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Eugene Geist

Associate Professor
Early Childhood
Grover Center E154
geist@ohio.edu
740.593.2882

Dr. Eugene Geist holds the B.A. in History and a MEd in Child Development and Early Childhood Education from the University of Cincinnati. He received his Ph.D. from the University of Alabama at Birmingham in Early Child Development and Education with a specialization in Piagets Constructivism. Currently his is an associate professor. Dr. Geist has teaching responsibilities in the Early Childhood Education program, the Connivino Honors Program and the Doctoral program in Curriculum and Instruction. His areas of expertise include child development, constructivism, and the development of mathematical knowledge in young children. 


Most Recent Publications:

 

Geist, K., & Geist E. (2012). The use of music to enhance mathematical learning: A review of the literature. Music Therapy Perspectives 30(1) in press.

 

Geist, E. (2012). A qualitative study of two-year olds interaction with pad based interactive technology. Journal of instructional Psychology 39(3), 26-35.

 

Geist, K., Geist E. & Kuznik, K. (2012). The pattern of music: Learning mathematics through beat, rhythm, and melody. Young Children, 67(1), 74-79.

 

Geist, E. (2011) The game changer: Using ipads in college teacher education classes. College Student Journal 45(4), 758-768.

 

Duffrin M., Geist E. A. & Little J.R. (2011). Eating up math. Teaching Young Children Mathematics 17(9), 568-572.

Geist, E. (2010). The anti-anxiety curriculum: Combating math anxiety in the classroom. Journal of Instructional Psychology, 37(1) 24-31.

 

Geist, E., & Geist, K. (2009).  In service training of head start teachers to overcome early risks of mathematics failure: The MATHSTAAR program.College Student Journal 43(4), 988-999.

 

Geist, E., & Hohn, J. (2009). Encouraging creativity in the face of administrative convenience: How our schools discourage divergent thinking. Education, 130(1), 141-150.

 

Geist, E. (2009). Children are born mathematicians: Supporting development in young children. Upper Saddle River, NJ: Prentice-Hall.

 

Geist, E., & King, M. (2008). Different, not better: Gender difference in mathematics learning and achievement. Journal of Instructional Psychology35(1), 43-52.

 

Geist, E., & Geist, K. (2008). Do Re Mi, 1-2-3: That's how easy math can be: Using music to support emergent mathematics. Young Children63(2), 20-25.


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