Dr. Webb’s research focuses on the study of teachers’ classroom assessment practices, to better understand and model the relationships between teachers’ content knowledge, instructional goals, interpretation of student thinking, and instructional decisions. Collectively, these constructs and practices, in addition to the design characteristics of questions and tasks teachers use to assess student learning and guide instruction, are at the heart of what is currently known about effective formative assessment. Dr. Webb has also engaged in curriculum development and analysis as a means to understand how learning lines are instantiated in the sequencing of activities in K-12 and undergraduate mathematics. Research and teaching in assessment has also included science and computational thinking. This cross-disciplinary work has revealed aspects of assessment design and practice that are discipline specific and those that are generalizable across disciplines.
Research on teachers' classroom assessment practices, design of professional development in classroom assessment, assessment design and use in STEM education, curriculum design, active learning in undergraduate mathematics, computer science education
EDUC 5317 - Perspectives on Mathematics
Fall 2018 / Fall 2019
Explores the historical development of mathematics as a human construct, and the relationship between the discipline and the contemporary school mathematics curriculum. Focuses on the sociology of mathematics education and how cultural traditions and societal needs influence the school mathematics curriculum and educational practice. Same as EDUC 4317.
EDUC 5706 - Assessment in Mathematics and Science Education
Spring 2018 / Spring 2019
Examines purposes and practices of assessment in mathematics and science education. Particular attention is given to application of theoretical foundations and contemporary research in the design and use of assessment techniques and tools to support teaching for student understanding. Addresses the role of effective formative assessment in teaching and learning. Same as EDUC 4706.
EDUC 5820 - Teaching K-12 Mathematics: Algebraic Thinking
Uses reform-based mathematics curricula to engage participants in algebraic thinking, to reflect on their own knowledge of algebraic concepts, and to examine pedagogical ideas that can foster K-12 students' algebraic thinking and learning. Algebraic topics include patterning, variable, functions, multiple representations, equality, and solving linear and systems of equations. Same as EDUC 4821.
EDUC 5831 - Teaching K-12 Mathematics: Geometry & Measurement
Provides an opportunity to explore how to foster geometric thinking while examining fundamental mathematical theory underlying the content area of geometry and measurement. Emphasizes investigative approach involving problem solving, reasoning, connections, and communication as well as learning mathematics content in a flexible and conceptual way. Challenges participants to apply their understanding to teaching practices that foster geometric thinking in K-12 learners. Formerly EDUC 5830.
EDUC 8175 - Advanced Topics in Science Education
Engages participants in the process of curriculum development. Principles that guide the development of curricula and learning environments are discussed as they integrate with learning theory. Participants develop and/or test specific activities in the classroom and modify them as a result. There is a particular focus on incorporating the practices of the discipline into each content-based activity. May be repeated up to 12 total credit hours.