Research
Ian Thacker studies STEM teaching, learning, and teacher education. He uses qualitative and quantitative methods to investigate the role of attitudes, emotions, beliefs, biases, and epistemic cognition in conceptual change. He pursues three general strands of resaerch focused on: (a) mathematical skills that can be leveraged to support conceptual change about scientific topics, (b) the use of innovative technology for STEM teaching and learning, and (c) teacher beliefs and biases that contribute to gender and racebased achievement gaps in STEM.
 PeerReviewed Journal Publications
 Thacker, I. (in press). An embodied design for grounding the mathematics of slope in students' perceptions of steepness. Research in Mathematics Education.
 Thacker, I., Muis, K.R., Danielson, R.W., Sinatra G.M., Pekrun, R., Winne, P.H., & Chevrier, M. (in press). Using persuasive refutation texts to prompt attitudinal and conceptual change. Journal of Educational Psychology.
 CopurGencturk, Y., RobinsonCimpian, J. P., Lubienski, S. T., & Thacker, I. (in press). Mathematics teachers' bias against the mathematical ability of female, black and hispanic students. Educational Researcher.
 Kim, A.Y. & Thacker, I. (2019). A good sine?: Seeking math help using online discussion boards. ELearning and Digital Media.
 Thacker, I. & Sinatra, G.M. (2019). Visualizing the greenhouse effect: Restructuring mental models of climate change through a guided online simulation. Educational Sciences, 9(1), 14.
 CopurGencturk, Y., & Thacker, I. (accepted with revisions). Teachers' selfreports of knowledge gains compared with validated measures: Relationships among selfreports, direct assessments, and teacher characteristics. Journal of Teacher Education.
 PeerReviewed Conference Proceedings
 Rodrigues, J. & Thacker, I. (2019) Refuting a Fraction Misconception: A Brief Intervention Promotes Teachers' Conceptual Change. To appear in the Proceedings of the FortyFirst Annual Meeting of the NorthAmerican Chapter of the International Group for the Psychology of Mathematics Education (Vol. 8, pp. 731735). St Louis, MA: University of Missouri.
 Abrahamson, D., Bryant, M. J., Gutierrez, J. F., Mookerjee, A. V., Souchkova, D., & Thacker, I.E. (2009). Figuring it out: Mathematical learning as guided semiotic disambiguation of useful yet initially entangled intuitions. In S. L. Swars, D. W. Stinson & S. LemonsSmith (Eds.), Proceedings of the ThirtyFirst Annual Meeting of the NorthAmerican Chapter of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 662670). Atlanta, GA: Georgia State University. [Author names are in alphabetical order]
 Work Under Review
 CopurGencturk, Y., Quinn, D., Thacker, I. (under review). K8 Mathematics teachers' overall and genderspecific beliefs about mathematical aptitude.
 CopurGencturk, Y., Du, H., & Thacker, I. (under review) Differences in mathematical ability beliefs between teachers and mathematicians in higher education.
 Work in Progress
 Thacker, I., Sinatra, G., & Rasiej, R. (manuscript in preparation). Teachers' beliefs about mathematical knowledge and knowing and their influence on mathematics instruction.
 Rodriguez, J., & Thacker, I. (manuscript in preparation). Using refutation texts to shift misconceptions about fraction multiplication.
 Jacobson, J. G., Sinatra, G., & Thacker, I. (manuscript in preparation). The importance of emotions in mediating the backfire effect of refutation text.
