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(Ongoing) Preservice Teachers’ attitudes and beliefs about Mathematics and the k-12 experiences that informed them

(New) The potential power of forgiveness in overcoming prior mathematical trauma

Thanheiser, E., & Voogt, K. (2023). Filling a “Void”: The Mathematical Quality in Planning  Protocol for Mathematics Teacher Educators [Audio podcast episode]. In Mathematics  Teacher Educator Podcast, AMTE & NCTM, .��

Arbaugh, F., LaRochelle, R., Do, S., Cunningham, A., & Voogt, K., Cirillo, M., & Bieda, K. (2020).�� Real-time coaching with secondary preservice teachers: The practices of mathematics teacher  educators. Brief Research Report accepted for the 42nd Annual Meeting of the North American  Chapter of the International Group for the Psychology of Mathematics Education: Mazatlan, Sinaloa,  MX.��

Bieda, K., Cirillo, M., Arbaugh, F., Voogt, K., Gregg, J & Orr, S. (2020). The university teaching  experience: Cross-Institutional partnership to develop a new model of early field experience.�� Session presented at the 2020 Michigan Association for Mathematics Teacher Educators Conversations  among Colleagues Virtual Conference, Ann Arbor, MI.��

Karunakaran, M., Voogt, K. (2020). Addressing elementary pre-service teachers’ mathematics  anxiety. Proceedings of the 24th Annual Conference of the Association of Mathematics Teacher Educators.�� Phoenix, AZ.��

Orr, S., Bieda, K., Hale, M.W., Voogt, K. (2020). Practicing purposeful questioning: Alignment  between secondary prospective teachers’ planned and enacted questions during early field  experiences. Proceedings of the 24th Annual Conference of the Association of Mathematics Teacher  Educators. Phoenix, AZ.��

Bieda, K., Voogt, K. J. (2019). Mathematical errors when teaching: A case of secondary  mathematics prospective teachers’ early field experiences. Proceedings of the 22nd Annual  Conference on Research in Undergraduate Mathematics Education. Oklahoma City, OK.��

Voogt, K. J. (2018). Self-efficacy beliefs of adults who dislike math: Challenging how we measure  the sources. Proceedings at the North American Chapter of the International Group for the Psychology of  Mathematics Education. Greenville, SC.��

Voogt, K. (2018). Reasons for dislike: A retrospective study of adults’ math experiences. Poster  presented at the National Council of Teachers of Mathematics 2018 Research Conference. Washington,  D.C.��

Bae, Y., Satyam, V. R., Levin, M., Voogt, K., & Smith, J. P. (2018). How do students experience the  transition to proof?. Presentation at 2018 Joint Math Meetings. San Diego, CA.��

Bae, Y., Smith, J. P., Levin. M., Satyam, V. R., & Voogt, K. (2018). Stepping through the proof  door: Undergraduates’ experience one year after an introduction to proof course. Proceedings  of the 21st Annual Conference on Research in Undergraduate Mathematics Education. San Diego, CA.��

Satyam, V. R., Levin. M., Grant. T. J., Smith, J. P., Voogt, K., & Bae, Y. (2018). Graphing as a tool  for exploring students’ affective experience as mathematics learners. Paper presented at the 21st Annual Conference on Research in Undergraduate Mathematics Education. San Diego, CA.

Bieda, K., Dillman, B., Gundlach, M., & Voogt, K. (2017). Supporting learning to teach in early field  experiences: The UTE model. Proceedings at the North American Chapter of the International Group  for the Psychology of Mathematics Education. Indianapolis, IN.��

Levin, M., Smith, J. P., Satyam, V. R., Bae, Y., & Voogt, K. (2017). Exploring student perspectives  on the transition to proof in collegiate mathematics. In E. Galindo & J. Newton  (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.��

Levin, M., Smith, J., Satyam, R., Bae, Y., & Voogt, K. (2017). Student perspectives on the Transition  to Proof in Collegiate Mathematics. Presentation to the European Association of Research on  Learning and Instruction. Tampere, Finland.��

Satyam, V.R., Levin, M., Smith, J., Bae, Y., & Voogt, K., (2017). Students’ experiences in a  transition to proof course. Presentation to Mathfest. Mathematical Association of America Meetings.�� Chicago, USA.��

Smith, J. P., Levin, M., Bae, Y., Satyam, V. R., & Voogt, K. (2017). Exploring undergraduates’  experience of the transition to proof. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, &  S. Brown (Eds.), Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics  Education (pp. 298–310). San Diego, CA.��

Hoosier Association of Mathematics Teacher Educators (HAMTE)

International Group for the Psychology of Mathematics Education (PME)

National Council of Teachers of Mathematics (NCTM)

Expert Committee (2025). Archimedes Math Standards. National Association of Scholars and Freedom in  Education.�� 

Voogt, K., & Bieda, K. (2022). Filling a “Void”: The Mathematical Quality in Planning Protocol for  Mathematics Teacher Educators. Mathematics Teacher Educator, 11(1), 26-39.��

