• Informal education
• Science education
• Teacher professional development
• Adult development

Dr. James K. L. Hammerman‘s research and evaluation work builds on more than 35 years of experience in education, many spent as a teacher, teacher educator, and curriculum developer.

Since joining TERC in 2001, Jim has served as principal investigator, lead evaluator, or senior researcher on more than two dozen externally funded research and evaluation projects, focusing on pedagogical and institutional change, as well as mathematics, environmental, astronomy, computing, and data and statistics education. He is Co-PI on an NSF-funded project that is developing software so blind and visually impaired students can do astronomy data collection and analysis, as well as a study of the impact of a long-standing statewide environmental education field trip program in Maine. Jim currently leads external evaluations for several projects, including a state-wide initiative to engage rural youth in computing through programming an online game, professional development programs for early elementary math teachers and for chemistry teachers, and a citizen science focused planetarium exhibit.

Jim has designed, implemented, and researched mathematics and science education curricula and professional development programs, as well as technology tools that support inquiry-oriented learning. He has taught students at levels ranging from kindergarten through graduate school, including methods courses for researchers. Jim is especially interested in adult developmental differences in professional development, data and statistics learning, online and software tools that support exploration, and supporting deeper learning and more reflective practice in professional communities.

In his free time, Jim enjoys biking, sailing, gardening, cooking, music, and travel.

• Ed.D. in Learning and Teaching, Harvard Graduate School of Education

Sussman, A., Hammerman, J. K. L., Higgins, T., & Hochberg, E. D. (2019). Questions to Elicit Students’ Mathematical Ideas. Teaching Children Mathematics, 25(5), 306-312.

Block, F., Hammerman, J.K.L., Spiegel, A.S., Christiansen, J.A., Horn., M.S., Phillips, B.C., Diamond, J., Evans, E.M. & Shen, C. “Fluid Grouping: Quantifying Group Engagement around Interactive Tabletop Exhibits in the Wild.” ACM SIGCHI Conference on Human Factors in Computing Systems (CHI’15), Seoul, Korea, 2015. (Best of CHI Award.)

McNeal, K.S., Hammerman, J.K.L., Christiansen, J.A., Carroll, F.J. (2014). “Climate Change Education in the Southeastern U.S. through Public Dialogue: Not Just Preaching to the Choir!” Journal of Geoscience Education (JGE). November 2014, Vol. 62, No. 4, pp. 631-644.

Rubin, Andee, & Hammerman, James K. (2006). “Understanding Data Through New Software Representations.” In Gail Burrill (ed.) Thinking and Reasoning with Data and Chance—2006 NCTM Yearbook. Reston, VA: National Council of Teachers of Mathematics.