Barbara Kinach is an Associate Professor of Mathematics Education at the University of Maryland Baltimore County where she teaches graduate and undergraduate courses in mathematics, mathematics teacher education, and curriculum philosophy. Her research interests include teachers content knowledge, the mathematical preparation of teachers, the mathematics methods course, and teacher education reform. Her current book project, "Teaching Mathematics for Understanding: An Experiential Approach" will be published by Allyn and Bacon.
Kinach B. M. 2005. Grounded Theory. Routledge encyclopedia of social Theory. (Invited Entry).
Kinach, B. M. 2002. Understanding and learning-to-explain by representing mathematics: Epistemological dilemmas facing teacher educators in the secondary mathematics "methods" course. Journal of Mathematics Teacher Education 5(2): 1-34.
Kinach, B. M. 2002. A cognitive strategy for developing prospective teachers' pedagogical content knowledge in the secondary mathematics methods course: Toward a model of effective practice. Teaching and Teacher Education 18(1): 51 -71.
Kinach B. M. 2001. Teaching critical thinking through cultural perspective-taking: Potential insights for the Asian Critical Thinking Movement from multicultural education reform in the United States. Manusya: Journal of Humanities 1(2): 181-204.
Kinach, B. M. (2006, under review). When the equation is a question (and not a statement) about equality: Developing knowledge of algebra for teaching.