Senk, S. L., Thompson, D. R., Chen, Y.-H., Voogt, K., & Usiskin, Z. (2022). The Van Hiele Geometry  Test: History, Use, and Suggestions for Revisions. University of Chicago School Mathematics  Project. (https://ucsmp.uchicago.edu/resources/van-hiele/) 

Voogt, K. J. (2021). Influence of preservice elementary teachers’ mathematics experiences on their attitudes and  beliefs about mathematics. Dissertation, Michigan State University. ProQuest.��

Chen, Y.H., Senk, S.L., Thompson, D.R., & Voogt, K.J. (2019). Examining psychometric properties  and level classification of the van Hiele Geometry Test using CTT and CDM  frameworks. Journal of Educational Measurement 56(4), 733-756.��

Senk, S.L., Thompson, D.R., Chen, Y.H., & Voogt, K.J. (2018). Exploring models of secondary  geometry achievement. In Herbst, P., Cheah, U. H., Jones, K. and Richard, P. R. International  Perspectives on the Teaching and Learning of Geometry in Secondary Schools. Cham, Switzerland:  Springer.

2024 The Cindy Katris Volunteer Award – Awarded by Baker Youth Club, and received  on behalf of the �������� School of Education  

2022 Green Awards Recipient, �������� 

2018 Dr. Marilyn Zweng Endowed Graduate Student Award in Mathematics Education 2017 Member of The Honor Society of Phi Kappa Phi 

2007 Beversluis Award in Christian Philosophy of Education 

2002,’05,’06 Presidential Scholarship 

2004, 2005 Zwier Scholarship for Excellence in Mathematics Education 

2003, 2004 Dean’s Scholarship 

2003-2007 Member of Calvin College Dean’s List 

2021 College of Natural Science Spring Dissertation Completion Fellowship

2016,’17,’18,’19,’20 College of Natural Science Summer Dissertation Continuing Fellowship

2017 Carol and Michael LeMense Graduate Fellowship 

2015,’16,’17,’18,’19 Lappan-Phillips-Fitzgerald (LPF) Fellowship, Michigan State University 

2017-2021 University Teaching Experience for Mathematics Prospective Teachers (UTEMPT)
Funded by NSF IUSE Program 
Graduate Assistant, collecting and analyzing video data, 2017-Present 
Lead/Mentor Teacher in the UTE Model teaching laboratory in a section of College Algebra Fall 2017 
Analyzed the mathematical content errors made by prospective teachers in their  lesson plans during their microteaching lab experience 
Developed a protocol for MTEs to address bridging the gap between prospective  teachers’ mathematical content knowledge and their mathematical knowledge for teaching 

2019 Addressing Elementary Pre–service Teachers’ Mathematics Anxiety
Qualitatively analyzed interview and other data sources 
Quantitatively analyzed survey data.
Presented results in a brief report at the 2020 AMTE annual conference 

2017-2018 A Retrospective Study of Self-Efficacy Beliefs of Adults Who Dislike Mathematics 
Research Practicum 
Wrote and defended a proposal, collected and analyzed data, and successfully defended results in January, 2018 
Presented results as a poster at the 2018 NCTM Research Conference and brief  report at the 2018 North American Chapter of the International Group for the  Psychology of Mathematics Education Conference 

2016-2017 Supporting Learning to Teach in Early Field Experiences: The UTE Model Funded by NSF IUSE program 
Analyzed videos of students teaching the Developmental Mathematics course using  the Instructional Quality Assessment and TRU Math rubric. Co-authored and presented a research paper at the 2017 North American Chapter of  the International Group for the Psychology of Mathematics Education Conference  

2016-2019 Exploring Models of Secondary Geometry Achievement 
Revised and expanded proposal with Drs. Sharon Senk and Denisse Thompson for  the International Council of Mathematics Education conference (#13) held in  Hamburg, Germany  
Co-authored (with Sharon, Denisse, and Yi-Hsin Chen) a chapter for a Topic Study 
Group book and a Journal Article

2017 Exploring Undergraduates’ Experience of the Transition to Proof 
Project under the direction of Drs. Jack Smith (Michigan State University) and  Mariana Levin (Western Michigan University)  
Analyzed interview data from students in the Transition to Proof course.��

2015 Reciprocal Noticing 
Assisted Dr. Higinio Dominguez in summarizing theories on teacher noticing.

Teaching Style intended to match best practices (according to research) in mathematics education, but infused with humor and play, when possible.

Anything DIY (home renovations, homesteading, carpentry). I also have a hobby YouTube channel (@repurposefulfarmer)

The students come to mind right away. There is something so genuine about the friendliness of the students and the respect they show me that I have not seen elsewhere in my journey as an educator.

Having my faith integrated in and informing my career. I taught in public school and got my PhD from a public institution, so this has been so rewarding to be able to have my instruction be faith-informed