Ana Dias Professor Department of Mathematics Central Michigan University Office: Pearce 134D Email: dias1al AT cmich DOT edu Phone: (989) 774-3508

Education

• Ph.D., Indiana University, 1997
• B.S., Universidade de Brasília, Brazil, 1988

Publications

• Piatek–Jimenez, K. L., Dias, A. L. B. Gender equity in mathematics?. Reformas Curriculares e Avaliações em Larga Escala: questões atuais em Educação. Porto: Porto Publishing Company.
• Sá, L. C. & Dias, A. L. B. (2018). Guest Editorial. International Journal for Research in Mathematics Education, 8(2), 1–5.
• Dias, A. L. B. (2018). Trends in STEM and Career and Technical Education in the United States of America. International Journal for Research in Mathematics Education, 8(2), 30–44.
• Dias, A. L. B., Lessa Gonçalves, H. J. (2016). The views of lay numeracy instructors in a Freirean literacy program. International Journal for Research in Mathematics Education, 6(2), 207–224.
• Dias, A. L. B. (2012). The golden ratio and fractals. In Posamentier, A. S., Lehman, I. (Ed.), The (Glorious) Golden Ratio (pp. 269–292). Amherst, NY: Prometheus Books.
• Piatek–Jimenez, K. L., Marcinek, T., Phelps, C. M., Dias, A. L. B. (2012). Helping students become quantitatively literate. Mathematics Teacher, 105(9), 692–696.
• Dias, A. L. B., DeMeyer, L. A. V. (2010). Pythagorean Theorem in Fractal Art. The Pythagorean Theorem; The Story of It's Power and Beauty (pp. 207–230). Amherst, NY: Prometheus Books.
• Dias, A. L. B. (2007). The Fibonacci numbers and fractals. In Posamentier, A. S. (Ed.), The Fabulous Fibonacci Numbers (pp. 307–325). Amherst, NY: Prometheus Books.
• Dias, A. L. B. (2005). How many factors?. Mathematics in School, 34(2), 30–31.
• Dias, A. L. B. (2005). A student's modeling of a business problem: a case representative of students' struggle to see meaning in mathematics. Teaching Mathematics and its Applications, 25(3), 105–108.
• Dias, A. L. B. (2005). Using lattice models to determine Greatest Common Factor and Least Common Multiple. International Journal for Mathematics Teaching and Learning, 9 pages.
• Dias, A. L. B. (1999). Becoming critical mathematics educators through action research. Educational Action Research Journal, 7(1), 15–34.
• Dias, A. L. B. (1999). Ethnomathematics vs. epistemological hegemony. For the Learning of Mathematics, 19(3), 23–26.
• Dias, A. L. B. (1998). A whole language approach in mathematics classrooms. Curriculum Studies, 6, 97–112.