Site Header Region
Page Header
Main Content Region

Dalton Marsh

Dalton Marsh

Assistant Professor
Email CV Website

Contact

Assistant Professor
Mathematics
Email dalton.marsh@csusb.edu
Office Phone(909) 537-5461
Office LocationJB-334

Bio

I am a math professor, teacher educator, and educational researcher. I strongly believe that the best way to teach math is not through exercise but through investigation in a collaborative and discussion-rich environment. I am interested in inquiry-based learning, mathematical modeling, and statistics education. My research focuses on students' attitudes towards math and broadening participation in STEM. I also work in several scholarship and outreach programs related to math and science teaching and learning.

Education

Ph.D. in Mathematics Education, University of New Hampshire, 2020

M.S. in Statistics, University of New Hampshire, 2019

M.A. in Teaching Mathematics, Union Graduate College, 2015

M.A. in Mathematics, SUNY at Albany, 2014

B.A. in Mathematics, Alfred University, 2012

Research and Teaching Interests

  • Mathematics Education
  • Broadening Participation in STEM
  • Mathematics Identity
  • Mathematical Modeling/Statistics Education

 Activities

  • Co-Director, Early Teaching Experiences in Mathematics and Science (ETEMS)
  • Facilitator/Advisor, NSF-Noyce math and science student-teaching and mentorship experience
  • Organizer, Family Math and Science Night
  • Facilitator, Dinner and a STEM project
  • Facilitator, Lesson study
  • Instructor, Learning Assistant (LA) pedagogy course
  • Member, ALRISE (Accelerating Latinx Representation in STEM Education) Alliance
  • Assistant Editor, Journal of the California Mathematics Project

Publications

  • Marsh, D. D., Sharpe, S. T., & Graham, S. E. (2024). The role of mathematics and science expectancy-value attitudes in students’ STEM course-taking and major choices. Journal for STEM Education Research. https://doi.org/10.1007/s41979-024-00125-0
  • Marsh, D. (2023). Underrepresented students’ motivational attitudes in mathematics. In Lamberg, T., & Moss, D. (Eds.), Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education Vol. 2 (pp. 240–249). University of Nevada, Reno. https://doi.org/10.51272/pmena.45.2023
  • Sharpe, S. & Marsh, D. (2022). A systematic review of factors associated with high schoolers’ algebra achievement according to HSLS:09 results. Educational Studies in Mathematics, 110, 457–480. https://doi.org/10.1007/s10649-021-10130-4
  • Marsh, D. (2022). Mathematics identity and gender differences in STEM persistence: A Latent growth curve model. In Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J., Strayer, J., & Drown, S. (Eds.), Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1678–1682). Middle Tennessee State University. https://doi.org/10.51272/pmena.44.2022

  • See more on my Google Scholar page.

Edit Profile Request an Update