College of Education and Human Development - George Mason University
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Hjalmarson, Margret

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Contact Information

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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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  • Samaras, A. P., Hjalmarson, M. A., Bland, L. C., & Christopher, E. K.* (2019). Self-study as a method for engaging STEM faculty in transformative change to improve teaching. International Journal of Teaching and Learning in Higher Education, 31(2), 195-213.
  • Baker*, C. K. & Hjalmarson, M. (2019). Designing purposeful student interactions to advance synchronous learning experiences. International Journal of Web-based Learning and Technologies, 14(1), 1-16.
  • Ward-Parsons, A. & Hjalmarson, M. (2017). Study of self: The self as designer in online teacher education. Studying Teacher Education, 13(3), 331-349.  dx.doi.org/10.1080/17425964.2017.1365699
  • Hjalmarson, M. A. (2017). Learning to teach math specialists in a synchronous online course: A self-study. Journal for Mathematics Teacher Education. 20(3), 281-301. doi:10.1007/s10857-015-9323-x (first published online in 2015)
  • 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.