Faculty Profiles

Colleges and Departments
Portrait of Dr. Samuel Obara

Dr. Samuel Obara

  • Professor at Mathematics, College of Science & Engineering

Scholarly and Creative Works

2025

  • Mutua, J., & Obara, S. (2025). Mathematics and Performance in Mathematics Literacy: The Relation Between Intrinsic Motivation to Learn Mathematics, Mathematics Anxiety, and Cognitive Activation as a Mediator. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 13(2), 462–480.

2024

  • Obara, S., & Hammons, J. L. (n.d.). Prime number location investigation: Preservice Teachers Experience. MathAMATYC Educator.

2023

  • Obara, S., & Nie, B. (2023). Mathematics Teachers’ Geometric Thinking: A Case Study of In-service Teachers’ Constructing, Conjecturing, and Exploring with Dynamic Geometry Software. European Journal of Mathematics and Science Education4, 4(1), 65–78.

2022

  • Obara, S., & Hammons, J. L. (2022). Visual Discrimination: Spatial Reasoning Activity for Enhancing Children’s Spatial Skills (pp. 1–16). IntechOpen.
  • Obara, S. (2022). Find the relationship between two triangles: Teachers solving a geometric problem using dynamic geometry software. Journal of Education and Social Development, 6(2), 21–27.

2020

  • Obara, S., & Welsh, S. C. (2020). Is e^π > π^e? Pre-service teachers making sense of numbers. Issues in the Undergraduate Mathematics  Preparation of School Teachers, 1, 1–10.
  • Obara, S. (2020). Find the measure of angle x: Teachers technology investigation. Issues in the Undergraduate Mathematics  Preparation of School Teachers, 3, 1–10.
  • Obara, S. (2020). Dynamic geometry software: Teacher overcome difficulties in constructing and reasoning a geometry problem. Mathematics in School, 49(2), 24–27.

2019

  • Obara, S. (2019). Pre-service teachers exploring the role of pattern-based reasoning in the context of algebraic thinking. EURASIA Journal of Mathematics, Science and Technology Education, 15(11), 1–16.
  • Obara, S., & Nie, B. (2019). Promoting Math Teacher Active Learning with the Lesson Study Approach: A Case Study of In-service Teachers’ Perspectives. International Journal for Lesson and Learning Studies, 8(2), 135–148.

2018

  • Obara, S. (2018). Find the Dimensions: Students Solving a Tiling Problem. The Australian Mathematics Teacher, 74(1), 31–37.
  • Obara, S., Nie, B., & Simmons, J. (2018). Teachers’ Conceptions of Technology, School Policy and Teacher’s Roles When Using Technology. EURASIA Journal of Mathematics, Science and Technology Education, 14(4), 1337–1349. https://doi.org/10.29333/ejmste/83569

2017

  • Miller, G., & Obara, S. (2017). Finding meaning in mathematical mnemonics. Australian Mathematics Teacher, 73(3), 13–18.

2016

  • Strickland, S. K., Jiang, Z., Obara, S., & Cuevas, G. J. (2016). Curriculum, engagement, and learning to trust: Two cases of dynamic geometry implementation. In E. Dickey, Z. Jiang, A. White, & B. Webre (Eds.), Findings of the Dynamic Geometry in the Classroom Project at Texas State University.
  • OBARA, S. (2016). TEACHERS’ PERSPECTIVES OF THE IMPLEMENTATION OF A DYNAMIC GEOMETRY INSTRUCTIONAL APPROACH AND ITS RELATIONSHIP TO STUDENT ACHIEVEMENT. In FINDINGS OF THE DYNAMIC GEOMETRY PROJECT. SAN MARCOS TX: TEXAS STATE UNIVERSITY. Retrieved from https://digital.library.txstate.edu/handle/10877/6321
  • Strickland, S., Jiang, Z., OBARA, S., & CUEVAS, G. (2016). CURRICULUM, STUDENT ENGAGEMENT & LEARNING TO TRUST: TWO CASES OF DYNAMIC GEOMETRY IMPLEMENTATION. In FINDINGS OF THE DYNAMIC GEOMETRY PROJECT. SAN MARCOS TX: TEXAS STATE UNIVERSITY. Retrieved from https://digital.library.txstate.edu/handle/10877/6321

2013

  • Obara, S. (2013). where is the Square: Activity to Stimulate Spatial Reasoning. Australian Senior Mathematics Journal, 27(1), 18–25.

2012

  • Obara, S. (2012). What do you find? Students Investigating Patterns in Pascal Triangle. The Journal of the American Mathematical Association of Two-Year Colleges, 4(1), 63–68.
  • Obara, S. (2012). Where are the Congruent Halves: Activity to Stimulate Spatial Reasoning. Journal of Mathematics Teaching in Middle School, 17(8), 480–485.

2011

  • Obara, S. (2011). Algebra and Society. In S. J. Greenwald (Ed.), Encyclopedia of Mathematics.
  • Obara, S. (2011). Professional Development: The corners stone of teacher development. Far East Journal of Mathematics Education, 7(2), 145–155.
  • Obara, S., & Adams, M. R. (2011). Recurrent epidemics resulting from secondary transmission routes in SIR model. Electronic Journal of Differential Equations, 2011(142), 1–12.
  • Obara, S., & Jiang, Z. (2011). What is Inside the Cube? Students’ Investigation with Models and Technology. Mathematics Teacher Journal, 105(2), 102–110.
  • Obara, S. (2011). School Accountability: Mathematics Teachers Struggling with Change. Journal of Case Studies in Education, (2), 70–83.

2010

  • Obara, S. (2010). The Role of Technology in A Geometry Investigation. Mathematics and Computer Education Journal, 44(3), 196–204.
  • Obara, S. (2010). Relationship of Viewing Tube to Field of Vision: Students’ Investigation of a View Tube. Mathematics Teacher Journal, 104(2), 126–132.
  • Obara, S. (2010). Developing Spatial Skills: Constructing Two-Dimensional Nets of Three-Dimensional Shapes Using Technology. Journal of Mathematics Teaching In Middle School, 15(8), 472–478.
  • Obara, S. (2010). Mathematics Coaching: A new Type of Professional Development. Teacher Development Journal, 14(2), 241–251.

2009

  • Obara, S., & Sloan, M. (2009). Classroom Experience with New Curriculum Materials during the Implementation of Performance Standards in Mathematics: A Case Study of Teachers Coping with Change. International Journal of Science and Mathematics Education, 8, 349–372.
  • Obara, S. (2009). Decomposing Solids: Activities to Develop Spatial Sense. Journal of Mathematics Teaching in Middle School, 14(6), 336–343.
  • Obara, S. (2009). Changing Diameter of Viewing Tube: Results of Students Investigation. Journal of Mathematics Teaching, 212, 20–26.
  • Obara, S. (2009). Where Does the Formula Come From? Students Investigating Surface Area of A Pyramid and Cone Using Model and Technology. The Australian Mathematics Teacher Journal, 65(1), 25–33.
  • Obara, S., & Sloan, M. (2009). The Role of A Mathematics Coach During the Implementation of Performance Standards. Professional Educator Journal, 33(2), 1–13.
  • Obara, S., & Jiang, Z. (2009). Using Dynamic Geometric Software to Investigate A quadrilateral. The Electronic Journal of Mathematics and Technology, 3(3), 273–284.
  • Obara, S. (2009). What you see is what you get: Investigations With A View Tube. Australian Senior Mathematics Journal, 23(2), 35–46.