Research Experience

Consultant

Supported by Spencer Grant

January, 2015 – present
Exploring Opportunities to Learn about Algebraic Modeling, Connections, and Technology in Secondary Teacher Preparation Programs
  • P.I.: Dr. Jill Newton (Purdue University)
  • Supported writing the initial grant proposal which requested support to continue analyzing data from the PTA project.
  • Supported and led efforts in:
    • Analytical framework development,
    • Coding and analysis, and
    • National presentations and publications.
Graduate Research Assistant

Teachers Empowered to Advance Change in Mathematics (TEACH MATH)

Michigan State University
August, 2015 – present
The central aim of the TEACH MATH project is to transform preK-8 mathematics teacher preparation so that new generations of teachers will be equipped with powerful tools and strategies to increase student learning and achievement in mathematics in our nation’s increasingly diverse public schools. We intend to accomplish this by studying the iterative refinement of instructional modules for preK-8 mathematics methods courses that explicitly develop teacher competencies related to mathematics, children’s mathematical thinking and community/cultural funds of knowledge.
Supported by NSF Grant, DRK-12
  • PIs: Dr. Corey Drake (Michigan State University),  Dr. Erin Turner (University of Arizona), Dr. Tonya Bartell (Michigan State University), Dr. Julia Aguirre (University of Washington, Tacoma), Dr. Mary Foote (Queens College CUNY), Dr. Amy Roth McDuffie (Washington State University Tri-Cities)
    Supervisor: Dr. Tonya Bartell
  • Transcribed interviews
  • Organized data and data back-up
Graduate Research Assistant Michigan State University
Preparing to Teach Algebra (PTA) August, 2011 – present
PTA studied whether and how recommendations from mathematics professional societies, recently released standards for school algebra, and state-level policies related to algebra are addressed in secondary mathematics teacher preparation programs. Mixed-methods were used to gather and analyze data from three sources: (1) A national survey of a stratified random sample of at least 200 secondary teacher preparation programs, (2) Case studies of algebra-related learning in five purposefully chosen secondary mathematics teacher preparation programs, and (3) Focus groups with 6-8 pre-service teachers at each of the five case study programs.
Supported by NSF Grant, REESE program
  • PIs: Dr. Sharon Senk (Michigan State University), Dr. Jill Newton (Purdue University), and Dr. Yukiko Maeda (Purdue University)
  • Assisted development, testing, and revision of initial
    • Frameworks,
    • Interview and focus group protocols, and
    • Methods of analysis.
  • Assisted with gathering data and analyzing data for five case studies for both Pilot and Main Study phases
  • Conducted and transcribed interviews
  • Coded, organized, and analyzed data
  • Wrote and revised case technical reports (as a team leader for one case and as a supporting author for a second case)
  • Presented at the national, regional, and local level as first author and supporting author
Graduate Research Assistant Michigan State University
Strengthening Tomorrow’s Education in Measurement (STEM II) August, 2011 – present
This project expanded, deepened, and reported STEM results for length, area, and volume, and also centrally addressed the tasks of putting that knowledge to work to improve educational practice (curriculum and teaching). Measurement teaching and learning in the elementary grades can be very successful (e.g., Stephan, Bowers, Cobb, & Gravemeijer, 2003), though it remains unclear what ordinary teachers working with commercial curricula need to know to use those materials more effectively. This project completed the primary grades analysis of length, area, and volume and explored with the authors of the three elementary curricula ways of strengthening their existing materials. It developed and tested effective ways of enriching pre-service teachers’ knowledge of core measurement principles (through Lesson Study enactment) and worked with practicing teachers to improve their measurement lessons, using both innovative activities and existing curricular content. Finally, it implemented a three-year measurement “mini-center” that brought together the major U.S. research and development scholars and projects for sustained interaction, innovation, and collaboration.
Supported by NSF Grant, REESE program  
  • P.I.: Dr. John P. Smith, III (Michigan State University)
  • Trained to code curricula with a highly detailed and comprehensive coding scheme
  • Discussed and gave input regarding further development of the coding scheme
  • Translated and developed applets
    • Focused on representing measurement concepts dynamically and interactively
    • Coded applets using javascript through Adobe Edge Animate
  • Presented at the national, regional, and local level (as lead author and supporting author) for sessions speaking to
    • Researchers in mathematics education
    • Regional professional development facilitators
    • Practitioners
    • Teacher educators
  • Facilitated new graduate students’ integration into the research team

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