Robert J. Quinn

Robert J. Quinn is Professor of Secondary Mathematics Education at the University of Nevada, Reno within the College of Education and Human Development. He holds office in WRB 3112 (Mail Stop 0280) and teaches core courses including EDSC 453/653 Teaching Secondary Mathematics, EDSC 353 Teaching Secondary Geometry, and CTL 702 Critical Issues in Secondary Education during fall semesters, with spring offerings comprising CTL 721 Evaluation of Classroom Learning and EDSC 459/659 Technology Application in Secondary Mathematics.

His educational background includes:

• Ed.D. in Curriculum & Instruction from University of Nevada, Las Vegas
• M.A.T. in Mathematics Education from Boston College
• A.B. in Mathematics/Physics from Boston College

Quinn's research centers on innovative mathematics pedagogy through technology integration, manipulatives, problem-solving frameworks, and cooperative learning structures, with specialized expertise in probability and statistics education. His work consistently explores how to make abstract mathematical concepts accessible through hands-on and digital approaches, particularly emphasizing real-world applications in sports analytics and gaming scenarios. The sustained focus on Web 2.0 technologies across his publication history demonstrates an evolving commitment to digital tools in teacher training.

Analysis of his 15 most recent publications reveals three dominant research trajectories: (1) Web 2.0 integration in geometry instruction (2012-2014), characterized by empirical studies on blogging and collaborative platforms; (2) pandemic-responsive teacher preparation research (2021-2022), examining instructional modality adaptations; and (3) foundational work in probability education (2024-2025), featuring creative pedagogical approaches like the "Oogox" algebraic journey. His scholarship consistently bridges theoretical frameworks with classroom-ready strategies.

His professional recognition includes:

• 2011: Inaugural Judith S. Bible Distinguished Teaching Award recipient

While specific grant funding details and student advising records weren't documented in the source materials, his course load and publication record indicate active mentorship of pre-service mathematics teachers. His research methodology frequently employs qualitative and mixed-methods approaches to investigate teacher cognition and classroom implementation challenges, particularly regarding technology adoption. Quinn maintains strong connections between his scholarly work and practical classroom applications, as evidenced by his continued development of geometry and probability teaching modules.