Dan Battey: Rutgers University
His work centers on engaging teachers in opportunities to learn within and from their practice in a way that sustains and generates change as well as challenges metanarratives that limit opportunities for African American and Latino students in mathematics. He is currently working on understanding mathematics education as a racialized space through researching relational interactions in classrooms.
Methods/Methodologies: Mixed Methods, qualitative designs, regression, quasi-experimental and experimental designs
His work centers on engaging teachers in opportunities to learn within and from their practice in a way that sustains and generates change as well as challenges metanarratives that limit opportunities for African American and Latino students in mathematics. He is currently working on understanding mathematics education as a racialized space through researching relational interactions in classrooms.
Methods/Methodologies: Mixed Methods, qualitative designs, regression, quasi-experimental and experimental designs
Sunghwan Byun: Michigan State University
Sunghwan is interested in exploring complex natures of human interactions in urban mathematics classrooms in relation to teacher authority, student agency, and institutional power. In particular, Sunghwan likes to know how urban mathematics teachers’ identities and epistemological dispositions are shaped by their racial/cultural backgrounds and institutional power and ways to disrupt inequitable teaching practices and move toward equity and social justice in urban mathematics education.
Sunghwan is interested in exploring complex natures of human interactions in urban mathematics classrooms in relation to teacher authority, student agency, and institutional power. In particular, Sunghwan likes to know how urban mathematics teachers’ identities and epistemological dispositions are shaped by their racial/cultural backgrounds and institutional power and ways to disrupt inequitable teaching practices and move toward equity and social justice in urban mathematics education.
Angie Calabrese-Barton: Michigan State University
Angie's work: 1) Working within the intersection of formal/informal education in support of understanding and designing new possibilities for more equitably consequential teaching and teacher learning; 2) designing teaching learning tools and experiences that promote more expansive learning outcomes, such as critical agency, identity work, and social transformation (as grounded within expanding disciplinary expertise); and 3) designing and leveraging new methodologies for embracing authentic “research + practice” work that attends to practitioner and youth voice, and critically engage the goals of equity and justice.
Methods/Methodologies: critical & longitudinal ethnography and participatory methods, case study
Angie's work: 1) Working within the intersection of formal/informal education in support of understanding and designing new possibilities for more equitably consequential teaching and teacher learning; 2) designing teaching learning tools and experiences that promote more expansive learning outcomes, such as critical agency, identity work, and social transformation (as grounded within expanding disciplinary expertise); and 3) designing and leveraging new methodologies for embracing authentic “research + practice” work that attends to practitioner and youth voice, and critically engage the goals of equity and justice.
Methods/Methodologies: critical & longitudinal ethnography and participatory methods, case study
Missy Cosby: Michigan State University
Her research interests focus on developing mathematical identity, understandings, performance, and experiences of students who have traditionally been marginalized in schools with a specific focus on the experiences of Black adolescent girls. She is currently interested in the use of Critical Race Feminism as a analytic tool for exploring the qualitatively different ways Black adolescent girls experience mathematics learning in lieu of stereotypes about their belonging and abilities in the domain.
Her research interests focus on developing mathematical identity, understandings, performance, and experiences of students who have traditionally been marginalized in schools with a specific focus on the experiences of Black adolescent girls. She is currently interested in the use of Critical Race Feminism as a analytic tool for exploring the qualitatively different ways Black adolescent girls experience mathematics learning in lieu of stereotypes about their belonging and abilities in the domain.
Sandra Crespo: Michigan State University
Sandra's research focuses on re-imagining mathematics classrooms as collaborative rather than competitive spaces for learning. As such, she seeks to understand learning and teaching practices that support students and teachers' collaborative, equitable, and empowering interactions in the mathematics classrooms.
Methods/Methodologies: Qualitative case studies, ethnographic methods, and discourse analysis
Sandra's research focuses on re-imagining mathematics classrooms as collaborative rather than competitive spaces for learning. As such, she seeks to understand learning and teaching practices that support students and teachers' collaborative, equitable, and empowering interactions in the mathematics classrooms.
