Jasmine Yin-Ying Ma
New York University | Steinhardt School of Culture, Education, and Human Development
404 East Building, 239 Greene St., New York, NY 10003
212-992-7658 | [email protected]
Education
Ph.D. Peabody College, Vanderbilt University, Nashville, TN
2012
Mathematics and Science Education, Department of Teaching and Learning
Dissertation: Changing Local Practice for Good: Walking Scale Geometry as Designed
Disruptions for Productive Hybridity
Ed.M. Harvard University Graduate School of Education, Cambridge, MA
Technology in Education
2005
B.S.
Yale University, New Haven, CT
Applied Mathematics with Computer Science
2000
Academic Positions
Assistant Professor of Mathematics Education, Department of Teaching and
2012-present
Learning, Steinhardt School of Culture, Education, and Human Development,
New York University.
Research Assistant, Tangibility for the Teaching, Learning, and Communicating
of Mathematics, NSF with Rogers Hall, Kevin Leander, Ricardo Nemirovsky,
Mitchell Nathan, and Martha Alibali.
2009-2012
Research Assistant, Linking Teacher Preparation to Student Learning in
Mathematics and Science, NSF with Marcy Singer-Gabella.
2007-2009
Research Assistant, Research on Embodied Mathematical Cognition,
Technology and Learning, NSF catalyst grant with Rogers Hall and Ricardo
Nemirovsky.
2006-2007
Grants Awarded
Steinhardt Summer Development Award, New York University
Title: Case Studies of Embodied Collaborative Spatial Analysis and Modeling
Role: PI
Amount: $5000
2013
Honors and Awards
Honoree of the Dr. Jasmine Ma Award, Department of Teaching,
Learning & Diversity, Peabody College of Education and Human
Development, Vanderbilt University. In recognition of Ma’s
service and mentorship in the doctoral student community,
presented annually to a student who has made significant
contributions to the doctoral student community.
2014
Making History Award: A Celebration of Women, Vanderbilt
Divinity School and Margaret Cuninggim Women’s Center at
Vanderbilt University
2012
Bill of Rights Award, American Civil Liberties Union of Tennessee
2008
Peabody Dean’s Fellowship, Vanderbilt University
2005
Town of Waltham Teacher Recognition Award, Waltham, MA
2001
Updated 20141223
Jasmine Yin-Ying Ma
Page 2
Refereed Journal Articles
Ma, J.Y. (Submitted August 1, 2014). Designing disruptions for productive hybridity: The case
of walking scale geometry. The Journal of the Learning Sciences.
Ma, J.Y., & Munter, C. (2014). The spatial production of learning opportunities in skateboard
parks. Mind, Culture, and Activity, 21, 238-258.
Alvey, T.L., Phillips, N.C., Bigelow, E.C., Smith, B.E., Pfaff, E., Colt, W., Leander, K.M., Dalton,
B., & Ma, J.Y. (2011). From I-Search to iSearch 2.0. English Teaching: Practice and
Critique.
Ma, J.Y., & Singer-Gabella, M. (2011). Learning to teach in the figured world of reform
mathematics. Journal of Teacher Education, 62, 8-22.
Jurow, A.S., Hall, R., & Ma, J.Y. (2008). Expanding the disciplinary expertise of a middle
school mathematics classroom: Re-contextualizing student models in conversations with
visiting specialists. The Journal of the Learning Sciences, 17, 338-380.
Refereed Conference Proceedings
Ma, J. Y. (2014, June). Disruptive scales in 7th grade geometry: Designing for productive
hybridity. In J. Y. Ma (Chair), Disrupting Learning: Changing Local Practice for Good. In
J. L. Polman, E. A. Kyza, D. K. O’Neill, I. Tabak, W. Penuel, A. S. Jurow, K. O’Connor, T. Lee,
& L. D’Amico (Eds.), Learning and becoming in practice: The International Conference of
the Learning Sciences (ICLS) 2014, Volume 3 (pp. 1399-1401). Boulder, CO: International
Society of the Learning Sciences.
