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David Yopp

David Yopp

Associate Professor

Office

Brink Hall 313

Mailing Address

Department of Mathematics
University of Idaho
875 Perimeter Drive, MS 1103
Moscow, ID 83844-1103

  • 1998 Doctor of Arts, Mathematics, Idaho State University, Pocatello Thesis: Cone-Preserving Linear Maps, Advisor: Richard Hill
  • 1994 Master of Arts, Mathematics, Indiana University, Bloomington 1991
  • Master of Science in Mathematics, Arkansas State University, Jonesboro 1990
  • B.S. in Mathematics Education, Arkansas State University, Jonesboro

Proof and reasoning teaching and learning and the knowledge needed for effective mathematics instructional coaching in elementary and middle grades

David Yopp's interests include proof and reasoning teaching and learning and the knowledge needed for effective mathematics instructional coaching in elementary and middle grades. He is the co-principal investigator on the $3.5 million NSF-funded DRK-12 Grant Examining Mathematics Coaching, EMC. He has published in the Journal for Mathematical Behavior, Investigation in Mathematics Learning, Mathematics Teaching in the Middle School, Teaching Children Mathematics, the MAA Focus, and Linear Algebra and Its Applications, among others.

  • Yopp, D.A. & Ely, R. (2015). When Does an Argument Use a Generic Example? Educational Studies in Mathematics. DOI: 10.1007/s10649-015-9633-z.
  • Yopp, D.A. (2015). Prospective Elementary Teachers' Arguing and Claiming in Responses to False Generalizations. Journal of Mathematical Behavior. 39, 79-99.
  • Yopp, D. A., Barlow, A. T., Sutton, J. T., & Burroughs, E.A. (2015). Views of Coaching Practices Expressed by School-based Coaches. Journal of Mathematic and Science: Collaborative Explorations. 15, 123-148.
  • Mudzimiri, R., Burroughs, E.A., Luebeck, J., Sutton, J., and Yopp, D.A. (2014). A Look Inside Mathematics Coaching: Roles Content, and Dynamics. Education Policy Analysis Archives, 22(53), 1-32.
  • Yopp, D. A. (2014). Undergraduates' Use of Examples in Online Discussions. Journal of Mathematical Behavior. 33(1), 180-191.
  • Barlow, A. T., Burroughs, E. A., Harmon, S. E., Sutton, J. T., & Yopp, D. A. (2014) Assessing Coaching Knowledge via a Video-Based Tool. ZDM International Journal of Mathematics Education. 46(2), 227-238.
  • Yopp, D. A., Barlow, A. T., Sutton, J. T., & Burroughs, E.A. (2014). Using Video of Coaching Practice to Focus Mathematics Coaching Programs. National Council of Supervisors of Mathematics (NCSM) Journal. Summer 2014, 45-55.
  • Yopp, D.A. (2014) Viable Arguments, Conceptual Insights, and Technical Handles. In Oesterle, S., Nicol, C., Liljedahl, P.,& Allan, D. (Eds.) Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (Vol. 5). Vancouver, Canada: PME, 401-408.
  • Ely, R., Adams, A. E., Yopp, D. A., Blackham, V., Druffel, C., Knott, L., & Olson, J. C. (2014). Shortcutting abduction to enable justification.  In Oesterle, S., Nicol, C., Liljedahl, P.,& Allan, D. (Eds.) Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (Vol. 6). Vancouver, Canada: PME, 62.
  • Yopp, D.A. (2014) Example-based Insights, Viable Arguments, and Technical Handles, Interactive Paper Session, National Council of Teachers of Mathematics (NCTM) Research Conference, New Orleans. (Published on Conference Website.)
  • Yopp, D.A., Burroughs, E.A. Sutton, J.T., & Greenwood, M.C. (2014) Influences of Coaching Knowledge on Teacher Change, Brief Research Report and Paper Session. National Council of Teachers of Mathematics (NCTM) Research Conference, New Orleans, (Published on Conference Website.)
  • Yopp, D. A. (2013) Counterexamples as starting points for reasoning and sense making. The Mathematics Teacher, 106 (9), 674-679.
  • Yopp, D. A. (2012). Valuing Informal Arguments and Empirical Investigations during Collective Argumentation. Primus, 22(8), 643-663.
  • Greenwood, M., Burroughs, E., Yopp, D., Higgs, M., and Sutton, J. (2012), The Relationship between Teacher Mathematics Knowledge and Teacher Practice. American Educational Research Association Annual Meeting Paper Repository.
  • Sutton, J. T., Burroughs, E.A., and Yopp, D.A. (2011). Defining Coaching Knowledge. Mathematics Education Leadership, Summer/Fall, 12-20.
  • Yopp, D. A., Burroughs, E.A., and Lindaman, B. (2011). Why it is important for in-service elementary teachers to know that .999…=1. Journal of Mathematical Behavior, 30(4), 304-318.
  • Yopp, D. A. (2011). How some research mathematicians and statisticians use proof in under-graduate mathematics. Journal of Mathematical Behavior, 30(2), 115-130.
  • Yopp, D., Burroughs, E.A., Luebeck, J., Heidema, C., Mitchell, A., and Sutton, J. T. (2011). How to be a wise consumer of coaching: Strategies teachers can use to maximize coaching's benefits. Journal of Staff Development, 32(1), 50-53.
  • Burroughs, E.A. and Yopp, D. A. (2010) Prospective Elementary School Students’ Understanding of Repeating Decimals. Investigations in Mathematics Learning, 3(1), 23-42.
  • Yopp, D. A. (2010) Developing an Understanding of Logical Necessity. Teaching Children Mathematics, 16(7), 410-422.
  • Yopp, D.A, and Rehberger, R. (2009). A Curriculum Focus Intervention’s Effects on Prealgebra Achievement. Journal of Developmental Education, 33(2), 26-36.
  • Yopp, D. A. (2009) From Inductive Reasoning to Formal Proof. Mathematics Teaching in the Middle School, 15(5), 286-291.
  • Yopp, D. A. (2009) Student-Produced Video Summaries in a Mathematics Course for Prospective Elementary School Teachers. On-Math, January.
  • Yopp, D. A. (2008). Smooth, Differentiable, and Tangent Line Approximations. MathAMATYC Educator, 1(1), 62-64.
  • Yopp, D. A., and Zhou, J. (2007). A Yin and Yang Approach to Area and Irregular Shapes: Beyond the Area of Triangles and Parallelograms. Mathematics Teaching in the Middle School, 13 (5), 296-297.
  • Yopp, D. A., Hill, R. D., and Waters, S. (2005). On the Facial Structure of the Cone of Positive Maps. Pan American Mathematics Journal, 15(3), 1-12.
  • Yopp, D. A., and Hill, R. D. (2005). Extremals and Exposed Faces of the Cone of Positive Maps. Linear and Multilinear Algebra, 53(3), 167-174.
  • Yopp, D. A. (2005). Making Connections in Math Class. Teaching for Success, January.
  • Yopp, D. A. (2000). On the Cone of Completely Copositive and Decomposable Linear Transformations. Linear Algebra and Its Applications, 312(1-3), 1-12.
  • Yopp, D. A. (2000). On the Cone of Completely Positive Linear Transformations. Linear Algebra and Its Applications, 304(1-3), 119-129.

