Steve Rhine, EdD

Dr. Steve Rhine comes to Pacific University after serving as Professor of Education at Willamette University for 19 years. He received his doctorate from UCLA in Administration, Curriculum and Teaching Studies. Before entering teacher education he taught high school mathematics and was a counselor in Los Angeles, California.

Steve has been awarded numerous federal and other grants focusing on mathematics education and uses of educational technology that total approximately $4 million. He directed the Oregon Technology in Education Network (OTEN), from 2001-04 that was then funded by a grant from the Preparing Tomorrow’s Teachers to Use Technology (PT3) program. He was also instrumental in a Teacher Quality Enhancement Partnership grant and recently served as Principal Investigator of a four year Fund for the Improvement of Post-Secondary Education (FIPSE) grant that made use of research on algebraic thinking to help prepare pre-service teachers with understanding of how students struggle as well as technological tools to help develop understanding of challenging topics in algebra.  That grant helped establish the Center for Algebraic Thinking (algebraicthinking.org) of which he serves as director.

He has presented at multiple conferences around the world and has published three books. The first, "A Brilliant Teacher", an engaging account of his year-long trip around the world with his wife and three children. The second, he co-wrote with Mark Bailey, "Integrated Technologies, Innovative Learning: Insights from the PT3 Program", an edited book of stories of efforts by institutions to integrate technology in the development of preservice teachers. The third is a book of activities for teachers implementing iPad apps from the Center for Algebraic Thinking. His fourth book, “How Students Think When Doing Algebra,” was published by Information Age Publishing in 2018.

Education

EdD in Education – University of California, Los Angeles

MA in Counseling Education – Loyola Marymount University

BA in Psychology– University of California, Los Angeles

Website

www.algebraicthinking.org

Books

Rhine, S., Harrington, R., and Starr, C. (2018). How Students Think When Doing Algebra. Charlotte, NC: Information Age Publishing.

Neill, D. & Rhine, S. (2015). Teaching Algebra with iPad Apps. Salem, OR: Center for Algebraic Thinking.

Rhine, S. & Bailey, M. (Eds.) (2005). Integrated Technologies, Innovative Learning: Insights from the PT3 Program. Eugene, OR: International Society for Technology Education (ISTE).

Rhine, S. & Abraham-Rhine, T. (2004). A Brilliant Teacher: Lessons Learned from One Family’s Journey Around the World. Salem, OR: Sawtooth Press.

Recent Peer Reviewed Articles

Rhine, S., Harrington, R., & Olsewski, B. (2015). The role of technology and research in increasing preservice teachers’ anticipation of students’ thinking in algebra. Contemporary Issues in Technology and Teacher Education, 15(2).

Rhine, S. & Bailey, M. (2011). Collaborative software and focused distraction in the classroom. The Journal of Technology and Teacher Education, 19(4), 423-447.

Rhine, S. (2011). The dawn of a new iAge in education…or not. In J. Barlow (Ed.) Interface 2.0: After the Bubble Burst 2000-2010. Forest Grove, OR: The Berglund Center Press.

Rhine, S. & Bryant, J. (2007). Enhancing student teacher reflection through digital video.  Reflective Practice, 8(3), 345-358.

Weddington, H. & Rhine, S. (2006). Comfort with chaos and complexity: Professional action groups as a means for pre-service teachers’ engagement with diversity.  International Journal of Learning, 13(2), 39-47.

Book Chapters

Harrington, R. & Rhine, S. (2015). Digital tools for increasing preservice teachers’ effectiveness.  In M. Niess & H. Gillow-Wiles (Eds.) Handbook of Research on Teacher Education in the Digital Age (201-230). Hershey, PA: IGI Global.

Rhine, S. & Bailey, M. (2011). Encouraging in-class participation in a web 2.0 world. In C. Wankel (Ed.) Educating Educators with Social Media (301-323). Bingley, UK: Emerald Insight Publishing.

Rhine, S. (2005). Achieving the vision of technologically powerful teachers.  In S. Rhine & M. Bailey (Eds.) Integrated Technologies, Innovative Learning: Insights from the PT3 Program. Eugene, OR: International Society for Technology Education (ISTE).

Bailey, M.; Rhine, S.; & Carroll, J. (2005). Collaboration as a catalyst for change: The OTEN Project. In S. Rhine & M. Bailey (Eds.) Integrated Technologies, Innovative Learning: Insights from the PT3 Program. Eugene, OR: International Society for Technology Education (ISTE).

Other Recent Publications

Harrington, R. & Rhine, S. (2019). Can We Meet the Standards for Mathematical Practices with Web-Based Curricula? The Oregon Mathematics Teacher, May/June.

Rhine, S. (2017). Finding the balance: Digital curricula vs. the CCSS Math Practices. The Oregon Mathematics Teacher, March/April.

Rhine, S. & Harrington, R. (2014). What makes a good app for learning mathematics? The Oregon Mathematics Teacher.

Rhine, S. (2013). Android app creation goes to elementary school. Interface: The Journal of Education, Community, and Values, September.

