Associate Professor of Mathematics Education

Carmen Petrick Smith (she/her) is an Associate Professor of Mathematics Education at the University of Vermont. She teaches in the Secondary, Middle Level, and Early Childhood programs. Her research interests center on practice-based mathematics teacher education, proficiency-based learning, and body-based mathematics learning activities.

Dr. Petrick Smith is 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. (2023). Embodied learning in a virtual mathematics classroom: An example lesson. International Journal of Mathematical Education in Science and Technology.

Ducharme, A., Smith, C., & King, B. (2022). Pre-service teachers’ discourse moves during whole class mathematical discussions: An analysis and proposed framework. Journal of Mathematics Education at Teachers College, 13(2), 9-17.

King, B., Smith, C., Park, J., Fatima, S., & Forde, E., (2022). Using the co-creation of practice-based lessons to build teachers’ capacity to facilitate mathematical discussions. Mathematics Teacher Education and Development, 24(2), 1-18.

Fergus, S., & Smith, C. (2022). Characteristics of proficiency-based learning and their impacts on math anxiety. Research in Middle Level Education Online, 45(4), 1-19.

DeMink-Carthew, J., Smith, C., Tinkler, A., & Tinkler, B. (2021).  The impact of experiencing proficiency-based learning (PBL) on preservice teacher perspectives on PBL, assessment, and grading.  Teacher Education Quarterly, 1-26.

King, B., & Smith, C. (2020). Using project-based learning to develop teachers for leadership. The Clearing House/ A Journal of Educational Strategies, Issues and Ideas,93(3),158-164. 10.1080/00098655.2020.1735289

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 Chapter

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.

Associations and Affiliations

  • Association of Mathematics Teacher Educators (AMTE)
  • National Council of Teachers of Mathematics (NCTM)
Carmen Petrick Smith

Areas of Expertise and/or Research

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


  • Ph.D. in Mathematics Education from the University of Texas at Austin
  • B.S. in Mathematics and French from Texas Christian University


  • 802-656-1307
Office Location:

405 Waterman

  1. Google Scholar Page

Courses Taught

  • EDSC 2570: Introduction to Teaching Mathematics
  • EDEC 3560: K-3 STEM: Math for Meaning
  • EDSC 4257: Teaching Math in Secondary Schools