Responsibilities include pursuing a professional agenda of research in the field of early childhood mathematics education, teaching undergraduate and graduate early childhood courses, supervising early childhood pre-service teachers’ practicum experiences in the School of Teaching and Learning, and providing national, state-wide, local, and university service in early childhood mathematics education.

Responsibilities include teaching mathematics education courses and pursuing a professional agenda of research and service in the field of mathematics education.Courses taught:TEAL 7551 - Mathematics Education Research FoundationsDoctoral face to Face and Broadcast Course. TEAL 7552 - Mathematics Education Learning TheoryDoctoral Course. TEAL 7553 - Mathematics Education Curriculum Content & EvaluationDoctoral Face to Face and Broadcast Course. TEAL 7554 – Mathematics Education Teacher Preparation & PedagogyDoctoral Face to Face and Broadcast Course. TEAL 7555 - Mathematics Education Current Issues and PolicyDoctoral Course. TEAL 7557 - Advanced Research Design in Mathematics Education and LeadershipDoctoral Face to Face and Broadcast Course. ELED 4061 - Teaching Elementary School Mathematics IUndergraduate Online Course. ELED 4062 - Teaching Elementary School Mathematics IIUndergraduate Course. ELED 4060 – Teaching Mathematics & Practicum Level IIIUndergraduate Course. TEAL 4630/6630 - Teaching Middle School Mathematics Undergraduate/Graduate Face to Face and Broadcast Course. TEAL 6525 - Data Analysis and Problem SolvingMasters Online Course

Supervision of mathematics education student teachers in both rural and city school systems at the middle and high school level. Feedback was grounded in interns use of mathematics discourse and other M-SCAN objectives.

EDCI 5784 – Assessment and Diagnosis in the Mathematics ClassroomMasters Course. Relevant mathematics assessment in the secondary-level curriculum. Assessment tools were considered by students while the use of Embedded Assessment Design in the mathematics classroom is emphasized. Students investigated topics such as, use of diagnostic interviews, tracking student progress in Response to Intervention models, and analysis of student thinking in Dynamic Assessment models.

I taught two undergraduate courses and two graduate courses in mathematics education, and supervised mathematics education student teachers. Supervision of mathematics education student teachers in both rural and city school systems at the middle and high school level. Feedback was grounded in interns use of mathematics discourse and other M-SCAN objectives.Courses Taught:MATH 1614 – Number and Computing for TeachersUndergraduate Course. Relevant mathematics investigation in the elementary and middle-level curriculum with a focus on numeracy and conceptual use of algorithms; labs offered analysis of student misconceptions, problem solving, and inquiry grounded in use of manipulatives.MATH 1624 – Geometry and Computing for TeachersUndergraduate Course. Relevant mathematics investigation in the elementary and middle-level curriculum with a focus on geometry and conceptual use of proofs; labs offered analysis of student misconceptions, problem solving, and inquiry grounded in use of manipulatives.EDCI 5234 – Advanced Curriculum and Instruction in Elementary/Middle Mathematics ClassroomMasters Course. Relevant mathematics instruction in the elementary and middle-level curriculum; An introduction to methods for teaching all children developmentally appropriate topics in number and operations, geometry, algebra, and data analysis. Students work with manipulatives and technologies to explore mathematics, solve problems, and learn ways to teach mathematics content to children.EDCI 5784 – Assessment and Diagnosis in the Mathematics ClassroomMasters Course. Relevant mathematics assessment in the secondary-level curriculum. Assessment tools were considered by students while the use of Embedded Assessment Design in the mathematics classroom is emphasized. Students investigated topics such as, use of diagnostic interviews, tracking student progress in Response to Intervention models, and analysis of student thinking in Dynamic Assessment models.

I modeled mathematics lessons, co-planned, co-taught, and collected and analyzed student data to inform classroom teachers and support staff of instructional choices which might support widely diverse student populations.

EDSP 445/545 – Adaptive Strategies in ArithmeticUndergraduate and Graduate Course. Relevant mathematics instruction in the preschool and elementary-level curriculum; An introduction to differentiating methods for teaching all children developmentally appropriate topics in number and operations, geometry, algebra, and data analysis. Students work with manipulatives and technologies to explore mathematics, solve problems, and learn alternative ways to teach mathematics content to children.

I taught kindergarten, second grade, third grade, fourth grade, and fifth grade in an inclusive classroom setting for 15 years. A bulk of my teaching career resides in third grade. Also, I looped with the same children from second grade to fifth grade, providing a unique perspective upon longitudinal trajectories children traverse in a mathematically integrated curriculum. As I taught my final two years in the classroom, I led teachers in lesson study-like experiences.