Return to previous page.

Enrique Ortiz, Ed.D.

Professor

Mathematics Education

Office: ED 123G

Phone: 407-823-5222

Email

Professional Summary

Enrique Ortiz received his Doctor of Education degree in mathematics education from Louisiana State University in 1987. He received his Bachelor of Science degree in mathematics education from Inter-American University, Puerto Rico, in 1976, and his Master of Arts degree in mathematics supervision from Phoenix University in 1981. For over 30 years, Enrique Ortiz has been involved in mathematics education as a middle school teacher, supervisor, instructor, writer or curriculum developer in Puerto Rico, Louisiana, and Florida. Since 1989, he has been an assistant professor (1989-1994), associate professor (1994-2020) and professor (August, 2020-present) at the University of Central Florida. He has taught mathematics methods, curriculum development, problem solving, assessment, technology and action research courses. His topics of interest include brain-based research, teaching goals, use of technology for teaching, teaching mathematics for social justice, algebraic thinking, action research, creativity, art education, TeachLive simulations, diagnosis of mathematics strengths and misconceptions, cognitive learning levels and fraction concept development. He has stayed very active in the profession by volunteering his services to organize conferences, reviewing manuscripts for possible publication, presenting papers and workshops locally, nationally and internationally, and publishing articles and books.

Education

Ed.D. in Secondary School Mathematics with Statistics
Louisiana State University

Areas of Expertise

Research Interests

  • Use of physical and virtual manipulatives to teach mathematics
  • Pre- and In-service teachers' development of teaching goals
  • Brain-based learning strategies
  • Use of TeachLive similations to help pre- and in-service teachers’ development of diagnostic competence
  • Use of Art as a tool for creativity and mathematics learning

Recent Honors and Awards

University Level:

  • University of Central Florida Scroll & Quill Society (October 29, 2019). I was inducted into the UCF Scroll and Quill Society.
  • Scholarship of Teaching and Learning (SoTL) Award of the State University System of Florida (2013-2014, 2006-2007).
  • Teaching Incentive Program (TIP) of the State University System of Florida (2015-2016, 2009-2010, 2004-2005, 1999-2000, 1995-96).
  • Research Incentive Award (RIA) of the State University System of Florida (2006-2007, 2001-2002).
  • University Excellence in Graduate Teaching Award of the University of Central Florida (2013-2014).
  • University Excellence in Faculty Advising Award of the University of Central Florida (2003-2004).

College Level:

  • College of Community Innovation and Education Excellence in Graduate Teaching Award of the University of Central Florida (2018-2019).
  • College of Community Innovation and Education Excellence in Undergraduate Teaching Award of the State University System of Florida (2017-2018).
  • College of Education and Human Performance Excellence in Graduate Teaching Award of the University of Central Florida (2013-2014, 2004-2005).
  • UCF Excellence in Research Award (2002-2003).
  • College of Education Excellence in Faculty Advising Award of the University of Central Florida (2003-2004).
  • College of Education and Human Performance Excellence in Undergraduate Teaching Award of the State University System of Florida (1999-2000, and 1995-1996).

External Level:

  • Teaching Children Mathematics Journal Editorial Panel, National Council of Teacher of Mathematics (NCTM) – Year Favorite Selection, Volume 23 (2017). The editorial panel of each NCTM journal selected one article as the favorite. The article “Get the Goof” by Michelle H. Pace, a graduate of the UCF K-8 Mathematics and Science M.Ed. (2014) and Enrique Ortiz was selected for this recognition.

Recent Publications

National/International:

Ortiz, Enrique (August, 2020). The beauty of mathematics and art. In For the Love of Mathematics Department of the Mathematics Teacher: Learning and Teaching Pre-K–12, 113(8), p. 684. Retrived from pubs.nctm.org(double-blind peer-review process). This is a new journal published by the National Council of Teachers of Mathematics (NCTM). The first issue was published in January, 2020. It is an online-based journal. This article is based on my creative work involving art and mathematics. It involves geometric abstraction style, only circles and arcs, and the harmonic color scheme called square color scheme.The For the Love of Mathematics Department involves visual and fun, engaging, and inspiring entries. This reader-driven department is intended for the teacher, rather than for direct use with students. Instagram link: www.instagram.com