Methods/Methodologies: Qualitative case studies, ethnographic methods, and discourse analysis
Nilanjana (Buju) Dasgupta: University of Massachusetts - Amherst
Nilanjana's research is on implicit bias and its negative impact on underrepresented students in STEM. Using the Stereotype Inoculation Model, her work identifies learning environments that promote students' confidence, motivation, belonging, and success in STEM despite implicit stereotypes casting doubt on their group’s ability. Most of this work focuses on girls, women, and students of color in STEM.
Methods/Methodologies: Lab and field experiments, quasi-experimental, correlational
Nilanjana's research is on implicit bias and its negative impact on underrepresented students in STEM. Using the Stereotype Inoculation Model, her work identifies learning environments that promote students' confidence, motivation, belonging, and success in STEM despite implicit stereotypes casting doubt on their group’s ability. Most of this work focuses on girls, women, and students of color in STEM.
Methods/Methodologies: Lab and field experiments, quasi-experimental, correlational
Corey Drake: Michigan State University
Corey's research focuses on the preparation of elementary teachers to teach mathematics to diverse groups of students. Within that focus, she has studied the design and outcomes of mathematics methods courses, as well as the ways in which resources such as curriculum materials can support teacher learning and practice.
Methods/Methodologies: Primarily qualitative with a focus on case study and narrative methodologies.
Corey's research focuses on the preparation of elementary teachers to teach mathematics to diverse groups of students. Within that focus, she has studied the design and outcomes of mathematics methods courses, as well as the ways in which resources such as curriculum materials can support teacher learning and practice.
Methods/Methodologies: Primarily qualitative with a focus on case study and narrative methodologies.
Christopher Dubbs: Michigan State University
Chris’s research interests center on issues of inequity in mathematics education. Chris is currently interested in what insights queer theory, Feminist theories, and critical qualitative methodologies, and their supporting epistemologies, might provide in the math education context. These critical, standpoint perspectives challenge the white, heterosexual, and masculine lens that is often privileged in education research.
Chris’s research interests center on issues of inequity in mathematics education. Chris is currently interested in what insights queer theory, Feminist theories, and critical qualitative methodologies, and their supporting epistemologies, might provide in the math education context. These critical, standpoint perspectives challenge the white, heterosexual, and masculine lens that is often privileged in education research.
Bob Floden: Michigan State University
Dr. Floden has studied teacher education and other influences on teaching and learning, including work on the cultures of teaching, on teacher development, on the character and effects of teacher education, and on how policy is linked to classroom practice. He is currently interested in approaches to the evaluation of teacher preparation programs and in tools for studying classroom processes that help students develop robust mathematical understanding for use in solving contextual algebra problems.
Methods/Methodologies: Assessments of teacher knowledge. Structured observation protocols. Quantitative analysis of large scale data sets.
Dr. Floden has studied teacher education and other influences on teaching and learning, including work on the cultures of teaching, on teacher development, on the character and effects of teacher education, and on how policy is linked to classroom practice. He is currently interested in approaches to the evaluation of teacher preparation programs and in tools for studying classroom processes that help students develop robust mathematical understanding for use in solving contextual algebra problems.
Methods/Methodologies: Assessments of teacher knowledge. Structured observation protocols. Quantitative analysis of large scale data sets.
Maisie Gholson: University of Michigan
Maisie’s research focuses on the participation and developmental trajectories of Black boys and girls in mathematics classrooms. She deals explicitly with issues of race and gender, along with the theoretical and methodological challenges that these complex constructs entail. As a former classroom mathematics teacher, her interests include the functioning (e.g., enduring meanings, emergent meanings, performances) of race and gender at interactional levels, i.e., the phenomenon of doing mathematics while Black and being a boy or girl. She also focuses on the importance of children's social networks and relationships to their mathematics learning.
Methods/Methodologies: Ethnography, identity/positioning analysis, social network analysis, portraiture
Maisie’s research focuses on the participation and developmental trajectories of Black boys and girls in mathematics classrooms. She deals explicitly with issues of race and gender, along with the theoretical and methodological challenges that these complex constructs entail. As a former classroom mathematics teacher, her interests include the functioning (e.g., enduring meanings, emergent meanings, performances) of race and gender at interactional levels, i.e., the phenomenon of doing mathematics while Black and being a boy or girl. She also focuses on the importance of children's social networks and relationships to their mathematics learning.
