College of Education and Human Development - George Mason University
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Graduate School of Education - George Mason University

Our Graduate School of Education is the alma mater for one third of teachers and administrators in Northern Virginia’s world-class school systems. Each year, more than 3,000 graduate students enroll in our innovative academic programs, which include advanced study for teachers and school leaders, instructional design and technology, and a renowned PhD in Education program that is among the largest in the country.

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School of Recreation, Health, and Tourism - George Mason University

The School of Recreation, Health, and Tourism (SRHT) offers exciting, career-ready majors in dynamic fields such as athletic training, tourism and events management, health and physical education, kinesiology, sport management, and recreation management. SRHT features renowned faculty, cutting-edge research, six laboratories and centers, and a diverse student body of more than 1,000 undergraduate and graduate students each year. Each major requires one or more internship or clinical experiences, ensuring that students graduate not just with a transcript but with a resume that demonstrates their professional aptitude and skills.

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Areas of Study

How will YOU make an impact?

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Our Philosophy

At George Mason University, our aim is not to be the best university in the world, but the best university for the world. We accept our responsibility to serve others, to help our students succeed, to enrich the life of our community, and to contribute to solving some of the most complex problems of our time.

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Dr. Brenda Bannan teaching in classroom
About CEHD

The College of Education and Human Development (CEHD) inspires undergraduate and graduate students to promote learning and development across the life span. Innovative, inclusive, and cutting-edge, the college and its two schools prepare professionals who improve lives and make a difference for our community and for the world.

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Students

One of the goals of the College of Education and Human Development (CEHD) is to provide all students with personalized, high-quality experiential learning opportunities, both regionally and globally with multiple pathways and delivery formats that will enable all graduates to pursue meaningful lives and successful careers.

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Research of Consequence
Research

The college’s innovative research and pace of performance has resulted in a research portfolio that has grown dramatically compared to peer institutions, with annual expenditures exceeding $16 million annually. This research of consequence, undertaken by faculty in both schools, advances knowledge in the learning and developmental sciences, benefiting the greater community in Virginia and beyond.

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Hjalmarson, Margret

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Contact Information

Send email to Dr. Hjalmarson

Phone: (703) 993-4818
Fax: (703) 993-3643

Margret Hjalmarson's website

George Mason University
Fairfax Campus
West Building 2202
4400 University Dr.
MS IE8
Fairfax, VA 22030

Profile

Dr. Hjalmarson holds a Ph.D. in Curriculum and Instruction with a concentration in Mathematics Education from Purdue University. She also has a Masters degree in Mathematics from Purdue University and a B.S. in Mathematics from Mount Holyoke College. Dr. Hjalmarson's research interests include mathematics education and engineering education. She has been awarded multiple NSF-funded projects on STEM faculty development for interactive teaching and engineering learning. In both of these settings, her work focuses on design-based research and models and modeling frameworks for teaching and learning. She also served as a Program Director in the Division of Research on Learning in Formal and Informal Settings in the Directorate for Education & Human Resources at the National Science Foundation. She led the Discovery Research K-12 program and managed proposals and awards related to mathematics and engineering education across other programs in the Division (e.g., STEM+C, ITEST, CAREER, EHR Core Research).

Research Interests

  • Mathematics education
  • Engineering education
  • K-8 Mathematics Specialists
  • STEM faculty teaching development

Recent Publications

Dr. Hjalmarson has published in a variety of education journals in engineering and mathematics education. She has also presented at the conferences of the American Educational Research Association, the American Society for Engineering Education, the Association for Mathematics Teacher Education and other venues.

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  • Hjalmarson, M. (2015). Learning to teach math specialists online: A self-study. Journal for Mathematics Teacher Education.
  • Diefes-Dux, H. A., Hjalmarson, M. A., & Zawojewski, J. (2013). Student team solutions to an open-ended mathematical modeling problem: Gaining insights for educational improvement, Journal of Engineering Education, 102(1), 179-216.
  • Smith, T. M. & Hjalmarson, M. A. (2013). Eliciting and developing teachers’ conceptions of random processes in a probability and statistics course. Mathematics Thinking and Learning, 15(1), 58-82.
  • Diefes-Dux, H. A., Zawojewski, J. S., Hjalmarson, M. A., & Cardella, M. E. (2012). A framework for analyzing feedback in a formative assessment system for mathematical modeling problems, Journal of Engineering Education, 101(2), 375-404.
  • Hjalmarson, M. A., Moore, T. J., and delMas, R. (2011). Statistical analysis when the data is an image: Eliciting student thinking about sampling and variability, Statistics Education Research  Journal, 10(1), 15-34.
  • Diefes-Dux, H. A., Zawojewski, J. S., & Hjalmarson, M. A. (2010). Designing research-based evaluation tools for open-ended problems. International Journal of Engineering Education, 26(4), 807-819.
  • Moore, T. J. & Hjalmarson, M. A. (2010). Developing measures of roughness: Using problem solving as a method to document student thinking. International Journal of Engineering Education, 26(4), 820-830.
  • Hjalmarson, M. (2008). Mathematics curriculum systems: Models for analysis of curricular innovation and development, Peabody Journal for Education, 83(4), 592-610.
  • Hjalmarson, M. A. & Diefes-Dux, H. A. (2008). Teacher as designer: A framework for the analysis of mathematical model-eliciting activities. The Interdiscipiinary Journal of Problem-based Learning, 2(1), 57-78.
  • Hjalmarson, M. (2007). Engineering students designing a statistical procedure. Journal of Mathematical Behavior, 26(2), 178-188.
  • Hjalmarson, M., Cardella, M., & Adams, M. (2007). The role of iterative cycles in engineering problem solving. In R. Lesh, E. Hamilton & J. Kaput (Eds.), Foundations for the future in mathematics education (pp.409-430). Mahwah, NJ: Lawrence Erlbaum
  • Martin, F. G., Hjalmarson, M.A., & Wankat, P. C. (2007). When the model is a program. In R. Lesh, E. Hamilton, & J. Kaput (Eds.), Foundations for the future in mathematics education (pp. 395-408). Mahwah, NJ: Lawrence Erlbaum.
  • Diefes-Dux, H. A., Hjalmarson, M., Bowman, K, & Zawojewski, J. S. (2006). Quantifying Aluminum Crystal Size Part 1: The Model-Eliciting Activity. Journal of STEM Education>, 7(1&2), 51-63.
  • Hjalmarson, M. A., Diefes-Dux, H. A., Bowman, K., & Zawojewski, J. S. (2006). Quantifying Aluminum Crystal Size Part 2: The Model-Development Sequence. Journal of STEM Education, i7(1&2), 64-73.
  • Lesh, R., Doerr, H. M., Carmona, G., & Hjalmarson, M. (2003). Beyond constructivism. Mathematical Thinking and Learning,5(2,3), 211-234
  • Lesh, R., Lester, F. K., & Hjalmarson, M. (2003). A models and modeling perspective on metacognitive functioning in everyday situations where mathematical constructs need to be developed. In R. A. Lesh & H. M. Doerr (eds.), Beyond constructivism: Models & modeling perspectives on mathematics problem solving, learning & teaching (pp. 383-404). Hillsdale, NJ: Lawrence Erlbaum Associates.