Dr. Edd V. Taylor's research examines relationships between youths’ everyday cultural practices and mathematical thinking and the role of such knowledge in addressing issues of equity in mathematics learning and achievement. He also investigates what might be learned from this research related to mathematical cognition more generally. Dr. Taylor’s primary focus in addressing these issues has been through understanding how children and adolescents come to develop mathematical ideas, and the links between their ways of understanding mathematics that are both complementary and sometimes in conflict with standard classroom practices in math. He seeks to understand how knowledge of everyday cultural practices might be used to address equitable mathematical learning in classrooms. His research as included a variety of settings including corner stores, classrooms, churches, and within professional development settings.
EDUC 2020 - Step 1: Inquiry Approaches to Teaching
Primary Instructor
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Spring 2018 / Spring 2019
Invites science, mathematics and engineering students to explore teaching as a career by providing first-hand experiences teaching science/math lessons in local elementary classrooms. Introduces theory and practice necessary to design and deliver excellent instruction. Master teachers provide ongoing support and feedback. Meets weekly on CU campus (1.5 hours/week) and involves five visits to an elementary school.
EDUC 4050 - Knowing and Learning in Mathematics and Science
Primary Instructor
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Spring 2020
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. Same as EDUC 5050.
EDUC 4205 - Elementary School Mathematics Theory and Methods
Primary Instructor
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Spring 2020 / Spring 2021
The course focuses on learning theories, different instructional practices, models, and tools that can be utilized to elicit, assess, and build on elementary students' mathematical reasoning. The course subscribes to a view of mathematics that (1) all students can learn mathematics, (2) that powerful mathematics learning is an active process that engages students in deep mathematical inquiry, and (3) that equitable and culturally responsive teaching of mathematics requires strong mathematics knowledge for teaching.
EDUC 5205 - Elementary Mathematics Theory and Methods
Primary Instructor
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Spring 2018 / Spring 2019
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 6318 - Psychological Foundations of Education
Primary Instructor
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Fall 2019 / Fall 2020 / Fall 2021
Introduces students to theoretical and empirical contributions of educational and developmental psychology and the learning sciences emphasizing applications to educational practices. Topics include learning, development, cognitive processes, social and cultural context, motivation, assessment and individual differences.
EDUC 8165 - Advanced Topics in Mathematics Education
Primary Instructor
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Fall 2019 / Fall 2020
Examines special topics in theory and research related to mathematics education. Topics vary each semester.May be repeated up to 12 total credit hours.
EDUC 8175 - Advanced Topics in Science Education
Primary Instructor
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Fall 2019 / Fall 2020
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.
