Nenad Radakovic

Associate Professor



Nenad Radakovic is an Associate Professor of Mathematics Education at the College of Charleston, Department of Teacher Education. Dr. Radakovic's Ph.D. is in the field of Curriculum Studies and Teacher Development. His doctoral research was on the pedagogy of risk in the context of secondary mathematics. Dr. Radakovic has taught secondary mathematics in Croatia, and elementary, middle school, and secondary mathematics in Toronto, Canada. Prior to his appointment at the College of Charleston, Dr. Radakovic was a Sessional Lecturer at the University of Toronto where he taught a graduate course about holistic approaches to elementary mathematics and a graduate course about making secondary mathematics meaningful. He is a Service, Teaching, and Research (STaR) Fellow with the Association of Mathematics Teacher Educators. Dr. Radakovic’s  professional memberships include National Council of Teachers of Mathematics (NCTM), North American Chapter of International Group for the Psychology of Mathematics (PMENA), and the Special Interest Group for the Research of Mathematics Education (SIGRME).


Education

Doctor of Philosophy, Curriculum Studies and Teacher Development, Ontario Institute for Studies in Education, University of Toronto. Thesis: Towards the Pedagogy of Risk: Teaching and Learning Risk in the Context of Secondary Mathematics

Master of Arts, Curriculum Studies and Teacher Development, Ontario Institute for Studies in Education, University of Toronto. Thesis:  Elementary Students’ Understanding of Randomness

Bachelor of Science, Mathematics, University of Washington


Research Interests

Mathematics and social justice, pedagogy of risk, transdisciplinary mathematics education, mathematics teacher education, technology in mathematics education.

Courses Taught

FYSE 138                First Year Seminar: Math in Motion! (undergraduate)

EDEE 323               The Development of Mathematical Thinking (undergraduate)

EDEE 365               Teaching Mathematics, Grades K-3 (undergraduate)

EDEE 366               Teaching Mathematics, Grades 2-8 (undergraduate)

EDFS 460               Clinical Practice in Secondary Mathematics (undergraduate)

EDFS 456               Teaching Strategies in Secondary Mathematics (undergraduate)

EDFS 635               Educational Research (graduate)

EDEE 645               Field Experience I in Elementary Education (graduate)

EDEE 665               Elementary Mathematics: Content and Instruction (graduate)

 


Honors and Awards

2020          Nominated for the C of C Excellence in Collegiate Education and Leadership (ExCEL) Faculty Award

2019          Two Departmental Awards for outstanding service and collegiality

2019          Work included in the list of “notable writings” in the book “The Best Writings on Mathematics 2018” 

2019          Professional Learning Community for STEAM Education Stipend, $500

2019          Sustainability Literacy Institute Stipend, $600

2019          First Year Experience Teaching Stipend, $500

2018          First Year Experience Teaching Stipend, $500

2017          First Year Experience Teaching Stipend, $1,000

2017          Community Partnership in Education, Faculty as Partners Mini-grant, $1,500

2017          Community Partnership in Education, Summer Research Employment  Summer Program

2016          School of Education, Health, and Human Performance, Research and Development Support, $375

2016          Member, Centre for Research in Mathematics Education, Fields Institute, Toronto, Canada

2016          Member, Scientific Advisory Board, literacy.org

2016          Service, Teaching, and Research Fellowship, AMTE, $5,000

2015          College of Charleston, Faculty R&D Starter Grant, $2,770


Publications

Books

Radakovic, N., & Jao, L. (Eds.) (2020). Borders in mathematics pre-service teacher education. Cham,   Switzerland: Springer.

Jao, L., & Radakovic, N. (Eds.) (2018). Transdisciplinarity in mathematics education: Blurring disciplinary boundaries. Cham, Switzerland: Springer.

Book Chapters

Jao, L., & Radakovic, N. (2020). Introduction: Borders in mathematics pre-service teacher education. In N. Radakovic, & L. Jao (Eds.), Borders in mathematics pre-service teacher education (pp. xv-xxiv). Cham, Switzerland: Springer.

ndunda, m., & Radakovic, N. (2020). Standardization and borders in mathematics pre-service teacher education: A duoethnographic exploration. In N. Radakovic, & L. Jao (Eds.), Borders in mathematics pre-service teacher education (pp. 267-277). Cham, Switzerland: Springer.