Ortiz, Enrique (July, 2020). Preservice teachers involvement in the dynamic, messy and nonlinear problem-solving process. Issues in the Undergraduate Mathematics Preparation of School Teachers (IUMPST): The Journal (Pedagogy), 2, pp. 1–15, Retrieved from www.k-12prep.math.ttu.edu or pdf: www.k-12prep.math.ttu.edu (double-blind peer-review process) (online journal)

Ortiz, Enrique, Eisenreich, Heidi & Tapp, Laura (2019). Physical and virtual manipulative framework conceptions of undergraduate pre-service teachers. International Journal for Mathematics Teaching and Learning, 20(1), 62-84. Retrieved from www.cimt.org.uk. (double-blind peer-review process) (acceptance rate was under 30% according to editorial panel for 2017-2018)Drs. Eisenreich and Tapp were Ph. D. Mathematics Education at UCF. It is based on an original framework developed as a research study involving undergraduate pre-service students in the mathematics methods course for elementary education. These efforts were supported in part by a Toni Jennings internal grant.

Ortiz, Enrique (2018). The secret life of prime numbers. Teaching Children Mathematics, 24(4), pp. 228-234. (double-blind peer-review process) (17% acceptance rate from Journal Citation Reports by Cabells Scholarly Analytics) (over 60,000 member)

Ortiz, Enrique (2017). Pre-service teachers’ ability to identify and implement cognitive levels in mathematics learning. Issues in the Undergraduate Mathematics Preparation of School Teachers (IUMPST): The Journal (Technology), 3, pp. 1–14, Retrieved from www.k-12prep.math.ttu.edu or pdf: www.k-12prep.math.ttu.edu (double-blind peer-review process) ISSN 2165-7874 (30% acceptance rate from Journal Citation Reports by Cabells Scholarly Analytics).

Pace, Michelle H. & Ortiz, Enrique (2016). Get the goof. Teaching Children Mathematics, 23(3), pp. 138-143. (double-blind peer-review process) (17% acceptance rate from Journal Citation Reports by Cabells Scholarly Analytics).

Goodwin, Chris & Ortiz, Enrique (May, 2015). It's a Girl: Random Numbers, Simulations, and the Law of Large Numbers. Mathematics Teaching in the Middle School, Mathematical Explorations Department: Classroom-ready activities, 20(9), pp. 561-564. (double-blind peer-review process) (25% acceptance rate from Journal Citation Reports by Cabell’s Scholarly Analytics).

Pace, Michelle H. & Ortiz, Enrique (2015). Oral language needs: Making math meaningful. Teaching Children Mathematics, 21(8), pp. 495-500. (double-blind peer-review process) (17% acceptance rate from Journal Citation Reports by Cabells Scholarly Analytics).

Ortiz, Enrique (2014). Optical topography of evoked brain activity during mental tasks involving whole number operations. International Journal for Mathematics Teaching and Learning (online journal), pp. 1-36. (double-blind peer-review process) (27.5% acceptance rate according to editorial panel for 2014).

Florida:

Ortiz, Enrique (Winter, 2016). The problem-solving process in a mathematics classroom. Transformations, a publication by Florida Association of Mathematics Teachers (FAMTE) (online journal), 1(1), pp. 4-14. Retrieved from nsuworks.nova.edu. (single-blind peer-review process).

Ortiz, Enrique (Spring, 2015). The development of fraction ideas and use of learning levels: Part II. Dimension in Mathematics, 35(1), pp. 23-31 (single-blind peer-review process).

Recent Funded Projects

External:

  • Dieker, L. (Director) (Summer, 2002-present) Transition to Mathematics and Science Teaching (T-MAST) program. $2.5 million endowment from Lockheed Martin Corporation.

Faculty Advisory Committee: Ortiz, E. (Coordinator of the T-MAST program, Summer 2012), and other mathematics and science education faculty members.

  • Dieker, L. (Director) (Spring, 1992-present). K-8 Lockheed/UCF Academy for Teaching Science and Mathematics. $500,000 endowment from Lockheed Martin Corporation.

