Justin Dimmel
Associate Professor of Mathematics Education and Instructional Technology
justin.dimmel@maine.edu
207.581.2422
330 Shibles Hall
University of Maine
Orono, ME 04469
Bio: Justin Dimmel is associate professor of mathematics education and instructional technology with the University of Maine College of Education and Human Development in the School of Learning and Teaching. Dr. Dimmel teaches both undergraduate and graduate courses in teacher education. He is the founder and director of the Immersive Mathematics in Rendered Environments (IMRE) Lab, which designs virtual and augmented reality math and science learning environments, and investigates how VR and AR technologies can transform STEM education. In addition, he led a team that developed the SunRule, an interactive sculpture that harnesses the rays of the sun to help users explore multiplication and division. The project was chosen for UMaine’s MIRTA accelerator, a program designed to advance research along the path to commercialization, turning lab innovations into real-world products and services with public benefit. In 2022, Dimmel received a National Science Foundation CAREER Award, the organization’s most prestigious award for early career faculty.
Education
Ph.D. in Mathematics Education, University of Michigan
M.S. in Mathematics, University of Michigan
B.S. in Mathematics and Philosophy, Hartwick College
Courses taught at UMaine
- EMA 314: Teaching Mathematics in Elementary School
- EMA 405/505: Mathematics for Secondary Teachers
- SMT 506: Integrated Approaches in Mathematics Education II
- EDT 570: Leveraging Crowd-Based Knowledge in K-12 Classrooms
- EDT 616: New Directions for Educational Technology
- EHD 690: Foundations of Inquiry
Sample publications
- Bock, C. G., & Dimmel, J. K. (2021). Digital representations without physical analogues: A study of body-based interactions with an apparently unbounded spatial diagram. Digital Experiences in Mathematics Education, 7(2), 193-221.
- Dimmel, J., Pandiscio, E., & Bock, C. (2021). The geometry of movement: Encounters with spatial inscriptions for making and exploring mathematical figures. Digital Experiences in Mathematics Education, 7(1), 122-148.
- Erickson, A., Herbst, P., Ko, I., & Dimmel, J. (2021). When what routinely happens conflicts with what ought to be done: A scenario-based assessment of secondary mathematics teachers’ decisions. Research in Mathematics Education, 23(2), 188-207.
- Dimmel, J., Pandiscio, E., & Bock, C. (2021). Multiplication by sunlight: How can a geometric definition be realized in a physical tool? Journal of Mathematics Education at Teachers College, 12(1), 9-16.
- Dimmel, J. K., & Herbst, P. G. (2020). Proof transcription in high school geometry: A study of what teachers recognize as normative when students present proofs at the board. Educational Studies in Mathematics, 105(1), 71-89.
- Dimmel, J., & Milewski, A. (2019). Scale, perspective, and natural mathematical questions. For the Learning of Mathematics, 39(3), 34-40.
- Dimmel, J.K., & Pandiscio, E. (2017). Do they become parallel? Preservice teacher’s use of dynamic diagrams to explore division by zero. In Galindo, E., & Newton, J., (Eds.). Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.
- Herbst, P., Chazan, D., Kosko, K. W., Dimmel, J., & Erickson, A. (2016). Using multimedia questionnaires to study influences on the decisions mathematics teachers make in instructional situations. ZDM: The International Journal on Mathematics Education, 48(1-2), 167-183.