Phillip Kisunzu, Ph.D.
PhD, Mathematical Sciences/Mathematics Education,
Northern Illinois University
MS, Mathematics / Operations Research, Cal Poly Pomona
BA, Mathematics, Andrews University
Postdoctoral Teaching Fellow and Research Associate,
University of Illinois at Chicago
Postdoctoral Research Fellow and Visiting Assistant Professor, University of Arizona
Psychometrics; Educational Assessment & Evaluation Measurements, and Policy Analysis; Quantitative & Data Mining Methods in Education; Mathematics & STEM Education in Grades K-12; Mathematical Modeling and Problem-Solving in Secondary School.
My research in mathematics and STEM education is interdisciplinary. As such, it seeks to integrate the psycho-sociological and neuropsychological aspects of learning school mathematics and other STEM (Science, Technology, Engineering, and Mathematics) disciplines in K-12 mathematics education curricula. Under this umbrella, the focus is on modeling contextual effects of culture, language, experience, and teacher reform-based instructional practices on students’ mathematical dispositions and students’ mathematics achievement using large-scale longitudinal data. In addition to conducting empirical multilevel modeling and structural equation modeling (SEM), my research seeks to develop and assess underlying psychometric properties of mathematical dispositions and attitudes to measure the affective factors that are likely to shape the mathematics neuropsychological agents that might help researchers explain some of the foundational learning processes and habits of mind among K-12 students.
- Updated: October 6, 2011