PhD Curriculum and Instruction
Clemson University 2009
MEd Elementary Education
Georgian Court University 2005
BFA Dance Education
Montclair State University 2001
Sandra M. Linder is an Associate Professor of Early Childhood Mathematics Education in the Eugene T. Moore School of Education at Clemson University. Her research centers on improving teacher quality in mathematics through professional development. She has taught in third through fifth grade settings and has worked intensively with in-service and pre-service mathematics educators from preschool through fifth grade. Prior to her work in the elementary schools, Dr. Linder taught dance to students ages 3-20 both in private settings and in public schools.
Dr. Linder is a co-author of the Math Out of the Box K-5 curriculum, which was developed through the College of Engineering and Science at Clemson University. She also worked with the Math Out of the Box team to create and implement a professional development model for K-5 teachers using Math Out of the Box across the United States.
In addition to her work in curriculum, Dr. Linder has multiple national publications relating to early childhood and elementary mathematics motivation and achievement, preservice and inservice teacher quality and professional development, cross-curricular and technology integration in mathematics, and teacher beliefs related to mathematics pedagogy.
Currently, Dr. Linder is examining the impact of mathematics professional development on the early care workforce (birth to age 5) in South Carolina.
Early Childhood Math Methods
Elementary Math Methods
Child Growth and Development
Integrating Math, Science, and Technology in Early Childhood
Assessment and Program Planning for Early Childhood
Study Abroad Experience to Reggio Emilia, Italy
Grounded Theory and Phenomenology
Mixed Methods Research
Early Childhood Supervision (Practicum and Student Teaching)
Examining Professional Development in birth-age 8 mathematics.
Examining Preservice education in birth- age 8 mathematics.
Examining birth- age 8 student achievement and dispositions towards mathematics.
Examining the Reggio Emilia approach to Early Childhood Education and implications for mathematics instruction in the United States.