Lara Dick

Lara Dick

Associate Professor of Mathematics
Mathematics Education
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About Lara Dick

I joined Bucknell in 2014 after teaching high school for two years, teaching at my alma mater for six years and completing a Post Doc.

Educational Background

  • North Carolina State University, Ph.D.
  • North Carolina State University, M.S.
  • Meredith College, B.A., B.S.

Research interests

My research centers on developing both prospective and practicing teachers’ learning through engagement with K-12 students’ mathematical thinking. I approach this from two perspectives: teacher professional noticing and mathematics discourse. My expertise in these areas resulted in a consultant position for an NSF grant: Preparing to Teach Mathematics with Technology—Examining Student Practices (PTMT-ESP) which began in 2018.

Teaching Interests

I teach two types of courses in the department: courses for future K-12 teachers of mathematics, and introductory statistics and calculus courses. My goal as a teacher is to promote conceptual understanding of mathematical topics and to encourage my students to discuss their mathematical thinking with each other. These goals are reflected both in how I teach and in the ways my research informs my teaching. Other than classroom teaching, I spend much of my time working with undergraduate research students Mentoring students as they learn to be curious about mathematics education and then working with them to turn their curiosity into researchable questions is one of the most fulfilling aspects of my job.

Selected Publications

Lovett, J. N., Dick, L. K., McCulloch, A. W., & Sherman, M. F. (2019). Preservice mathematics teachers’ professional noticing of students’ mathematical thinking with technology. In L. Liu & D. Gibson (Eds.), Research Highlights in Technology and Teacher Education 2018 (pp. 71–79). Waynesville, NC: AACE - Association for the Advancement of Computing in Education.

Dick, L. K., Sztajn, P., Foote, T., & Heck, D. J. (2018). Investigating sociopedagogical norms: Teachers’ discussions about own and others’ instruction. Teaching and Teacher Education, 71, 297–307.

Dick, L. K. (2017). Investigating the relationship between professional noticing and specialized content knowledge. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 339–358). Cham, Switzerland: Springer International Publishing.

Further Information

Contact Details


364 Olin Science Building