Luke Reinke

Luke Reinke
Reading and Elementary Education
Assistant Professor
COED 378
704-687-8893

Dr Luke T Reinke serves as Assistant Professor of mathematics education at the University of North Carolina at Charlotte.  His primary teaching responsibilities involve teaching mathematics methods courses for elementary school teacher candidates.  Dr Reinke's research is centered around mathematics curriculum.  He is particularly interested in how contextualized problems are used to develop students' mathematical understanding and how teachers implement curriculum materials in the classroom. 

Research Interests:
Mathematics curriculum
Use of contextualized problems in mathematics instruction
Teachers' use of mathematics curriculum


Education:
Ph.D.- University of Pennsylvania, 2015, Teaching, Learning and Curriculum (Math Ed specialization)
M.A.T - Duke University 2005, Mathematics and Physics Education
B.S.E - Duke University 2001, Biomedical Engineering

Teaching:
Introduction to Teaching Mathematics
Instructional Design and Technology Integration with Elementary School Learners

Selected Publications:

Reinke, L.T. & Casto, A. (2020) Motivators or Conceptual Foundation? Investigating the Development of Teacher Beliefs about Context Problems, Mathematics Education Research Journal. Advanced online publication.  https://doi.org/10.1007/s13394-020-00329-8

Stephan, M., Reinke, L.T., & Cline, J. (2020) Beyond Hooks: Real World Contexts as Anchors for Instruction.  Mathematics Teacher: Learning and Teaching PK-12. 113(10), 821-827.  https://doi.org/10.5951/MTLT.2019.0294

Reinke, L.T. (2020) Contextual problems as conceptual anchors. Research in Mathematics Education, 22(1), 3-21 https://doi.org/10.1080/14794802.2019.1618731

Reinke, L.T. (2019) Toward an Analytical Framework for Contextual Problem-based Mathematics Instruction. Mathematical Thinking and Learning.  21(4), 265-284. https://doi.org/10.1080/10986065.2019.1576004

Remillard, J., Reinke, L. Kapoor, R. (2019) What is the point? Examining how curriculum materials articulate mathematical goals and how teachers steer instruction. International Journal of Educational Research. 93, 101-117.  https://doi.org/10.1016/j.ijer.2018.09.010