Assistant Professor of Education & Mathematics
Ph.D., University of Louisville, 2009
Ph.D., Grace Bible College, 2006
B.A., College of William & Mary
210 Statistics Course
323 Methods Course
Holmes, V.L., (2009).The relationship between types of teachers’ mathematics
knowledge and their pedagogical content knowledge of whole and rational
numbers. ICERI, electronic.
Tintle, N, VanderStoep, J., Holmes, V.L., Quisenberry, B., Swanson,
T. (2010, in review). Development and assessment of a preliminary
randomization-based introductory statistics curriculum. Journal of
Trettor, T.R., Brown, S.L., Bush, W.S., Saderholm, J.C. & Wilson
Holmes, V.L.. (2010, in print). Diagnostic Teacher Assessments in
Mathematics and Science (DTAMS): Valid and Reliable Science Content
Assessments for Middle School Teachers. Journal of Research in Science
Curriculum Development – Ottawa Area Intermediate School
District – designing and assigning district wide mathematics
curriculum to align with new national standards.
Curriculum Development – Assisting statistical team at Hope
College in evaluating and developing randomization-based Introductory
Statistics curriculum; participating in workshops and ongoing meetings
to collaborate on curricular changes.
Curriculum Development – member of District Steering Committee,
organized to improve Mathematics and Science education from K-12
in the Holland, MI area through assessment of existing curriculum
and providing ongoing professional developments through a Teacher
Curriculum Development – Piloting a teacher workshop Teaching
Algebra Concepts through Technology TACT2 this summer with 35 Ottawa
Area ISD Algebra teachers Linking Increased Teachers’ Pedagogical
Content Knowledge and Conceptual Understanding of Algebra I Functions
to Student Achievement.
Training of undergraduate research students: In the last year 4
undergraduate students have collaborated with both statistics and
mathematics methods (curriculum) and have presented and/or are
scheduled to present by the end of the summer.
Nebraska Conference for Undergraduate Women in Mathematics. (2010
January). Presenter with undergraduate student Brooke Quisenberry:
Re-evaluating the Statistical Process – an Inquiry Approach
to the teaching of Statistics. University of Nebraska, Lincoln.
Computational Chemistry and Inquiry Workshop (2009, July | 2010,
July (upcoming). Making an Inquiry Based Lesson Plan/Lab–Workshop
for HS Chemistry teachers