Associate Director, FCR-STEM
Associate Professor of Mathematics Education, School of Teacher Education, College of Education, Florida State University
Dr. Robert Schoen is an associate professor of mathematics education in the School of Teacher Education and the associate director of the Florida Center for Research in Science, Technology, Engineering, and Mathematics (FCR-STEM) in the Learning Systems Institute at Florida State University. He is the director of the Schoen research lab and schoenresearch.com, which serves as a clearinghouse for products and publications that result from his research activities.
Dr. Schoen has designed and directed more than one-dozen large-scale, randomized controlled trials of educational interventions designed to improve teaching and learning in mathematics. Most of those interventions focus on the role of the teacher by means of increasing teachers’ professional capacity. Through these research activities, Dr. Schoen has engaged in development and validation of several original assessment instruments for use in mathematics education research and evaluation, including the Beliefs about Mathematics Teaching and Learning (B-MTL) questionnaire and several forms of the Knowledge for Teaching Early Elementary Mathematics (K-TEEM) test, the Teacher Ability to Predict Student Success (TAPSS) assessment, the Math Anxiety Scale for Teachers (MAST), the Elementary Mathematics Student Assessment (EMSA) for grades K–5 students, and the Mathematics Performance and Cognition (MPAC) interview.
The mission of the Schoen research lab is to serve children and society with the goal of improving mathematics teaching and learning for all. In pursuit of this goal, we apply and uphold a scientific approach to educational research and by sharing ideas about teaching and learning.
Dr. Schoen’s research has been supported by the Helios Education Foundation, the Florida Department of Education, and the U. S. Department of Education’s Effective Educator Development (EED) program and Institute of Education Sciences (IES). His writing has been published in national and international peer-reviewed journals, including the Elementary School Journal, For the Learning of Mathematics, AERA Open, Cogent Education Open Access, Teaching Children Mathematics, the International Journal for Technology in Mathematics Education, and Mathematics Teaching in the Middle School. He has also co-authored many research reports that are made available through Diginole, FSU’s Research Repository.
Dr. Schoen has taught mathematics at the secondary and postsecondary levels. He served as the mathematics specialist in the Office of Math and Science at the Florida Department of Education for two years before spending 11 years as a full-time researcher at the Learning Systems Institute at Florida State University. He received the 2019 Florida Mathematics Teacher Educator of the Year award from the Florida Association of Mathematics Teacher Educators.
Dr. Schoen earned his undergraduate degrees in mathematics and atmospheric science from the University of North Carolina at Asheville. He earned his master’s degree and Ph.D. in mathematics education from Florida State University.
In addition to being the director of the Schoen research lab and www.schoenresearch.com, Dr. Schoen is the founder and director of Teaching is Problem Solving, a website dedicated to sharing ideas about teaching with a focus on mathematics.
Principal Investigator, Foundations for Success: Developing Effective Mathematics Educators through Cognitively Guided Instruction
Principal Investigator, Follow-up to the Replicating the CGI Experiment in Diverse Environments
Principal Investigator, Supporting Teacher Enactment of the Probability and Statistics Standards (STEPSS)
Principal Investigator, FCR-STEMLearn: Foundations for Success in STEM
Principal Investigator, Replicating the CGI Experiment in Diverse Environments
Co-Principal Investigator, Improvement of Elementary Fractions Instruction: Randomized Controlled Trial Using Lesson Study with a Fractions Resource Kit
Co-Principal Investigator, Mathematics Formative Assessment System for K-3 — Common Core Standards
Co-Principal Investigator, Mathematics Formative Assessment System for K-3 — Common Core Standards
Co-Principal Investigator, Integrating STEM: Science, Mathematics, and Computing
Co-Principal Investigator, Leadership for Mathematics and Science Instruction
Institute of Education Sciences titled Follow-up to the Replicating the CGI Experiment in Diverse Environments from 7/1/2018 through 6/30/2020 (Schoen, PI; Secada, Co-PI)
Institute of Education Sciences through the Regional Educational Laboratory Southeast titled Supporting Teacher Enactment of the Probability and Statistics Standards (STEPSS) from 1/3/2017 through 7/31/2020 (Schoen, PI; Koon, Co-PI)
Institute of Education Sciences titled Improvement of Elementary Fractions Instruction: Randomized Controlled Trial Using Lesson Study with a Fractions Resource Kit from 9/1/2015 through 8/31/2019 (Lewis, PI; Schoen, Co-PI)
Florida Department of Education titled FCR-STEMLearn: Foundations for Success in STEM from 10/1/2014 through 12/31/2017 (Schoen, PI; Tazaz, Ganley, Hurdal, Co-PIs)
Institute of Educations Services titled Replicating the CGI Experiment in Diverse Environments from 9/1/2012 through 8/31/2017 (Schoen, PI; Dixon & Secada, Co-PIs)
Florida Department of Education titled Mathematics Formative Assessment System for K-3 — Common Core Standards from 7/1/2013 through 6/30/2014 (Lang, PI; Schoen & Razzouk, Co-PIs)
Florida Department of Education titled Mathematics Formative Assessment System for K-3 — Common Core Standards from 7/1/2011 through 6/30/2013 (Lang, PI; Schoen, Razzouk, & Shute, Co-PIs)
Helios Education Foundation titled Integrating STEM: Science, Mathematics, and Computing from 6/15/2011 through 9/15/2013 (Schoen & Lang, Co-PIs)
Florida Department of Education titled Leadership for Mathematics and Science Instruction from 12/4/2009 through 12/31/2010 (Foorman, PI; Lang & Schoen, Co-PIs)
Boggs, G. L., Whitacre, I., Schellinger, J., Champagne, Z., & Schoen, R. C. (2018). Contextual meanings of the equals sign as conceptual blends. For the Learning of Mathematics, 38(2), 34–39.
