Engaging Teachers in Integrating Human-Centered Design for Geometry Problem-based Instruction

Publications

Peer reviewed conference proceedings

González, G., Garg, S., & Shehab, S. (2025). Geometry teachers’ reflections-in-action for noticing students’ design thinking during lesson study. In R. M. Zbiek, X. Yao, A. McCloskey, & F. Arbaugh (Eds.), Proceedings of the forty-seventh annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 356-360). Pennsylvania State University. https://www.pmena.org/pmenaproceedings/PMENA%2047%202025%20Proceedings.pdf

Shehab, S., Pak, J., Attarian, R., & Heredia, M. (2025). Designing Scaffolding Cards for Design Challenges in K-12 Settings, in Clemente, V., Gomes, G., Reis, M., Félix, S., Ala, S., & Jones, D. (Eds.), Learn X Design 2025, 22-24 September 2025, Aveiro, Portugal. https://doi.org/10.21606/drslxd.2025.150

González, G., Shehab, S., & Powers, E. (2024). Teaching geometry to advance design justice. In T. Lowrie, A. Gutiérrez, & F. Emprin (Eds.), Proceedings of the Twenty-Sixth International Commission on Mathematical Instruction (ICMI) Study, Advances in Geometry Education (pp. 451-458) Reims, France. https://icmistudy26.sciencesconf.org/data/pages/26th_ICMI_Study_Proceedings_2.pdf

Publications

Coming soon.

Year: 2021
Presented at: the the International Organization of Food and Technology (IFT) Virtual Conference
Authors: Dawn Bohn, Lucas O'Bryan & Saadeddine Shehab

Citation: Bohn, D., O'Bryan, L., & Shehab, S. (2021, July). Integrating Human-Centered Design into a food product development undergraduate capstone course. Poster presented at the International Organization of Food and Technology (IFT) Virtual Conference.

The content presented on this webpage is developed by the FRACTAL Research Group at the University of Illinois at Urbana Champaign with the support of a National Science Foundation grant to Gloriana González (Principal Investigator) and Saadeddine Shehab (Co-Principal Investigator) for the project "Engaging Teachers in Integrating Human-Centered Design for Geometry Problem-based Instruction" Grant No. DRL-2300689. Opinions, findings, conclusions, or recommendations are those of the authors and do not necessarily reflect the views of the National Science Foundation.