Leslie Dietiker

Assistant Professor

Dr. Leslie Dietiker is an assistant professor of Mathematics Education and teaches courses in mathematics and pedagogy to future high school mathematics teachers as well as research and theories in mathematics curriculum to masters and doctoral students. She is an elected board member of the International Society of the Design and Development of Education (ISDDE) and is on the Editorial Board of the American Educational Research Journal (AERJ), a leading publication of the American Educational Research Association (AERA). Dr. Dietiker also designs and leads professional development for schools and districts in the Boston region.

Prior to coming to BU, Dr. Dietiker taught high school mathematics and computer science at a public high school in San Francisco, California, for 17 years. She also has received National Board Certification. She also is a lead author of seven mathematics textbooks for grades 6–12 with the nonprofit CPM Educational Program. These include Core Connections Algebra and Calculus.

Dr. Dietiker’s research focuses on the theory of curriculum, particularly with regards to its aesthetics and structural dimensions. Other areas of professional interest include supporting teacher curricular work, such as understanding how teachers use textual materials and plan lessons. One study, entitled Characteristics of Interesting Mathematics Lessons (funded by the William T. Grant Foundation), focused on learning how the mathematical plots of algebra lessons that students indicate are interesting differ from those that are not characterized as interesting by students. She also recently completed the EPIC research project, which studied the variations in how written curriculum is implemented. Currently, she is leading the MCLE Project (Mathematically Captivating Lesson Experiences), funded by the National Science Foundation, to learn how the design of mathematics lessons can attract or repel students.

Learn more about Dr. Dietiker’s MCLE Project (Mathematically Captivating Lesson Experiences).

Ph.D. in Mathematics Education, Michigan State University

B.S. in Mathematics, California State University, San Luis Obispo

SED ME 559: Mathematics for Teachers: Geometry

SED ME 547: Methods of Teaching Mathematics: High School

Dr. Dietiker's research focus in on the quality and structure of mathematics curriculum as found in textbooks, lesson plans, and enacted in classrooms. It builds on existing theory (e.g., Dewey) on the meaning and purpose of curriculum in general, and mathematics curriculum in particular.

Read more about Dr. Dietiker's research.

Ryan, L., & Dietiker, L. (2018). Engaging learners with plot twists. Teaching Children Mathematics, 24(5), 316–323.

Dietiker, L., Brakoniecki, A., & Riling, M. (2017). The changing expectations for the reading of geometric diagrams. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 136–143). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.

Dietiker, L., Kysh, J., Sallee, G. T., & Hoey, B. (2017). Calculus (3rd edition). Sacramento, CA: CPM Educational Program.

Dietiker, L. (2016). Generating student interest with mathematical stories. Mathematics Teacher, 110(4), 304–308.

Dietiker, L. (2016). The role of sequence in the experience of mathematical beauty. In a special issue on mathematical beauty in the Journal of Humanistic Mathematics, 6(1), 152–173. http://doi.org/10.5642/jhummath.201601.10

Dietiker, L. (2015). Shaping mathematics into compelling stories: A curriculum design heuristic. Educational Designer, 2(8), 1–17.

Males, L. M., Earnest, D., Dietiker, L., & Amador, J. M. (2015). Examining K-12 prospective teachers’ curricular noticing. In Proceedings of the annual meeting of the North American chapter of the international group for the Psychology of Mathematics Education (pp. 88–95). East Lansing, MI.

Brakoniecki, A., Miller, E., Richman, A., & Dietiker, L. (2015). Contrasting mathematical plots: A study of “identical” mathematics lessons. In Proceedings of the annual meeting of the North American chapter of the international group for the Psychology of Mathematics Education. East Lansing, MI.

Dietiker, L. (2015). What mathematics education can learn from art: The assumptions, values, and vision of mathematics education. Journal of Education, 195(1), 1–10.

Dietiker, L. (2014). Telling new stories, Reconceptualizing textbook reform in mathematics. Proceedings of the International Conference of Mathematics Textbooks Research and Development (ICMTRD). Southampton, UK.

Dietiker, L., and Brakoniecki, A. (2014). Reading Geometrically: The Negotiation of Expected Meaning of Diagrams in Mathematics Textbooks. Proceedings of the International Conference of Mathematics Textbooks Research and Development (ICMTRD) 2014, July 29-31, 2014. Southampton, UK.

Dietiker, L. (2013). Mathematics texts as narrative: Rethinking curriculum. For the Learning of Mathematics, 33(3), 14–19.

Smith, J. P., Males, L. M., Dietiker, L. C., Lee, K., & Mosier, A. (2013). Curricular Treatments of Length Measurement in the United States: Do They Address Known Learning Challenges? Cognition and Instruction, 31(4), 388–433. doi:10.1080/07370008.2013.828728

Dietiker, L., Gonulates, F., & Smith III, J. P. (2011). Understanding linear measure. Teaching Children Mathematics, 18(4), 252-259, Reston, VA.

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