Ma, J. Y. (2014, June). Re-placing the body in walking scale geometry. In K. H. Taylor (Chair),
Re-Placing the Body in Children’s Learning. In J. L. Polman, E. A. Kyza, D. K. O’Neill, I.
Tabak, W. Penuel, A. S. Jurow, K. O’Connor, T. Lee, & L. D’Amico (Eds.), Learning and
becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014,
Volume 3 (pp. 1238-1240). Boulder, CO: International Society of the Learning Sciences.
Ma, J. Y., Hall, R., & Leander, K. M. (2010). Shifting between person, structure and settlement
scales in anthropological field work. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning
in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences
(ICLS 2010) - Volume 2, Short Papers, Symposia, and Selected Abstracts. International
Society of the Learning Sciences: Chicago IL.
Book Chapters
Hall, R., Ma, J. Y., & Nemirovsky, R. (2015). Re-scaling bodies in/as representational
instruments in GPS drawing. In V. R. Lee (Ed.), Learning technologies and the body:
Integration and implementation in formal and informal learning environments (pp. 112131). New York, NY: Routledge.
Ma, J. Y. (to appear, 2015). Ensemble learning and knowing: Developing a walking scale
geometry dilation strategy. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.), Knowing and
learning in interaction: A synthetic agenda for the learning sciences. New York, NY:
Routledge.
Hall, R., Nemirovsky, R., Ma, J. Y., & Kelton, M. (to appear, 2015). Towards a generous*
discussion of the interplay between natural descriptive and hidden machinery orientations
in Knowledge and Interaction Analysis. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.),
Knowing and learning in interaction: A synthetic agenda for the learning sciences. New
York, NY: Routledge.
Jasmine Yin-Ying Ma
Page 3
Manuscripts in Progress
Ma, J. Y. (in progress). Multi-party, embodied and material resources for participating in
walking scale geometry.
Hall, R., & Ma, J. Y., (in progress). Learning a part together: Ensemble Learning in a
Competitive High School Marching Band.
Taylor, K., Ma, J. Y., Marin, A., Phillips, N., (in progress). Re-placing bodies in the design of
learning settings.
Leander, K., Hall, R., Ma, J. Y., Phillips, N., & Taylor, K., (in progress). Scale and modality in
spatial analysis and modeling: A comparative analysis of professional practices.
Umphress, J., Ma, J. Y., Luna, M., & Lee, V., (in progress). Participant-collected data.
Refereed Presentations
Ma, J. Y. (2014, April). Making thinking visible across settings: Bridging walking scale
geometry with classroom learning. Paper presented at the American Educational Research
Association Annual Meeting, Philadelphia, PA.
Ma, J. Y. (2013, April). Designing disruptions to classroom mathematics: Multi-party,
embodied and material resources for participating in walking scale geometry. Paper
presented at the American Educational Research Association Annual Meeting, San
Francisco, CA.
Ma, J. Y., & Hall, R. (2012, April). Along for the ride: Video records of intrinsic doing, showing
and learning in archeological fieldwork. In J. Umphress (Chair), Gearing Up: New
Technologies for Participant-Collected Data. Symposium conducted at the American
Educational Research Association Annual Meeting, Vancouver, Canada.
Hall, R., Nemirovsky, R., Ma, J. Y., & Kelton, M. (2012, April). Towards a Generous*
Discussion of the Interplay between Natural Descriptive and Hidden Machinery
Orientations in Knowledge and Interaction Analysis. In M. Levin (Chair), Integrating Issues
of Knowledge and Interaction in Analyses of Cognition and Learning. Symposium
conducted at the American Educational Research Association Annual Meeting, Vancouver,
Canada.
Ma, J. Y., & Hall, R. (2011, February). From dots to chunks: Embodied learning and ensemble
performance in a high school marching band. In K. Headrick Taylor (Chair), Conceptual
Flows and Implications for Learning. Symposium conducted at the Ethnography in
Education Research Forum: Philadelphia, PA.