Rhine, S. (2013). iPad apps from the Center for Algebraic Thinking. The Oregon Mathematics Teacher, March/April, 38-39.

Rhine, S. (2012). Power to the educators: The decentralization of textbook publishing.  Interface: The Journal of Education, Community, and Values, 12(10).

Rhine, S. (2011). The Internet Age and Teachers: 2000-2010. (Feature Article)  Interface: The Journal of Education, Community, and Values, 11(2).

Rhine, S. (2009). A technological solution to the algebra dilemma? (Feature article) Interface: The Journal of Education, Community, and Values. 9(6).

Bailey, M. and Rhine, S. (2008). Sharing notes in our classroom. Learning and Leading with Technology, Dec/Jan.

Rhine, S. (2006). Dealing with math fuzziness, Statesman Journal, November.

Rhine, S. (2005). Cultural competency. Statesman Journal, April.

Recent Presentations

Rhine, S., Driskell, S., Harrington, R. & Wheeler, A. (2019). Enactment of Digital Curricula in Elementary Classrooms and Its Impact on Mathematical Practices” Association of Mathematics Teacher Educators (AMTE) Conference, Orlando, FL

Driskell, S. & Rhine, S. (2018). Developing a Research Agenda of K-8 Teachers’ Implementation of Digital Curricula. Psychology of Mathematics Education-North America (PME-NA) Chapter Conference. Greenville, SC.

Rhine, S., Driskell, S., Harrington, R. & Wheeler, A. (2018). Teacher Preparation Response to the Surge of Web-based Mathematics Curricula Resources and Supporting Mathematics Teacher Educators in Online and Hybrid Teaching.  Association of Mathematics Teacher Educators (AMTE) Conference, Houston, TX.

Rhine, S. (2017). Preparing Teachers of Mathematics for the Realities of Technology in the Classroom.  Association of Mathematics Teacher Educators (AMTE) Conference, Orlando, FL

Rhine, S. & Harrington, R (2016). Supporting Mathematics Teaching and Learning with Mathematical and Pedagogical Apps. Association of Mathematics Teacher Educators (AMTE) Conference, Irvine, CA.

Rhine, S. (2015). Keynote: The future of mathematics teaching. Oregon Math Leaders, Salem, OR.

Rhine, S. & Harrington, R. (2015). What makes algebra difficult for some students to learn? National Council of Teachers of Mathematics, Boston, MA.

Rhine, S. (2014). Plenary speaker: Instantaneous Transformations. International Conference on e-Learning and Innovative Pedagogies, Forest Grove, OR.

Rhine, S. & Harrington, R. (2014). Research, Technology, and Mathematics Methods Courses. Association of Mathematics Teacher Educators (AMTE) Webinar.

Rhine, S. (2014). The role of technology in increasing preservice teachers’ anticipation of students’ thinking in algebra. Society for Information Technology & Teacher Education, Jacksonville, FL.

Rhine, S. & Harrington, R. (2014). Mathematical apps: Babysitters, manipulatives or generators of mathematics? Association of Mathematics Teacher Educators (AMTE) annual conference, Irvine, CA.

Rhine, S. (2013). Accelerating early career teachers’ knowledge of students and content in algebra. International Group for the Psychology of Mathematics Education Conference, Kiel, Germany.

Samek, L., Charles, M., Rhine, S. (2013). Developing preservice teachers’ pedagogical content knowledge with technology enhanced experiences. Association of Mathematics Teacher Educators (AMTE) annual conference, Orlando, FL.

Rhine, S. (2012). Research on students' algebraic thinking: What is useful for teachers? Psychology of Mathematics Education-North America Chapter Conference, Kalamazoo, MI.

Selected Grants and Honors

National Technology Leadership Initiative (NTLI) Award (for best paper)
The Role of Technology in Increasing Preservice Teachers’ Anticipation of Students’ Thinking in Algebra (2014)
Rhine, S.; Harrington, R.; & Olszewski, B.

Fund for the Improvement of Post-Secondary Education (FIPSE)
The Algebraic Thinking Project (2010-2014, $742,000)
Willamette University, Pacific University, George Fox University, Western Oregon University
Rhine, S.; Charles, M.; Harrington, R., Samek, L.; Starr, C.

Fulbright Scholar (2008)
Dragomanov Pedagogical University, Kyiv, Ukraine

United Methodist Award for Exemplary Teaching and Service
Willamette University (2005)

Teacher Quality Enhancement-Partnership (TQE-P) grant
Oregon Technology in Education Network Partnership (OTEN) (2004-2009: $1.6 million)
United States Department of Education
Carroll, J.; Rhine, S.; & Bailey, M.

Preparing Tomorrow’s Teachers to Use Technology (PT3) grant
Oregon Technology in Education Network (OTEN) (2001-2004: $1.3 million)
United States Department of Education
Rhine, S.; Kniep, W.; & Wilkes, C.

Charter School Planning and Implementation Grants
Oregon Department of Education
West Salem Language Academy (2001-02: $25,00; 2002-03: $50,000; 2003-04: $150,000)
Cruscial, B; Bautista, D.; Rhine, S.; & Baez, J.