  • National Science Foundation Discovery Research K-12 (DRK-12) (NSF DRK-12 Award #0918326)
    Examining Coaching in Elementary (K-8) Mathematics Classrooms (2009-2014)
    $3,499,314 to conduct a research study on instructional coaching in elementary mathematics classrooms
    PI: Yopp, David, Montana State University
    Co-PIs: Burroughs, Elizabeth, Montana State University; Sutton, John, RMC Research Corporation.
  • Montana State University Retention Grants. A mastery intervention in college algebra. $9958 to conduct retention and success research in college algebra (2011-2012)
    PI: Hays, Tom
    Co-PI: Yopp, David
  • Idaho sub-award of a U. S. Department of Education Mathematics/Science Partnership Grant (MSP)
    Strengthening Strands: Improving Math Content and Pedagogy in Middle School Teachers for Minidoka and Cassia Counties (2006-2009)
    $495,000 to conduct a research study on the effects of professional development provided community college STEM faculty on the teaching practices of middle school teachers.
    PI: Yopp, David, The College of Southern Idaho.
    Co-PI: Meade, Constance, The College of Southern Idaho.

  • Coach Trainer, Browning School District, 2008.
  • Inter-rater Reliability Trainer for Classroom Observers, MSU Center for Learning and Teaching in the West, 2008
  • Inter-rater Reliability Trainer for Classroom Observers, Montana Learning Center, 2008
  • Inter-rater Reliability Trainer for Classroom Observers, Montana State University-Billings, 2008
  • External Evaluator, Strengthening Strands, Idaho Math Science Partnership Grant, 2007-2009.
  • Internal Evaluator, Gallatin to Glacier, Montana Math Science Partnership Grant, 2007-2008.

Contact

Physical Address:
Brink Hall 300

Mailing Address:
875 Perimeter Drive, MS 1103
Moscow, ID 83844-1103

Phone: (208) 885-6742

Fax: (208) 885-5843

Email: math@uidaho.edu

Web: Department of Mathematics