Professor of Mathematics and First Year Studies, Stockton University

Field of Study: Mathematics and Mathematics Education

Member since: 2002

What do your work involve and how does it intersect with visual literacy?

I am interested in visual reasoning as it relates to the construction and interpretation of data graphs, as well as other connections to mathematics education.

How did you become interested in visual literacy?

My wife introduced me to the IVLA, and interactions with other, diverse members sparked my interest.

What are you currently working on?

I am working on the impact of student-selected memes on their experiences within a statistics course.

What are you currently reading/writing/watching/listening to/ and/or curious about?

As mentioned above, I am thinking about the use of memes as students learn about statistics (or other area of mathematics), not so much regarding their achievement, but, rather, the ways in which they engage with the content.

What does the term ‘visual literacy’ mean to you?

Visual literacy means many things to me, from the consumption/creation of art works, graphics, and other visuals, to the establishment of assessment tools and techniques for measuring it.

Anything else you’d like to share? The IVLA is a distinctive professional organization in at least two ways. First, the membership is extremely eclectic, including practicing artists, professional designers, educators, museum professionals, and others. Second, the organization is supportive of novice scholars, offering mentoring and other assistance.

Select publications: 

Lee, J., Cerreto, F. A., & Lee, J. (2010). Theory of Planned Behavior and teachers’ decisions regarding use of educational technology. Educational Technology & Society, 13 (1), 152–164.

Lee, J. Cerreto, F. A., Cross, P., Chung, M. K. (2011).  A comparative analysis of two presentation tools for manifesting higher order thinking: PowerPoint vs. Comic Life. In M.D. Avgerinou, R. E. Griffin, & P. Search (Eds.), Visual Literacy in the 21st Century: Selected Readings of the 42nd International Visual Literacy Association Conference (pp. 83-88). IVLA.

Cerreto, F. A, & Lee, J. (2012). Student-constructed graphs and academic abilities. In M.D. Avgerinou (Ed.) Selected Readings of the 43rd International Visual Literacy Association Conference. IVLA.

Byun, H., Lee, J, & Cerreto, F. A. (2013). Relative Effects of Three Metacognitive Strategies of Question Prompts in Ill-Structured, Small Group Problem Solving, Instructional Science, DOI: 10.1007/s11251-013-9278-1.

Cerreto, F. A., Lee, J. & Geremew, W. (2016). Graph Construction and Interpretation, Selected Readings of the 44th and 45th International Visual Literacy Association Conferences. IVLA, http://visualliteracytoday.org/graph-construction-and-interpretation-ability/

Read more research from this member:
Researchgate