Hall, R., & Ma, J. (2011, February). “You know, it was a pain in the ass for those people”:
Embodied measurements of change in archeological practices of spatial analysis and
modeling. In K. Headrick Taylor (Chair), Conceptual Flows and Implications for Learning.
Symposium conducted at the Ethnography in Education Research Forum: Philadelphia, PA.
Ma, J. Y., Hall, R., & Leander, K. (2010, May) Learning to see and to show: From routine to
innovative modeling in archaeology. In R. Hall (Chair), Learning and development of new
practices of spatial thinking. Symposium conducted at the American Educational Research
Association Annual Meeting, Denver, CO.
Ma, J. Y., Hall, R., & Leander, K. (2010, April). Learning to see and to show spatial structures:
From mundane to innovative modeling in archaeology. In K. Leander (Chair), Spatial
analysis and modeling in professional practices: Ethnographic case studies. Symposium
conducted at the American Association of Geographers Annual Meeting, Washington, D.C.
Ma, J. Y., & Singer-Gabella, M. (2009, April). Learning to teach in the figured world of reform
mathematics. Paper presented at the American Educational Research Association Annual
Meeting, San Diego, CA.
Jasmine Yin-Ying Ma
Page 4
Ma, J. Y., & Munter, C. (2008, September). Snaking the park and doing/seeing Flatland: The
spatial production of learning opportunities in two urban skateboarding parks. In R. Hall
(Chair), Place, mobility, embodied action, and learning. Symposium conducted at the
Meeting of the International Society for Cultural and Activity Research, San Diego, CA.
Singer-Gabella, M., Kindfield, A., Bolger, M., Ma, J. Y., & Palmeri, A. (2008, March). Practices
and pedagogies in undergraduate science. Poster presented at the American Educational
Research Association Annual Meeting, New York, NY.
Ma, J. Y., & Munter, C. (2008, February). Learning in the world of skateboarding:
Considering proximity to practice in a participant-driven environment. Paper Presented at
Ethnography in Education Research Forum, Philadelphia, PA.
Ma, J. Y., & Munter, C. (2007, February). Students without teachers: Learning in the world of
skateboarding. Paper presented at Harvard Graduate School of Education Student Research
Conference, Cambridge, MA.
Invited Talks
Hall, R., & Ma, J. (2011, June). Learning a part together: Participant trajectories with ensemble
spatial forms in a high school marching band. In R. Hall (Chair), Difference, culture, and
distribution in mathematics and science learning. Symposium conducted at the 41st Annual
Meeting of the Jean Piaget Society: Berkeley, CA.
Teaching
Professional Seminar for Secondary Mathematics, New York University
The Teaching of Geometry, Grades 7-12, New York University
Teaching of Secondary School Mathematics, New York University
Educational Technology in Secondary School Mathematics, New York University
The Teaching of Algebra, Grades 7-12, New York University
Mathematical Proof and Proving, New York University
Mathematical Literacies, Vanderbilt University
Students Supervised
Sarah Radke, (doctoral advisor)
Syzan Vucetaj (doctoral advisor)
Arnon Avitzur (dissertation committee, reader)
Nicora Placa (dissertation committee, reader)
Esther Chen (undergraduate honors thesis advisor)
Milerbin Genao (undergraduate honors thesis advisor)
Service
Professional:
Reviewer, Journal of Teacher Education
Conference Reviewer, American Education Research
Association Annual Meeting, Learning Science SIG
Senior Reviewer, International Conference of the Learning
Sciences
School:
2010-present
2013-present
2014-present
Jasmine Yin-Ying Ma
Page 5
Reviewer of internal grants
Lead, Computer Science Education Program Development
(appointed)
Departmental:
Member, Doctoral Student Committee (appointed)
Member, Secondary Education Committee (volunteer)
2013-present
2012-present
2013-present
2012-present