Schoen, R. C., , Yang, X., Liu, S., & Paek, I. (2017). Psychometric report for the Early Fractions Test (Version 2.2) administered with third- and fourth-grade students in spring 2017. (Research Report No. 2017-11). Tallahassee, FL: Learning Systems Institute, Florida State University. https://doi.org/10.17125/fsu.1522698235
Schoen, R. C., Anderson, D., Champagne, Z., & Bauduin, C. (2017). Elementary mathematics student assessment: Measuring the performance of grade K, 1, and 2 students in counting, word problems, and computation in fall 2015. (Research Report No. 2017-20). Tallahassee, FL: Learning Systems Institute, Florida State University. https://doi.org/10.17125/fsu.1522170756
Schoen, R. C., Bray, W., Wolfe, C., Nielsen, L., & Tazaz, A. M. (2017). Developing an assessment instrument to measure early elementary teachers’ mathematical knowledge for teaching. The Elementary School Journal, 118(1), 55-81. https://doi.org/10.1086/692912
Schoen, R.C., Lavenia, M., & Tazaz, A. M. (2017, March). Effects of a two-year Cognitively Guided Instruction professional development program on first- and second-grade student achievement in mathematics. Paper presented at the spring conference of the Society for Research in Educational Effectiveness, Washington, DC. https://www.sree.org/conferences/2017s/program/download/abstract/2130_0.pdf
Schoen, R. C., & Champagne, Z. (Eds.) (2017). What’s Next? Stories of teachers engaging in collaborative inquiry focused on using student thinking to inform instructional decisions. Tallahassee, FL: Learning Systems Institute, Florida State University. https://www.teachingisproblemsolving.org/whats-next-stories/
Bauduin, C., Schoen, R. C., Bray, W., Champagne, Z., Iuhasz-Velez, N., & Tazaz, A. M. (2016). Formative Assessment Collaborative Team (FACT) meetings implementation guide. Tallahassee, FL: Learning Systems Institute, Florida State University. https://doi.org/10.17125/fsu.1493410046
Whitacre, I., Schoen, R. C., Champagne, Z. M., & Goddard, A. (2016). Relational thinking: What’s the difference? Teaching Children Mathematics, 23(5), 303–308. https://www.nctm.org/Publications/Teaching-Children-Mathematics/2016/Vol23/Issue5/Relational-Thinking_-What_s-the-Difference_/
Schoen, R. C., LaVenia, M., Champagne, Z. M., Farina, K., & Tazaz, A. M. Mathematics Performance and Cognition (MPAC) interview: Measuring first and second grade student achievement in number, operations, and equality in spring 2015. (Report No. 2016-02). Tallahassee, FL: Learning Systems Institute, Florida State University. https://doi.org/10.17125/fsu.1493238666
Schoen, R. C., LaVenia, M., Champagne, Z., & Farina, K. (2016). Mathematics Performance and Cognition (MPAC) Interview: Measuring first- and second-grade student achievement in number, operations, and equality in spring 2014. (Report No. 2016-01). Tallahassee, FL: Learning Systems Institute. https://doi.org/10.17125/fsu.1493238156
Bray, W. S., & Schoen, R. C. (2016, April). Measuring primary grades teachers’ mathematical knowledge for teaching. Paper presented at the annual research conference of the National Council of Teachers of Mathematics, San Francisco, CA.
Ganley, C. M., Schoen, R. C., LaVenia, M., Tazaz, A., & Razzouk, R. (2016, April). Exploring relations between teacher math anxiety and other teacher characteristics. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.
Champagne, Z., Schoen, R. C., & Riddell, C. (2014). Variations in Both Addends Unknown problems. Teaching Children Mathematics, 21(2), 114–121. champagne schoen riddell 2014 TCM variations in both addends unknown problems
Lang, L. B., Schoen, R. C., LaVenia, M., & Oberlin, M. (2014, March). Mathematics Formative Assessment System–Common Core State Standards: A randomized field trial in Kindergarten and First Grade. Paper presented at the annual Spring conference of the Society for Research in Educational Effectiveness, Washington, DC. https://eric.ed.gov/?id=ED562773
Schoen, R. C., & LaVenia, M. (2013). Integrating STEM: Mathematics, science, and computing — FSU final report. Final project report submitted to the Helios Education Foundation.