Methods/Methodologies: Ethnography, identity/positioning analysis, social network analysis, portraiture
Imani Goffney: University of Maryland
Her research focuses on mathematics instruction and on interventions designed to improve its quality and effectiveness, especially for students not traditionally served well by our educational system. In particular, she studies the ways in which teachers use mathematical knowledge for teaching in equitable ways. Her research contributes to a growing body of work that strives to better understand the role of content knowledge for improving student achievement and expands an understanding of how issues of race, culture, and social class intersect with students’ opportunities for learning mathematics.
Methods/Methodologies: Qualitative and mixed methods
Her research focuses on mathematics instruction and on interventions designed to improve its quality and effectiveness, especially for students not traditionally served well by our educational system. In particular, she studies the ways in which teachers use mathematical knowledge for teaching in equitable ways. Her research contributes to a growing body of work that strives to better understand the role of content knowledge for improving student achievement and expands an understanding of how issues of race, culture, and social class intersect with students’ opportunities for learning mathematics.
Methods/Methodologies: Qualitative and mixed methods
Melissa Gresalfi: Vanderbilt University
Her research considers how to design learning environments to support the development of productive dispositions towards engaging mathematics.
Methods/Methodologies: Design-based research, contrasting case studies
Her research considers how to design learning environments to support the development of productive dispositions towards engaging mathematics.
Methods/Methodologies: Design-based research, contrasting case studies
Emma Groetzinger: Stanford University
Emma is interested in how youth negotiate ideas about race and language, identity and power in their mathematics learning spaces.
Methods/Methodologies: Discourse analysis, social interaction analysis, interested in ethnography
Emma is interested in how youth negotiate ideas about race and language, identity and power in their mathematics learning spaces.
Methods/Methodologies: Discourse analysis, social interaction analysis, interested in ethnography
Vicki Hand: University of Colorado Boulder
Vicki is interested in the ways in which students get positioned both interpersonally and informationally in classroom mathematical activity, and how this positioning is enabled by, points to and reinforces sociopolitical processes around power, race, and learning. Currently, she is researching the role of teacher noticing in the patterns of positioning that emerge for particular groups of students.
Methods/Methodologies: Interactional Analysis; Sociolinguistics; Ethnography
Vicki is interested in the ways in which students get positioned both interpersonally and informationally in classroom mathematical activity, and how this positioning is enabled by, points to and reinforces sociopolitical processes around power, race, and learning. Currently, she is researching the role of teacher noticing in the patterns of positioning that emerge for particular groups of students.
Methods/Methodologies: Interactional Analysis; Sociolinguistics; Ethnography
Beth Herbel-Eisenmann: Michigan State University
Beth primarily draws on ideas from sociolinguistics and discourse literatures to research written curriculum and classroom discourse practices as well as the professional development of secondary mathematics teachers. She is especially interested in issues of equity that concern authority, positioning, and voice in mathematics classrooms and professional development.
Methods/Methodologies: Systemic functional linguistics, positioning theory, action research
Beth primarily draws on ideas from sociolinguistics and discourse literatures to research written curriculum and classroom discourse practices as well as the professional development of secondary mathematics teachers. She is especially interested in issues of equity that concern authority, positioning, and voice in mathematics classrooms and professional development.
Methods/Methodologies: Systemic functional linguistics, positioning theory, action research
Ilana Horn: Vanderbilt University
Ilana Seidel Horn studies secondary mathematics teachers’ learning by looking at teachers in their workplace settings to understand the problems of practice they actually grapple with. Her research aims to better understand ways to support teachers on-the-ground problem solving to improve mathematics teaching and learning, especially in urban schools.
Ilana Seidel Horn studies secondary mathematics teachers’ learning by looking at teachers in their workplace settings to understand the problems of practice they actually grapple with. Her research aims to better understand ways to support teachers on-the-ground problem solving to improve mathematics teaching and learning, especially in urban schools.
