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Matthew Campbell, Ph.D.

Matthew Campbell

Associate Professor, Mathematics Education

mpcampbell@mail.wvu.edu 304-293-4714 604O Allen Hall Curriculum Vitae

  • Ph.D., Mathematics Education
    Oregon State University, 2014
  • M.S., Mathematics Education
    Graduate Minor in Statistics
    North Carolina State University, 2009
  • B.S., Mathematics
    B.S., Mathematics Education
    North Carolina State University, 2005

Dr. Matthew Campbell is an associate professor of mathematics education in the Department of Curriculum & Instruction/Literacy Studies at WVU. His research is focused in the area of teacher education, with particular attention to the preparation and professional education of secondary mathematics teachers. This includes investigation of innovative and transformative policies and programmatic pathways that support the recruitment, preparation, retention, and continued support of teachers, particularly in rural contexts. He also has a long-running line of scholarly work focused on the use of practice-based teacher education pedagogies, with a particular focus on supporting teachers’ development of skill with facilitating mathematics discussions.

Dr. Campbell is the Principal Investigator of the project, Mountaineer Mathematics Master Teachers (M3T), which has been funded by the National Science Foundation and the Claude Worthington Benedum Foundation. M3T is focused on the development of strong partnerships to enable the identification, support, and leveraging of secondary mathematics teacher leaders as part of efforts to improve mathematics teaching and learning across West Virginia. M3T is currently funded by a six-year grant from NSF's Robert Noyce Teacher Scholarship Program (2020-2026, NSF Grant No. 1950217), with additional support from the West Virginia Department of Education, funding a statewide network of at least 40 secondary mathematics teacher leaders. 

At WVU, Dr. Campbell teaches courses as part of preservice mathematics teacher preparation programs as well as graduate programs. He also currently serves as the program coordinator for the Ph.D. in Educational Theory and Practice.

Dr. Campbell came to WVU as a product of land-grant institutions, with bachelor’s and Master’s degrees from North Carolina State University and a Ph.D. from Oregon State University. He taught high school mathematics in New York and North Carolina prior to pursuing graduate studies.

Courses Taught

  • C&I 434: Teaching Mathematics in Secondary Schools
  • UTCH 221: Knowing and Learning in Mathematics and Science
  • C&I 231: Mathematics for Elementary Teachers 2
  • C&I 707: Research on and Theories of Teaching
  • C&I 793A: Sociocultural and Critical Theories of Learning
  • SCFD 615: Qualitative Research Methods
  • SCFD 693A: Case Study and Narrative Inquiry in Education

Areas of Expertise

  • Mathematics education
  • Teacher education
  • Practice-based teacher education
  • Teacher recruitment and retention
  • Professional development
  • Teacher leadership

Published Work

  • Campbell, M. P., & Baldinger, E. E. (in press; available Online First). Using scripting tasks to reveal mathematics teacher candidates’ resources for responding to student errors. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-021-09505-4  
  • Baldinger, E. E., Campbell, M. P., & Graif, F. (in press; available Online First). Learning to respond to student errors: Examining the use of planted errors in an approximation of practice. Journal of Teacher Education. https://doi.org/10.1177/0022487120977148
  • Graif, F., Baldinger, E. E., & Campbell, M. P. (in press). Teacher candidates’ reflections on responding to errors: Exploring their vision and goals. The Mathematics Educator.
  • Campbell, M. P., Baldinger, E. E., & Graif, F. (2020). Representing student voice in approximations of practice: Designing and using planted errors in coached rehearsals. Mathematics Teacher Educator, 9(1), 23-49. https://doi.org/10.5951/MTE.2020.0005  
  • Campbell, M. P. (2020). Not just number: Representation talks. Mathematics Teacher: Learning & Teaching PreK-12, 113(11), 918-924. https://doi.org/10.5951/MTLT.2019.0095
  • Sealey, V., Infante, N. E., Campbell, M. P., & Bolyard, J. (2020). The generation and use of graphical examples in calculus classrooms: The case of the Mean Value Theorem. Journal of Mathematical Behavior, 57, 1-19. https://doi.org/10.1016/j.jmathb.2019.100743
  • Baldinger, E. E., Campbell, M. P., & Graif, F. (2020). Sorting out definitions. Mathematics Teacher: Learning & Teaching PreK-12, 113(3), 209-215. https://doi.org/10.5951/MTLT.2019.0121
  • McHenry-Sorber, E. C., & Campbell, M. P. (2019). Teacher shortage as a local phenomenon: District leader sensemaking, responses, and implications for policy. Educational Policy Analysis Archives, 27(87), 1-33. https://doi.org/10.14507/epaa.27.4413
  • Campbell, M. P., & Lee, H. S. (2017). Examining secondary mathematics teachers’ opportunities to develop mathematically in professional learning communities. School Science and Mathematics, 117(3-4), 115-126. https://doi.org/10.1111/ssm.12209
  • Lesseig, K., Elliott, R., Kazemi, E., Kelley-Petersen, M., Campbell, M., Mumme, J., & Carroll, C. (2017). Leaders’ noticing of facilitation in videocases of mathematics professional development. Journal of Mathematics Teacher Education, 20(6), 591-619. https://doi.org/10.1007/s10857-016-9346-y
  • Campbell, M. P., & Elliott, R. (2015). Designing approximations of practice and conceptualising responsive and practice-focused secondary mathematics teacher education. Mathematics Teacher Education and Development, 17(2), 146-164. https://mted.merga.net.au/index.php/mted/article/view/254