Radakovic, N., & Khalil, N. (2019). An educator’s journey: A case of a gifted and talented immigrant teacher. In M. L. Van Sickle, J. Swanson, J. A. Bazler, & K. L. Lubniewski (Eds.), Identifying, describing, and developing teachers who are gifted and talented (pp. 134-144). Hershey, PA: IGI Global.

Radakovic, N. (2018). Teaching and learning risk in the context of mathematics education: From deficit theory to critical pedagogy of risk. In P. Trifonas, & S. Jagger (Eds.), Handbook of cultural studies in education (pp. 42-51). New York: Routledge.

Radakovic, N., & Chernoff, E.J. (2018) Risk education. In S. Lerman (Ed.), Encyclopedia of mathematics education. Cham, Switzerland: Springer.

Radakovic, N., & Jao, L. (2018). The transdisciplinary nature of mathematics education. In L. Jao, N. Radakovic (Eds.), Transdisciplinarity in mathematics education: Blurring disciplinary boundaries (pp. xi-xviii). Cham, Switzerland: Springer.

Radakovic, N., Weiland, T., & Bazzul, J. (2018). Transdisciplinarity, critical mathematics education, eco-justice, and the politics to come. In L. Jao , & N. Radakovic (Eds.), Transdisciplinarity in mathematics education: Blurring disciplinary boundaries (pp. 109-124). Cham, Switzerland: Springer.

O'Byrne, W. I., & Radakovic, N. (2017). Educating digital natives: Possible and prospective futures of students in learning ecologies. In S. T. Slota & M. F. Young (Eds.), Exploding the castle: Rethinking how video games and game mechanics can shape the future of education (pp. 179-200). Charlotte, NC: Information Age Publishing.

Radakovic, N., & McDougall, D. (2012). From static to dynamic representations of probability concepts. In D. Martinovic, D. McDougall, & Z. Karadag (Eds.), Technology in mathematics education: Contemporary issues (pp. 221-239). Santa Rosa, CA: Informing Science Institute.

 Peer Reviewed Journal Articles

Radakovic, N. (2021). Preparing students to reason about (existential) risk: The lessons from the pandemic. International Journal for the Learning of Mathematics, 41(2).

Hunter-Doniger, T., Radakovic, N., O’Byrne, I., Adams, B., Gourdie, E., Heckman, C., & Smith, D. (in press). 3D-printed iron gates: Celebrating an African American artist through a transdisciplinary lesson. Art Education.

Radakovic, N., & Hunter-Doniger, T. (2020). Towards more inclusive mathematics: Opening up the standards for mathematical practice. Ohio Journal of School Mathematics, 86, 1-10.    

Radakovic, N., Jagger, S., & Jao, L. (2018). Realizing multiplicity in the uni-verse: Our reading and writing of mathematical poetry. For the Learning of Mathematics, 38(1), 2-6.

O’Byrne, W. I., Radakovic, N., Hunter-Doniger, T., Fox, M., Parnell, S., & Kern, R. (2018). Designing spaces for creativity and divergent thinking: Pre-service teachers creating stop motion animation on tablets. The International Journal of Education in Mathematics, Science and Technology (IJEMST), 6(2), 182-199.

Radakovic, N. (2018). Towards the critical pedagogy of risk in mathematics education. Philosophy of Mathematics Education Journal, 33.

Radakovic, N. (2015). Pedagogy of risk: Why and how should we teach risk in high school math classes? The Mathematics Enthusiast, 12(1-3), 307-329.

Radakovic, N. (2015). ‘People can go against the government’: risk-based decision making and highschool students’ concept of society. Canadian Journal of Mathematics, Science, and Technology Education, 15(3), 276-288.

Radakovic, N., & McDougall, D. (2012). Using dynamic geometry software for teaching conditionalprobability with area-proportional Venn diagrams. International Journal of Mathematical Education in Science and Technology, 43(7), 949-953.

Esmonde, I., Takeuchi, M., & Radakovic, N. (2011). Getting unstuck: Learning and histories of engagement in classrooms. Mind, Culture and Activity, 18(3), 237-256.