Faculty Advisory Committee: Ortiz, E. (Coordinator of the M.Ed. in K-8 Mathematics and Science program, Summer 2019) and other mathematics and science faculty members. Lockheed/Martin (LM) agreed to contribute $1,005,000 over four years to the UCF foundation for the purpose of endowing the Academy. UCF has been granted to the State University System through its Eminent Scholars Program for money ($758,000) to match the LM gift when it is complete.  Funds for start-up phase of the Academy have been received through the Teacher Enhancement program of NSF ($875,000), and additional partners have been sought to support the start-up phase of the Academy and to augment the planned activities of the Academy.  The purpose Academy is to assist school districts in the improvement of the teaching and learning of mathematics and science.  In the program elementary and middle school teachers known as Scholars will be trained to serve as school-based leaders in mathematics and science education.  While in the Academy, Scholars will improve their content knowledge, learn about new methods of instruction, and receive leadership training.  This partnership involves LM and UCF as sponsors, Orange, Seminole and Osceola Counties, the State University System, and the National Science Foundation. The funding concept provides for the longevity of the program. The candidate's involvement and association with the Academy has been in terms of curriculum, research and program developments. The Math/Science Group has been formed and meets regularly in order to create and take action in different initiatives.  I have participated in development of the Strategic Plan and the LM/UCF Program Brochure. In terms of research, I have collected and analyze qualitative data regarding some of the Scholars' personal curriculum knowledge and teaching goal development. Paper presentations and articles have been developed based on research efforts.

Also, I am the coordinator of K-8 Mathematics and Science Master of Education Program (Summer 2019-present). I teach the curriculum and capstone course (EDG 6329, Quality Teaching Practices) of the program, which include guiding Scholars’ action research project (see Teaching section for more details). I have revised the capstone course to emphasize the development of a poster presentation and coordination of action research studies with faculty mentors. I was the mentor of 5 of the 21 students in the fall 2019 semester. I developed this course (fall 2019) as a mixed-mode course and am the course shepherd of this course.

  • PI: Little, Mary, Co-PIs: Ortiz, Enrique, and Scharlach, Tabatha (Fall 2009-Summer 2010). Response to Intervention – Teaching Learning Connections (RtI-TLC) – Account Number: 14277072. NSF Grant managed by FL Department of Education. $887,000.00. Materials from this grant are being used as resources in my graduate and undergraduate courses.
  • Ortiz, Enrique (2004-2010). Robert Noyce Foundation Teacher Scholarship Program for Transition to Mathematics and Science Teaching (T-MAST) Scholars. This is an NSF grant managed by the Noyce Foundation. $352,939.00. PI – #14236004. Annual follow-up reports have been completed for this grant (2010-present). This includes contacting the Scholars and reporting finding to the Noyce Foundation. The funding supported graduate students in the MAT in middle school mathematics program. I was involved as a recruiter, academic advisor and mentor for the participants.

Internal:

  • Ortiz, Enrique (Summer, 2018-Summer, 2020). Preservice Teachers’ Diagnostic Competence and Virtual Classroom Participation. 2018 QEP Funded Award Project: Program Innovation Award. What’s Next. $10,000.00
  • Ortiz, Enrique (Fall, 2017 – Spring, 2018). Pilot: Integration of TeachLive and Diagnostic Episodes into Mathematics Methods courses and Math Clinic. UCF CEDHP Dean’s Academic Program Improvement Initiative.
  • PI: Little, Mary; Co-PIs: Drs. Wenzel, Taylar, Farshid, Safi & Ortiz, Enrique (Fall 2016-Summer 2017). Implementing Intensive Interventions in Reading and Mathematics to Improve Student Learning. Toni Jennings Funds. $15,000.00
  • PI: Ortiz, Enrique; Co-PIs: Drs. Wenzel, Taylar & Little, Mary (Fall 2015-Summer 2016). Improving Rigor and Impact of Reading and Mathematics Interventions with Students. Toni Jennings Funds. $3,500.00
  • Ortiz, Enrique (Fall 2016). Research Coach Scholarships for High-Impact Undergraduate Research Experiences. $300.00 for an undergraduate student work as a research coach.

Professional Organizations

  • American Educational Research Association
  • Association of Mathematics Teacher Educators
  • Association for Supervision and Curriculum Development
  • Florida Association of Mathematics Teacher Educators
  • Florida Council of Teachers of Mathematics
  • International Mind, Brain, and Education Society
  • National Council of Teachers of Mathematics
  • Research Council on Mathematics Learning
  • TODOS: Mathematics for All

 

Scroll to top