Associate Professor

Carmen Petrick Smith is an Associate Professor of Mathematics Education at the University of Vermont. She received her Ph.D. in Mathematics Education from the University of Texas at Austin where she studied the effects of embodied actions on learning geometry. Her research interests center on embodied cognition, games for learning, and STEM education.

She is also a former high school mathematics teacher, and in addition to her work in education, she can solve a Rubik's cube, is a former Guinness World Record holder for dancing the Thriller, and won the 2008 O. Henry Pun-Off World Championships.


Smith, C., & Walkington, C. (2019).  Four principles for designing embodied mathematics activities.  Australian Mathematics Education Journal, 1(4), 16-20.

Smith, C. (2018). Learning through body-based activities in secondary geometry: An analysis of learning and viewpoint. School Science and Mathematics, 118(5), 179-189.

King, B., & Smith, C. (2018). Mixed-reality learning environments: What happens when you move from a laboratory to a classroom? International Journal of Research in Education and Science (IJRES), 4(2), 577-594.

Olofson, M., Downes, J., Smith, C., Legeros, L., & Bishop, P. (2018). An instrument to measure teacher practices to support personalized learning in the middle grades. Research in Middle Level Education Online, 41(7), 1-21.

Smith, C., Tinkler, A., DeMink-Carthew, J., & Tinkler, B. (2017). Pre-service teachers’ experiences with proficiency-based learning. Mathematics Teacher Education and Development, 19(1), 107-120.

King, B., & Smith, C. (2017).  Understanding sorting algorithms through a fraction activity.  Teaching Children Mathematics, 23(9), 560-563.

Smith, C., & Kenlan, K. (2016).  Invention activities support statistical reasoning. Mathematics Teaching in the Middle School, 21(6), 358-363.

Smith, C., King, B., & González, D. (2015).  Using multimodal learning analytics to identify patterns of interactions in a body-based mathematics activity.  Journal of Interactive Learning Research, 27(4), 355-379.

Martin, T., Smith, C., Velasquez, N., Aghababayan, A., Janisiewicz, P., & Baker, S. (2015).  Learning fractions by splitting: Using learning analytics to illuminate the development of mathematical understanding.  The Journal of the Learning Sciences, 24(4), 593-637. 

Smith, C., King, B., & González, D.  (2015).  The STEAM behind the scenes. Teaching Children Mathematics, 22(1), 46-49.

Berland, M., Davis, D., & Smith, C.  (2015).  AMOEBA: Facilitating data-driven, real-time, novice programmer collaboration.  International Journal of Computer-Supported Collaborative Learning, 10(4), 425-447. 

Smith, C., King, B., & Hoyte, J.  (2014).  Learning angles through movement:  Critical actions for learning in an embodied activity. Journal of Mathematical Behavior, 36, 95-108. 

Smith, C., & Neumann, M.  (2014).  Scratch it out! Enhancing geometrical understanding. Teaching Children Mathematics, 21(3), 185-188. 

Berland, M., Martin, T., Benton, T., Smith, C., & Davis, D. (2013).  Using learning analytics to understand the learning pathways of novice programmers.  Journal of the Learning Sciences, 22(4), 564-599. 

Martin, T., Berland, M., Benton, T., & Smith, C. (2013).  Learning programming with IPRO:  The effects of a mobile, social programming environment.  Journal of Interactive Learning Research, 24(3), 301-328.

Martin, T., Svhila, V., & Smith, C. (2012).  The role of physical action in fraction learning.  Journal of Education and Human Development, 5(1), 1-17.

Book Chapters

Smith, C., Berland, M., & Martin, T. (2015). Playing robot: Exploring how students alternate perspectives in IPRO. In V. Lee (Ed.), Learning technologies and the body: Integration and implementation in formal and informal learning environments (pp. 132-148). New York: Routledge.

Awards and Recognition

Kroepsch-Maurice Excellence in Teaching Award – Finalist
University of Vermont, 2016

American Education Research Association Conference – Division C Poster Award Nominee
One of 15 nominees out of 900 submissions, 2015

Jewel Popham Raschke Endowed Presidential Scholarship in Mathematics Education
University of Texas at Austin, 2011-2012

Mike Hogg Endowed Fellowship
University of Texas at Austin, 2011-2012

University of Texas Graduate School Continuing Fellowship
University of Texas, 2010-2011

Disney Learning Challenge Grand Prize
Disney Research, 2010

Teacher of the Year, Runner-up
Spring Woods High School, 2006-2007

Edward A. Bell Scholarship
Texas Christian University, 2004

Essilor of America Scholarship
Essilor USA, 2004

Associations and Affiliations

American Educational Research Association, International Society for the Learning Sciences, National Council of Teachers of Mathematics

Petrick Smith headshot

Areas of Expertise and/or Research

  • Learning and Cognition
  • Science, Technology, Engineering and Math (STEM)
  • Teacher Education
  • Technology and Learning


  • Ph.D. in Mathematics Education from University of Texas at Austin


  • 802-656-1307
Office Location:

Waterman 405