Nenad Radakovic

Assistant Professor



Nenad Radakovic is an Assistant Professor and Math Educator 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

EDEE 323               The Development of Mathematical Thinking (undergraduate)

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

EDEE 645               Field Experience I in Elementary Education (graduate)


Honors and Awards

College of Charleston, Faculty R&D Starter Grant (Spring, 2016)

OISE graduate funding (2008-2011)


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 immigrantteacher. 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: Fromdeficit 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., & 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.