David Kirshner

Professor in Secondary Math Education

Contact
dkirsh@lsu.edu
103 Peabody Hall
225-578-2332

Education
Bachelor's Degree: Mathematics, Sir George Williams University, 1977
Master's Degree: Mathematics, University of British Columbia, 1977
PhD: Mathematics Education, University of British Columbia, 1987

Photo of David Kirshner

Professor Kirshner has been on faculty at LSU since 1987, and has served as a Co-director of the Gordon A. Cain Center for STEM Literacy since 2008. His interests concern the psychology of learning. Studies he has conducted in mathematics education explore the development of algebra symbol skills, and inculcation of explicit mathematical reasoning in algebra through use of a Lexical Support System. His crossdisciplinary approach addresses the problematic of a multi-paradigmatic science of psychology. Rather than align Education with a single theory of learning, or else try to forge a synthesis across paradigms that Psychology itself has not yet accomplished, his work focuses on the discrete genres of teaching that collectively address the valued learning goals of education.

Kirshner, D. (2026). Genres of teaching. New York: Cambridge University Press.

Kirshner, D. (2026). The theory/practice gap in mathematics education. Mathematics Education Research and Practice, 29(2), 55-69. https://doi.org/10.63311/jksmed.2026.29.2.55

English, L., & Kirshner, D. (Eds.). (2016). Handbook of international research in mathematics education (3^rd Ed). New York: Taylor & Francis.

Kirshner, D., & Awtry, T. (2004). Visual salience of algebraic transformations. Journal for Research in Mathematics Education, 35(4), 224-257.

Barab, S., & Kirshner, D. (Eds.) (2001). Rethinking methodology in the learning sciences. Special issue of Journal of the Learning Sciences, 10(1).

Pesek, D. D., & Kirshner, D. (2000). Interference of instrumental instruction in subsequent relational learning. Journal for Research in Mathematics Education, 31(5), 524-540.

Kirshner, D. & Whitson, J. A. (1998). Obstacles to understanding cognition as situated. Educational Researcher, 27(8), 22-28.

Kirshner, D., & Whitson, J. (Eds.) (1997). Situated cognition: Social, semiotic, and psychological perspectives. Mahwah, NJ: Lawrence Erlbaum Associates.

Kirshner, D., Eller, D., & Graves, C. (2022). Rethinking implicit bias through a non-dualist lens. Equity and Racial Justice in STEM Teacher Development Summit, USEA STEM Educators Conference. June 22-23, 2022.

Kirshner, D., & Skinner, K. (2021). The entitled teacher: Perpetrator or victim? ISCAR 2020 symposium paper, 6th Congress of the International Society of Cultural-historical Activity Research. Natal, Brazil, August 24-29, 2020. Postponed to August 2-4, 2021.

Kirshner, D. (2019). Wrestling the Theory/practice Gap. Juried plenary paper. PME-NA. St. Louis, MI, November 2019.

Kirshner, D., Gamborg, L., & Cooling, H. (2019). Problems of science education reform: Crossdisciplinary analysis of the 5E;esson format. AERA Annual Meeting, Toronto Canada, April 5-9.

Kirshner, D. (2016). Assessing the Assessments: Measuring quality for a new generation of state tests. Member of Fordham Foundation Panel, Association for Education Finance and Policy Annual Meeting, Denver CO.

Kirshner, D. & Meng, L. (2011). A Model of Indigenous Culture of Learning and Teaching in China and the United States. AERA Annual Meeting, New Orleans, LA, April, 2011.

Kirshner, D. (2008). Mathematical Structure and Early Algebra. Theme coordinator and presenter at the NSF-funded Mayenne Conference on Early Algebra. Evron-Mézangers, France, June 22-25, 2008.

Kirshner, D. (2008). Visual Syntax of Algebra. Keynote paper presented at SFIDA-29, Séminaire Franco-Italien de Didactique de l'Algèbre, Nice, France, June 27, 2008.

Kirshner, D. (2006). Structural understanding of algebra: A new curriculum approach. Invited keynote address for the Korea Society for Mathematics Education Annual Conference. Kyungsang National University, South Korea, October 13, 2006.

Conference Chair, Research Council on Mathematics Learning, Annual Meeting, Feb. 2018

Associate Editor, Mathematical Thinking and Learning, 2017-2026 Member of Editorial Board, 2008-2017

National Panelist: NAEP Alignment Study, to align NAEP Mathematics to CCSSM, 2017

National Panelist: Fordham Foundation evaluation study of national assessments of students’ mathematics learning (ACT, MCAS, PARCC, Smarter Balanced), 2015

Chair, Louisiana State University Graduate Council, 2010-2011

Advisory Board, James J. Kaput Center for Research and Innovation in Mathematics Education, University of Massachusetts, Dartmouth, 2008-present

Editorial Board, Journal of the Korea Society of Mathematical Education Series D: Research in Mathematical Education, 1997-present

Chair of the Editorial Panel of the Journal for Research in Mathematics Education, 1999-2000. Member of the Panel, 1998-2001

President of the North American Chapter of the International Group for the Psychology of Mathematics Education, 1993-1994; Program Chair for the 1994 Annual Meeting; Steering Committee 1991-1995