Ph.D. in Mathematics Education,Georgia State University, 1993
Ed.S. in Mathematics Education,Georgia State University, 1987
M.Ed. in Mathematics Education,Georgia State University,1984
B.S.in Mathematics,Valdosta State College, 1979
Christine D. Thomas is a professor of mathematics education in the Department of Middle and Secondary Education and president of the Association of Mathematics Teacher Educators (AMTE). As president of AMTE, her goal is to further solidify AMTE as the premier organization promoting the improvement of mathematics teacher education through the dissemination of high-quality educational research and innovative models for teacher preparation and professional development, and through ongoing advocacy for high quality mathematics teaching. Thomas is also an active member of the National Council of Teachers of Mathematics, where she served on the Board of Directors (2008-2011) and as a member of the editorial panel of the NCTM journal Mathematics Teacher (2007-2011). From 2007 to 2009, she served as co-chair of the steering committee of the North American chapter of the International Group of the Psychology of Mathematics Education (2007-2009).
Her research is grounded in developing, enhancing and retaining effective teachers of mathematics in urban high-need schools. An ongoing specific focus of her research is the investigation of the influence of a sustained community of practice on the retention of mathematics teachers in urban high-need schools. Thomas has disseminated her research on teacher retention through publications and through national and international conference presentations. Her work has been supported by the National Science Foundation through the Robert Noyce Teacher Scholarship Program. As principal investigator of the Robert Noyce Urban Mathematics Educator, Thomas’s project was recognized by the NSF for its influence on teacher retention in high-need schools. She was also selected by NSF to serve as mentor to newly funded principal investigator for the NSF Robert Noyce Teacher Scholars program.
Slykhuis, D. A., Martin-Hansen, L., Thomas, C. D., and Barbatom S. (2015). “Teaching STEM through historical reconstructions: The future lies in the past.” Contemporary Issues in Technology and Teacher Education, 15(3). Retrieved from Teaching STEM Through Historical Reconstructions: The Future Lies in the Past
Fournillier, J., Thomas C.D., Vidakovic, D., and Junor Clarke, P. A. (2015). “Pedagogical and practical issues related to the professional development of a group of mathematics teachers in urban high-need school.” In Abstract Book of the International Conference on Education in Mathematics, Science and Technology. Antalya Turkey.
Thomas, C. D., Fournillier, J., Vidakovic, D. and Junor Clarke, P.A. (2013). “A framework for studying retention of secondary mathematics teachers in urban high need schools.” Proceedings of the 2013 Annual North American Chapter of the International Group for the Psychology of Mathematics Education.
Thomas, C.D. (2012). “Enactment of an online community of practice to influence teacher retention in urban high need schools.” In Faughn, A., Pence, B., Fisher, M.H., Thomas, C.D., and Polly, D. (Eds.), Monograph: Mathematics Teacher Retention, California Postsecondary Education Commission Improving Teacher Quality Program, pp. 130-136 (ISBN 987-0-615-71826-2).
Thomas, C.D. and Gitonga, I. (October 2012). “Mathematics in the London Eye.” Mathematics Teacher, 106 (3), 172-177.