Leigh van den Kieboom, Ph.D.

Leigh A. van den Kieboom
Leigh van den Kieboom, Ph.D.Marquette University

Schroeder Complex, 113C

MilwaukeeWI53201United States of America
(414) 288-1429

Associate Professor

Degrees Held

  • Ph.D., Marquette University, Educational Policy and Leadership, Specialization: Mathematics Education

Courses Taught

  • EDUC 1964 Teaching Elementary Mathematics
  • EDUC 2964 Teaching Middle School Mathematics
  • EDUC 4297 Teaching in the Middle School

Research Interests

  • Mathematics teacher education
  • Teacher education
  • Mathematical knowledge for teaching

Recent Publications


Magiera, M.T., van den Kieboom, L.A., & Moyer, J.C. (2017). K-8 pre-service teachers’ algebraic thinking: Exploring the habit of mind “Building Rules to Represent Functions”. Mathematics Teacher Education and Development, 19(2), 25-50.

Birren, J.M. & van den Kieboom, L.A. (2017). Exploring the development of core teaching practices in the context of inquiry-based science instruction: An interpretive case study. Teaching and Teacher Education, 66, 74-87.

van den Kieboom, L.A., Magiera, M.T., & Moyer, J.C. (2017). Learning to notice student thinking about the equal sign: K-8 pre-service teachers’ experiences in a teacher preparation program. In E. Schack, M. Fischer, & J. Williams (Eds.), Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks, pp. 141-159. DOI 10.1007/978-3-319-46753-5.


van den Kieboom, L.A., Magiera, M.T., & Moyer, J.C. (2014). Exploring the relationship between prospective teachers' algebraic thinking ability and the questions they pose during diagnostic algebraic thinking interviews. Journal of Mathematics Teacher Education, 17(5), 429-461.


van den Kieboom, L.A., Birren, J.M., Eckman, E.W., & Silver-Thorn, M.B. (2013). Field Experience as the Centerpiece of an Integrated Model for STEM Teacher Preparation.Teacher Education and Practice, 26(2), 339-355.

van den Kieboom, L.A. (2013). Examining the mathematical knowledge for teaching involved in pre-service teachers’ reflections on teaching mathematics.Teaching and Teacher Education, 35,146-156.

Magiera, M.T., van den Kieboom, L.A., & Moyer, J.C. (2013). An extensive analysis of pre-service teachers’ algebraic thinking.Educational Studies in Mathematics, 84(1), 93-113.


van den Kieboom, L.A., & Magiera, M.T. (2012).Cultivating teachers’ reasoning and sense making. Mathematics Teaching in the Middle School.17(6), 352-357.


Magiera, M.T., van den Kieboom, L.A., Moyer, J.C. (2011). Relationships among features of pre-service teachers’ algebraic thinking. Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, Ankara, Turkey, 3,169-176.


van den Kieboom, L., & Magiera, M. T. (2010). Developing Pre-service Teachers’ Mathematical and Pedagogical Knowledge Using an Integrated Approach.In J.W. Lott & J. Luebeck (Eds.), Mathematics Teaching: Putting Research into Practice at All Levels (pp. 173-190). Association of Mathematics Teacher Educators (AMTE). San Diego: CA.


Eckman, E.W., Birren, J.M., van den Kieboom, L.A., & Silver-Thorn, M.B. (2017). “Integration of Teaching Co-ops in a Master’s of Education Program for STEM Teachers”. Robert Noyce Teacher Scholarship Program (NSF-15-508) $1.2 million.

Magiera, M. T., & van den Kieboom, L. (2010-2013). "Raising Achievement through Fostering Algebraic Thinking", U.S. Department of Education Title II Part B Mathematics and Science Partnership Program.