## Ana Dias
Professor
Office: Pearce 134D Email: dias1al AT cmich DOT edu Phone: (989) 774-3508 |

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

- 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.