Middleton’s research interests focus in the following areas where he has published extensively: children’s mathematical thinking; teacher and student motivation in mathematics; and teacher change in mathematics. He is currently developing methodologies for utilizing the engineering design process to improve learning environments in science, engineering and mathematics. He has also written on effective uses of educational technology in mathematics and science education as a natural outgrowth of these interests. To fund his research, Middleton has garnered more than $20 million in grants to study and improve mathematics education in urban schools. He just finished a $1.8 million research grant to model the longitudinal development of fractions, rational number and proportional reasoning knowledge and skills in middle school students, and is currently engaged in a project studying the sustainability of changes in urban elementary teachers’ mathematics practices. All of his work has been conducted in collaborative partnerships with diverse, economically challenged, urban schools. This relationship has resulted in a significant (positive) impact on the direction that partner districts have taken, including a significant increase in mathematics achievement in the face of a rising poverty rate.
