United States of America - Radford
- Research-Based Instructional Design: It's Harder Than You Think!
- Exploring online professional development for enhancing elementary teachers’ mathematical skills and instructional effectiveness
- The Successes and Lessons Learned of Flipped Learning
- How Flipping Much? Consecutive Flipped Mathematics Courses and Their Influence on Students’ Anxieties and Perceptions of Learning
- Best Practices: Lessons Learned From an Online Statewide Collaborative Master's in Mathematics Education Program
- Examining the influence of a flipped classroom approach in mathematics
- Students’ Perceptions of Learning in a Flipped Statistics Class
- The Challenges and Supports of Teaching Geometry in a 1:1 Classroom
- The Influence of 1:1 Environments on Student Achievement in Geometry
- 1:1 Learning Collaborative: A Hybrid Professional Development Approach to Support Teachers in 1:1 Computer Learning Environments
Dr. Anthony Dove is an Associate Professor of Mathematics and Statistics at Radford University in Radford, Virginia. He began his education career as a Middle and High School Mathematics teacher in 2003. While teaching in a 1-to-1 high school environment in Henrico County, VA and earning his M.Ed. in Mathematics Education at the University of Virginia, Anthony gained a strong interest in the role of technology in the learning environment. He earned his Ph.D. in Mathematics Education at North Carolina State University, where he provided professional development for teachers in 1-to-1 high schools.
While at N.C. State, Anthony collaborated with Dr. Lodge McCammon on several projects. This work began Anthony's interest in flipped learning. Since beginning at Radford University in 2012, Anthony has published multiple proceedings and articles related to flipped learning, mathematics anxiety, and professional development.
Anthony currently is the co-chair for the Mathematics Education SIG.