Catherine (Katy) Ulrich

Catherine Ulrich, Assistant Professor, School of Education

Catherine Ulrich, Assistant Professor, School of Education

Catherine (Katy) Ulrich

Assistant Professor

Office

Public Safety Bldg,
Suite 201
Blacksburg, VA 24061

Phone

540-231-3743

Email

Department Membership

School of Education

Professional Activities

  • 2017-2019, Treasurer for the Virginia chapter of the Association for Mathematics Teacher Educators
  • 2016, Reviewer for Journal of Research in Mathematics Education
  • 2016, Reviewer for Journal of Numerical Cognition
  • 2015-present, Reviewer for Journal of Mathematical Behavior
  • 2015, Reviewer for Virginia Mathematics Teacher

Education

  • Ph.D. University of Georgia
  • M.A. University of Georgia
  • M.A. University of Georgia
  • B.A. Rice University

Research Interests

    Awards and Honors

    STaR (Service, Teaching, and Research) Faculty Fellowship, Association of Mathematics Teacher Educators, 2014–2015

    Selected Publications

    Articles

    • Wilkins, J. L. M., & Ulrich, C. (2017). The role of skip counting and figurative material in children’s construction of composite units and multiplicative reasoning. Virginia Mathematics Teacher.
    • Ulrich, C., & Wilkins, J. L. M. (2017). Using written work to investigate stages in sixth-grade students' construction and coordination of units. International Journal of STEM Education, 4:23.
    • Ulrich, C. (2016). Stages in constructing and coordinating units additively and multiplicatively (Part 2). For the Learning of Mathematics, 36(1), 34–39.  
    • Ulrich, C. (2016). The tacitly nested number sequence in sixth grade: The case of Adam. Journal of Mathematical Behavior, 43, 1–19.
    • Ulrich, C. (2015). Stages in constructing and coordinating units additively and multiplicatively (Part 1). For the Learning of Mathematics, 35(3), 2–7

    Book Chapters

    • Steffe, L. P. & Ulrich, C. (2014). The constructivist teaching experiment. In S. Lerman (Ed.), Encyclopedia of Mathematics Education: SpringerReference (www.springerreference.com). Berlin, Germany: Springer. DOI: 10.1007/SpringerReference_313181
    • Ulrich, C. (2012). The addition and subtraction of signed quantities. In R. Mayes & L. Hatfield (Eds.), Quantitative reasoning and mathematical modeling: A driver for STEM integrated education and teaching in context (pp. 127–141). Laramie, WY: University of Wyoming. Available at http://www.uwyo.edu/wisdome/_files/documents/ulrich.pdf
    • Steffe, L. P., & Ulrich, C. (2010). The construction of fraction schemes using equi-partitioning operations for connected numbers. In L. P. Steffe & J. Olive, Children’s fractional knowledge. New York: Springer.

    Sponsored Research

    • Ulrich, C., & Wilkins, J. L. M. (2015). (PI) Grant-writing Incentive Grant ($3000). College of Liberal Arts and Human Sciences, Virginia Tech.
    • Ulrich, C. (2014). (PI) Niles Research Grant ($3833). College of Liberal Arts and Human Sciences, Virginia Tech.
    • Ulrich, C., Kreye, B., Norton, A., Wawro, M., & Wilkins, J. (2013). (PI) Virginia Teach, Phase II: A community-based approach to serving mathematics students in need ($800,000). Robert Noyce Teacher Scholarship grant, NSF.
    • Cate, A., Norton, A., Bell, M. A., & Ulrich, C. (2012). (co-I) Validating mathematical ways of operating with neural correlates (Math WONC) ($19,000). Institute for Society, Culture and Environment (ISCE): Summer Scholars Program, Virginia Tech.