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I have taught high school and undergraduate mathematics and secondary mathematics methods, been trained as a mathematics teacher educator and engaged in research in several areas directly related to the preparation and professional development of teachers.
At the core of my research interests is the desire to understand how to best prepare and support secondary mathematics teachers along their professional continuum. This is important because research has shown that teachers who participate in ongoing professional development are better situated to improve student learning and performance. But as a field we need to more fully develop and understand the aspects of professional development and undergraduate education that help teachers make generative changes in their practice.
For more information about our undergraduate and graduate mathematics education programs, including our Teaching Middle Grades Mathematics programs, please see the Links section below.
At the core of my research interests is the desire to understand how to best prepare and support mathematics teachers along their professional continuum. Research has shown that teachers who participate in ongoing professional development are better situated to improve student learning and performance (Sowder, 2007; Loucks-Horsley et al., 2003). I believe that as a field we need to more fully develop and understand the aspects of professional development and undergraduate education that help teachers make generative changes in their practice, and I am uniquely positioned to tackle these issues. I have taught middle school, high school and undergraduate mathematics as well as mathematics methods. I have been trained as a mathematics teacher educator and have engaged in research in several areas directly related to the preparation and professional development of teachers.
My work focuses on the overall goal of preparing and supporting secondary mathematics teachers. To better understand how to do this, I mainly research the content preparation of teachers through specific content courses that aim to make connections between undergraduate and secondary content. This research has taken many forms, and all of my professional endeavors can be traced back to this overarching theme.
- 9:00 am - 10:00 am
- 10:00 am - 11:00 am
- Connections between Abstract Algebra and High School Algebra: A Few Connections Worth Exploring
- Classroom Practices that Support Equity-Based Mathematics Teaching
- Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal
- Undergraduate Mathematics Education Program
- Teaching Middle Grades Mathematics Certificate Program
- Teaching Middle Grades Mathematics MA Program
- Mathematics Education Concentration MS Program
- PhD in Mathematics Education
Montclair State University is partnering with Math for America (MfA) to create a repository of video case studies of secondary mathematics instruction. The partnership includes a team of teachers from MfA, researchers from MSU and the University of Buffalo, and educational professionals from across New York State. The goal of the case studies is to provide a starting point for important conversations between pre-service, early career, and master teachers about mathematics teaching and learning. Each case study will include a video segment of secondary instruction in real classrooms taught by MfA master teachers and supporting materials (lesson plans, classroom handouts, discussion prompts), representing a set of tools for teachers to use in professional learning communities focused on secondary mathematics teaching and learning.