Casey Hawthorne recently finished his Ph.D. in mathematics and science education under the direction of Dr. Randolph Philipp.  During his studies, he assisted on projects in which he worked closely with teachers and administrators at the elementary, secondary, and undergraduate level, providing professional development on a wide range of mathematical and instructional topics.  Dr. Hawthorne is excited to be back on a student-centered liberal arts campus after such a positive experience at nearby Davidson College.

Prior to his doctoral studies, Dr. Hawthorne was a middle and high school math teacher for 15 years.  He spent most of his secondary teaching career abroad, working in Russia, Brazil, and Bulgaria. While Dr. Hawthorne has enjoyed the opportunity to learn about foreign cultures first hand, he now looks forward to building strong relationships with the Greenville and South Carolina education communities and helping to connect Furman students with local schools.

Name Title Description


Algebraic Generalization

Familiarizing teachers with students' understanding of algebraic generalization. Exposure to a research based conceptual trajectory through which students' progress as they develop more and more sophisticated means to generalize figural patterns, ultimately resulting in their ablity to use algebraic expressions to communicate this understanding. In addition, teachers will learn what tasks and instructional interventions support students in developing this understanding. Teachers will also be introduced to discourse moves aimed at engaging students in mathematical discussions. Using the context of algebraic generalization, teachers will get hands-on practice leading mathematical discussions.


Teaching Math in Grades 9-12

Teacher candidates become reflective practitioners in the development and delivery of a well-designed standards-based mathematics curriculum. Topics include mathematics curriculum in the secondary school, instructional strategies, performance assessment and resource evaluation focusing on technology. Students are expected to participate in field work in local mathematics classrooms.


Practicum: Secondary Teaching

Provides candidates with opportunities to apply theory and evidence-based practice in the classroom under the supervision of Furman faculty and mentorship of a master teacher.


Finite Mathematics

Topics include: set theory, combinatorics, probability, statistics, matrix algebra, linear programming, Markov chains, graph theory, and mathematics of finance. A student cannot receive credit for this course after credit has been received for MTH-260 or any mathematics course numbered greater than MTH-302.


Introduction to Statistics

Non-calculus based course in elementary probability and statistics. Counting problems, probability, various distributions, random variables, estimation, hypothesis testing, regression and correlation, analysis of variance, and nonparametric methods. A student cannot receive credit for this course and ECN-225 or MTH-341.


Calc for Life & Social Science

Introduction to the methods of differential and integral calculus with an emphasis on applications in the management, life, and social sciences. Topics include limits and continuity, differentiation and integration of functions of one variable, exponential and logarithmic functions, and applications.


Math for Elem School Tchrs I

Problem solving and mathematical reasoning; sets and set operations; functions; numeration systems; the systems of whole numbers, integers, and rational numbers; algorithms; mental computation; elementary number theory; teaching strategies, materials, and technologies for these topics in grades pre K-6.


Math for Elem School Tchrs II

Decimals and percents; elementary probability; descriptive statistics; geometry of shapes in two and three dimensions; congruence and similarity; measurement; geometric transformations; teaching strategies, materials, and technologies for these topics in grades pre K-6 and field-based experiences in area schools.


Modern Geometry

Development of Euclidean and non-Euclidean geometries. Topics include axiom systems, models, congruence theorems, parallel postulates, and the philosophical and historical background to geometry.

Casey Hawthorne’s research focuses on teachers’ understanding of student thinking and how this shapes their ability to be responsive and adaptive in their instruction.  His dissertation examined experienced secondary teachers' understanding of the algebraic generalization process and the role representation plays in supporting this process.  He has been involved in examining teachers’ understanding of integers and how this understanding aligns with their interpretation of student thinking and their orientation towards integer instruction.  In addition, his examination of representation has led him to explore what is meant by algebraic structure and how to support students in developing this lens.   

Ph.D., Mathematics and Science Education
U.C. San Diego/San Diego State University
M.S., Mathematics
University of New Hampshire
B.S., Mathematics
Davidson College

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