Crystal Kalinec-Craig: University of Texas - San Antonio
Her research interests include issues of equity in mathematics (teacher) education, mostly in elementary settings. She leverages the research of Complex Instruction and the TEACH Math to explore how pre/in service teachers can open opportunities for teacher to assign children competence and for children to learn more mathematics.
Methods/Methodologies: Qualitative Phenomenological/case study, but I have used other quantitative methodologies before to devise a rubric for watching/analyzing video clips
Her research interests include issues of equity in mathematics (teacher) education, mostly in elementary settings. She leverages the research of Complex Instruction and the TEACH Math to explore how pre/in service teachers can open opportunities for teacher to assign children competence and for children to learn more mathematics.
Methods/Methodologies: Qualitative Phenomenological/case study, but I have used other quantitative methodologies before to devise a rubric for watching/analyzing video clips
Jennifer Langer-Osuna: Stanford University
Dr. Langer-Osuna leads the SIELL research lab housed within the Center to Support Excellence in Teaching (CSET). She currently researches: modeling cooperative mathematics problem-solving; improving teacher professional development; examining discursive correlations between gender and mathematics achievement; and developing innovative research methodologies.
Dr. Langer-Osuna leads the SIELL research lab housed within the Center to Support Excellence in Teaching (CSET). She currently researches: modeling cooperative mathematics problem-solving; improving teacher professional development; examining discursive correlations between gender and mathematics achievement; and developing innovative research methodologies.
Kevin Leander: Vanderbilt University
Over time, his research has been invested in understanding literacy and semiotic practices in relation to material practices. In this vein, he has worked considerably with spatial theory and conceiving of classroom and out of classroom interactions geographically. His most recent work involves explorations in post-structural interpretations of activity and interactions, drawing on affect theory, post-humanism, and new materialism.
Methods/Methodologies: Discourse analysis, ethnography, social network analysis, actor networks, rhizoanalysis
Over time, his research has been invested in understanding literacy and semiotic practices in relation to material practices. In this vein, he has worked considerably with spatial theory and conceiving of classroom and out of classroom interactions geographically. His most recent work involves explorations in post-structural interpretations of activity and interactions, drawing on affect theory, post-humanism, and new materialism.
Methods/Methodologies: Discourse analysis, ethnography, social network analysis, actor networks, rhizoanalysis
Danny Martin: University of Illinois - Chicago
Danny is interested in issues of race and identity (intersectionality, more generally) and how they are consequential to mathematics learning and participation. More recently, he is interested in critical policy analyses applied to mathematics education. He would like to combine the above interests to help move from incrementalist to more radical reform approaches, drawing especially on Black radical traditions.
Methods/Methodologies: This work has moved in and around various qualitative approaches including ethnography, phenomenology, and grounded theory. Methods have included classroom observations, life course interviews, and participant observation.
Danny is interested in issues of race and identity (intersectionality, more generally) and how they are consequential to mathematics learning and participation. More recently, he is interested in critical policy analyses applied to mathematics education. He would like to combine the above interests to help move from incrementalist to more radical reform approaches, drawing especially on Black radical traditions.
Methods/Methodologies: This work has moved in and around various qualitative approaches including ethnography, phenomenology, and grounded theory. Methods have included classroom observations, life course interviews, and participant observation.
Maxine McKinney de Royston: University of Wisconsin - Madison
She is primarily interested in how broader social narratives and histories (e.g. racial, intersectional storylines; mathematics as a privileged, culture-free discipline) influence how non-dominant student's are positioned in math classrooms relative to mathematical ability, thinking and identities. Much of this research focuses on the political clarity of the teacher and the ways in which such clarity are/are not enacted pedagogically and interactionally within the math classroom.
Methods/Methodologies: Qualitative, ethnographic, video analytic
She is primarily interested in how broader social narratives and histories (e.g. racial, intersectional storylines; mathematics as a privileged, culture-free discipline) influence how non-dominant student's are positioned in math classrooms relative to mathematical ability, thinking and identities. Much of this research focuses on the political clarity of the teacher and the ways in which such clarity are/are not enacted pedagogically and interactionally within the math classroom.