Lang, L. B., Schoen, R. C., LaVenia, M., Oberlin, M., & Robinson, M. (2013, April). K–3 mathematics formative assessment: Effects on teaching, learning, and the gender gap. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Schoen, R. C., Ergilbin, E., & Haciomeroglu, E. S. (2011). Analyzing the Next Generation Sunshine State Standards for mathematics: Is the state curriculum still a mile wide and an inch deep? Dimensions in Mathematics, 31(1), 30–39.
Lang, L. H., Hawthorne, H., Sakon, F., Reta, A., & Schoen, R. C. (2011). Examining the effects of a K–3 mathematics formative assessment system. In J. Novotna & H. Moraova (Eds.), International Symposium Elementary Maths Teaching: The Mathematical Knowledge Needed for Teaching in Elementary Schools (pp. 214–221).
Haciomeroglu, E. S., Bu, L., Schoen, R. C., & Hohenwarter, M. (2011). Prospective teachers’ experiences in developing lessons with dynamic mathematics software. International Journal for Technology in Mathematics Education, 18(2), 71–82. http://www.learntechlib.org/p/109510/
Bu, L., & Schoen, R. C. (Eds.) (2011). Model-centered learning: Pathways to mathematical understanding using GeoGebra. Rotterdam: Sense Publishers. https://www.sensepublishers.com/catalogs/bookseries/modeling-and-simulation-for-learning-and-instruction/model-centered-learning/ or https://public.eblib.com/choice/publicfullrecord.aspx?p=974121
Schoen, R. C. (2010). Professional vision: Elementary school principals’ perceptions of mathematics instruction. Unpublished doctoral dissertation, Florida State University. http://purl.flvc.org/fsu/fd/FSU_migr_etd-1999
Haciomeroglu, E. S., & Schoen, R. C. (2009). What does it mean to teach mathematics “in depth”? Dimensions in Mathematics, 29(2), 20–24.
Haciomeroglu, E. S., Bu, L., Schoen, R. C., & Hohenwarter, M. (2009). Learning to develop mathematics lessons with GeoGebra. MSOR Connections, 9(2), 26–28.
Haciomeroglu, E. S. & Schoen, R. C. (2008). Mathematical continuity: Identifying, exposing, and closing the gaps of understanding. Dimensions in Mathematics, 28(1), 9–12.
Fernández, M. L., & Schoen, R. C. (2008). Teaching and learning mathematics through hurricane tracking. Mathematics Teaching in the Middle School, 13(9), 500–512. https://www.nctm.org/Publications/mathematics-teaching-in-middle-school/2008/Vol13/Issue9/Teaching-and-Learning-Mathematics-through-Hurricane-Tracking/
Schoen, R. C. & Clark, J. T. (2007). Florida’s answer to “A Mile Wide and an Inch Deep:” Mathematics content standards that allow time for in-depth teaching and learning.< Dimensions in Mathematics, 27(2), 6–12.
Lewis, C., Fuson, K., Saxe, G., Schoen, R. C., Takahashi, A. (2018, April). Models and learning paths to support all students to learn fractions. Presented at the annual NCTM Research Conference, Washington, DC.
Ganley, C. M., Schoen, R. C., LaVenia, M., & Tazaz, A. M. (2018, April). The development and validation of the Math Anxiety Scale for Teachers. Presented at the annual meeting of the American Educational Research Association, New York, NY.
Schoen, R. C. (2017, October). If we could see the mind, we wouldn’t teach fact fluency the way we do. Presented at the National Council of Teachers of Mathematics Annual Regional Conference, Orlando, FL.
Riddell, C., & Schoen, R. C. (2017, October). Making it count: Exploring the research on counting and related resources. Presented at the National Council of Teachers of Mathematics Annual Regional Conference, Orlando, FL.
Champagne, Z., Schoen, R. C., & Riddell, C. (2015, October).Counting, cardinality, and conservation: Exploring student thinking and classroom applications. Presented at the Florida Council of Teachers of Mathematics Annual Conference, Orlando, FL.
Riddell, C., Champagne, Z., & Schoen, R. C. (2014, April). Variations in both addends unknown problems. Presented at the National Council of Teachers of Mathematics Annual Meeting, New Orleans, LA.
Champagne, Z., & Schoen, R. C. (2013, April). Counting and cardinality: More than just 1, 2, 3. Presented at the National Council of Teachers of Mathematics Annual Meeting, Denver, CO.
Blumsack, S., & Schoen, R. C. (2013, April). Predator-prey models meet the Common Core standards. Presented at the National Council of Teachers of Mathematics Annual Meeting, Denver, CO
Schoen, R. C. (2012, October). A Research-based professional vernacular for mathematics content and student thinking for the Common Core standards. Presented at the Duval Elementary Mathematics Council, Jacksonville, FL.
Haciomeroglu, E. S., Chicken, E., & Schoen, R. C. (2010, November). Cognitive preference test in calculus (CPTC). Presented at the Florida Educational Research Association Annual Meeting, Orlando, FL.