Patrick Kirkland

Dedicated to nurturing talent in the field of educational research and mathematics, Dr. Patrick Kirkland is an Associate Professor of the Practice at the University of Notre Dame's Institute for Educational Initiatives. As a faculty member of the ACE Teaching Fellows, he brings a wealth of knowledge and experience to his role, focusing on the intricate development of mathematical cognition in children within K-12 classrooms. His research delves deeply into the relationships between whole numbers, fractions, decimals, and operations, aiming to enhance understanding and teaching methodologies in these fundamental areas. Dr. Kirkland earned his Ph.D. in Psychology, with a specialization in Research and Experimental methods, which has significantly informed his approach to education. His academic pursuits are centered around the cognitive processes involved in learning mathematics, particularly how children develop an understanding of complex mathematical concepts such as decimals and fractions. This research is pivotal in shaping effective teaching strategies that cater to diverse learning needs in elementary and secondary education. In addition to his research, Dr. Kirkland is actively involved in teaching elementary math methods, assessment courses, and education research methods. His courses are designed to equip future educators with the skills and knowledge necessary to foster a deep understanding of mathematics in their students. By integrating research-based strategies into his teaching, he ensures that his students are well-prepared to meet the challenges of modern educational environments. Before his tenure at Notre Dame, Dr. Kirkland gained valuable experience as a middle school math and social studies teacher in Savannah, GA. This practical experience in the classroom has provided him with a unique perspective on the challenges and opportunities present in K-12 education, further enriching his research and teaching. Dr. Kirkland's commitment to education extends beyond the classroom. He is actively involved in various initiatives aimed at improving educational outcomes for children, particularly in the realm of mathematics. His work continues to influence both academic and practical approaches to teaching, making a significant impact on the field of educational research and practice.