Methods/Methodologies: Qualitative, ethnographic, video analytic
Amy Parks: Michigan State University
Amy is interested in naming overlaps between young children's identities and their classroom experiences, particularly in mathematics, in describing humane classroom practices, and in ways that choices about methods and theories shape how we think about children and schooling.
Methods/Methodologies: Video-based classroom research, ethnography
Amy is interested in naming overlaps between young children's identities and their classroom experiences, particularly in mathematics, in describing humane classroom practices, and in ways that choices about methods and theories shape how we think about children and schooling.
Methods/Methodologies: Video-based classroom research, ethnography
Tesha Sengupta-Irving: Vanderbilt University
Tesha's research asks a relatively simple, but implicitly sociopolitical question: What, in addition to mathematics, do children learn when they learn mathematics? Drawing on the research fields of mathematics education and the learning sciences, her work makes visible how teachers organize learning in ways that advance mathematical knowledge and practices, cultivate a sense of agency and authority in learning, position students to endeavor collectives, and work in ways that satiate the social, emotional, political, and academic aspirations of minoritized youth. Her work generates new knowledge of learning for teaching mathematics that centers the discipline alongside the humanistic desires that drive its mastery.
Methods/Methodologies: Qualitative with some mixed-methods: Teaching experiments & ethnographic case studies
Tesha's research asks a relatively simple, but implicitly sociopolitical question: What, in addition to mathematics, do children learn when they learn mathematics? Drawing on the research fields of mathematics education and the learning sciences, her work makes visible how teachers organize learning in ways that advance mathematical knowledge and practices, cultivate a sense of agency and authority in learning, position students to endeavor collectives, and work in ways that satiate the social, emotional, political, and academic aspirations of minoritized youth. Her work generates new knowledge of learning for teaching mathematics that centers the discipline alongside the humanistic desires that drive its mastery.
Methods/Methodologies: Qualitative with some mixed-methods: Teaching experiments & ethnographic case studies
Niral Shah: Michigan State University
Niral is interested in how societal discourses (e.g., race, gender) influence social interaction in learning environments, as well as how implicit bias affects the distribution of opportunities to learn.
Methods/Methodologies: Qualitative methods: ethnography, discourse analysis, case studies. Quantitative discourse analysis
Niral is interested in how societal discourses (e.g., race, gender) influence social interaction in learning environments, as well as how implicit bias affects the distribution of opportunities to learn.
Methods/Methodologies: Qualitative methods: ethnography, discourse analysis, case studies. Quantitative discourse analysis
Jack Smith: Michigan State University
Jack is interested in the nature of students' mathematical knowledge and learning and in classroom environments that are rich in learning opportunities. He sees deep and complicated interactions between learning (content) and taking on an identity.
Methods/Methodologies: Qualitative, with data derived from interviews
Jack is interested in the nature of students' mathematical knowledge and learning and in classroom environments that are rich in learning opportunities. He sees deep and complicated interactions between learning (content) and taking on an identity.
Methods/Methodologies: Qualitative, with data derived from interviews
Kaitlin Torphy: Michigan State University
Kaitlin's interests center around Teacher Networks and Resource Diffusion in physical and virtual spaces.
Methods/Methodologies: Quantitative analyses, social network analysis, and qualitative approaches to categorizing instructional resources.
Kaitlin's interests center around Teacher Networks and Resource Diffusion in physical and virtual spaces.
Methods/Methodologies: Quantitative analyses, social network analysis, and qualitative approaches to categorizing instructional resources.
Marcy Wood: University of Arizona
Marcy's primary research interests focus on the mathematical learning of elementary students and the ways in which interactions with peers facilitate or inhibit learning. She is also interested in how students make decisions about each other's mathematical competence, how they communicate those decisions, and what teachers can do to alter students' perceptions of each other as mathematical learners.
Methods/Methodologies: Discourse analysis, Narrative analysis, Positioning
Marcy's primary research interests focus on the mathematical learning of elementary students and the ways in which interactions with peers facilitate or inhibit learning. She is also interested in how students make decisions about each other's mathematical competence, how they communicate those decisions, and what teachers can do to alter students' perceptions of each other as mathematical learners.
Methods/Methodologies: Discourse analysis, Narrative analysis, Positioning