Dr Hand researches the participation gap in K-12 mathematics, or the differential in opportunities for groups of students to participate in mathematics in ways that honor practices and identities that they value. She blends situative, sociocultural and critical theories of learning to characterize mathematics education as a cultural system, which privileges certain discourses, practices and identities over others. Her research illuminates: affordances and constraints on opportunities to learn in inquiry-based mathematics classrooms; design features that support broad-based participation; and the relation of teachers' dispositions towards learning, culture and power to their approaches to mathematics instruction. She draws on qualitative, ethnographic and interactionist research methodologies to conduct investigations and design experiments in mathematics classrooms, teacher development programs, and informal contexts for learning.
theories of mathematics teaching and learning, mathematics teacher education, opportunities to learn, power, culture and learning
EDUC 4050 - Knowing and Learning in Mathematics and Science
Spring 2018 / Fall 2018 / Spring 2019 / Fall 2019
Explores current theories of learning in mathematics and science at the secondary level. This course focuses on learners' opportunities to learn mathematics and science in a classroom context from the perspective of different theoretical orientations.� Students examine their own assumptions about learning, and critically examine the needs of a diverse student population in the classroom.
EDUC 5205 - Elementary Mathematics Theory and Methods
Provides pre-service teachers opportunities to explore contemporary theories of learning, curriculum development, and pedagogical strategies pertaining to teaching elementary-level mathematics. Blends exploration in mathematical content with development of sophisticated mathematical models for teaching.
EDUC 8210 - Perspectives on Classroom Teaching and Learning
Introduces students to various theoretical perspectives informing educational research and how they are employed to study teaching, learning, and policy in K-12 classrooms. Includes reading and discussion related to the assumptions,questions, methods, and findings associated with theoretical traditions within and across disciplines.