I received my Ph.D. from the University of Colorado-Boulder in mathematics education, my master's degree in mathematics from San Diego State University, and my bachelor's degree in electrical engineering from the University of Illinois. Prior to entering academia, I spent several years teaching high school mathematics as well as several years working as an electrical engineer.
My program of research concerns the meaningful engagement of students in mathematical practices and their development of increasingly more sophisticated ways of engaging in those practices. My research focuses, in particular, on practices related to algebraic reasoning and to mathematical argumentation (justifying and proving). A primary goal of my work is to develop sufficiently detailed accounts of learning and instruction in classroom contexts to guide the development of instructional practices, curricular materials, and teacher education/professional development aimed at facilitating students mathematical development.
NOTE: I am on leave until Fall 2022 and am serving as a Program Director for the Division of Research on Learning in Formal & Informal Settings at the National Science Foundation.
Ph.D. in Mathematics Education, University of Colorado-Boulder, 1999
M.A. in Mathematics, San Diego State University, 1994
B.S. in Electrical Engineering, University of Illinois, 1984
Explores how to democratize access to algebra for students who historically have had limited access to the STEM pipeline due to algebras gatekeeper role.
Chair, Special Interest Group for Research in Mathematics Education, AERA(2011 - 2013)
Research Committee, National Council of Teachers of Mathematics(2008 - 2011)
Executive Board, Special Interest Group in Research in Mathematics Education, AERA(2004 - 2006)
The Impact of a Teacher-Led Early Algebra Intervention on Children's Algebra-Readiness for Middle School
Funded by the Institute of Education Sciences (2014-18)
Building a Grades K-2 Early Algebra Learning Progression Prototype for Diverse Populations
Funded by the National Science Foundation (2017-20)
Extending a Grades 3-5 Early Algebra Learning Progression into Grades K-2
Funded by the Institute for Education Sciences (2017-21)
Identifying Effective Instructional Practices that Foster the Development of Algebraic Thinking in Elementary School
Funded by the National Science Foundation (2017-21)
Project LEAP
Overview of the entire portfolio of LEAP projects.
Retention of Early Algebraic Understanding
Funded by the National Science Foundation (2015-16)
The Role and Use of Examples in Learning to Prove
Funded by the National Science Foundation (2012-17)
The Impact of Early Algebra on Students Algebra-Readiness
Funded by the National Science Foundation (2012-17)
Developing Algebra-Ready Students for Middle School: Exploring the Impact of Early Algebra
Funded by the National Science Foundation (2009-12)
How do Instructional Gestures Support Students Mathematics Learning?
Funded by the National Science Foundation (2009-12)
Understanding and Cultivating the Connections between Students' Natural Ways of Reasoning and Mathematical Ways of Reasoning
Funded by the National Science Foundation (2008-12)
Does Visual Scaffolding Facilitate Students Mathematics Learning? Evidence from Early Algebra
Funded by the Institute of Education Sciences (2006-09)
Understanding and Cultivating the Development of Students Competencies in Justifying and Proving
Funded by the National Science Foundation (2001-06)
Understanding and Cultivating the Transition from Arithmetic to Algebraic Reasoning
Funded by an Interagency Educational Research Initiative (NSF, NICHD, DOE) (2001-06)
Postdoctoral Fellowship Program in Mathematical Thinking, Learning and Instruction
Funded by the Institute for Education Sciences (2010-16)
Graduate School Mentoring Fellowship, University of Texas at Austin (2018 - 2019)
National Science Foundation Early Career Award, NSF (2001)
Kristina Flores, Ph.D., expected 2022 (Committee Member)
Ryan M Gertenbach, Ph.D., expected 2019 (Supervisor)
Hangil Kim (Supervisor)
As he taught students at secondary schools, he has found it out that students with difficulty dealing with algebraic representation or manipulation seem less likely to be successful in their future mathematics courses. More generally, algebraic reasoning is critical for their future study regardless of their majors or jobs; this becomes worse in their higher grades or even in their college years based on his personal conversations with students whom he taught in my earlier...
Mic Fenech (Supervisor)
3rd year PhD student. Current research interests are students' attitudes towards mathematics. Mixed-methods researcher.
Boram Lee (Supervisor)
Ellie Goldberg (Supervisor)
Damon Gaddis (Supervisor)
Ingrid G Ristroph (Supervisor)
Ingrid is a doctoral student interested in P-16 standards in mathematics, computer use in math classrooms, and issues of equity in STEM education. She works as a Graduate Research Assistant on the Early Algebra projects. Recently, she was a Senior Program Coordinator and course program specialists at The Charles A. Dana Center designing online mathematics courses and assessments. Prior to that she taught middle and high school for several years in East Austin.
Ingrid...
Carolynn C Reed (Supervisor)
Luis Fernandez, Ph.D., 2020 (Supervisor)
| Year | Semester | Course |
|---|
| 2020 | Spring | STM 386: Curric Hist & Devel In Stem Ed |
| 2018 | Fall | EDC 370E: 5-Mathematics-H |
| 2017 | Fall | STM 390T: Rsch On Lrng Traj/Progressns |
