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 STEM
Primary Instructor

Spring 2018 / Spring 2019
Invites science, mathematics and engineering students to explore teaching as a career by providing firsthand 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 2411  Educational Psychology for Elementary Schools
Primary Instructor

Fall 2023 / Spring 2024 / Fall 2024
Integrates theories and ideas from elementary school child development, educational psychology and the learning sciences. Explores theories of learning and child development and considers implications for teaching, student engagement and the design of equitable and effective learning environments. Students are required to attend a practicum offsite for this class.
EDUC 4050  Knowing and Learning in Mathematics and Science
Primary Instructor

Spring 2020 / Fall 2022
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. Includes a weekly two hour field component. Same as EDUC 5050.
EDUC 4205  Elementary School Mathematics Theory and Methods
Primary Instructor

Spring 2020 / Spring 2021 / Spring 2022 / Spring 2023 / Spring 2024
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 4815  Teaching K12 Mathematics: Number Sense
Primary Instructor

Fall 2024
Provides teachers opportunity to explore fundamental mathematical theories and pedagogical perspectives pertaining to the teaching and learning of number and operation. Engages students in explorations of mathematical content underlying number and operations, while highlighting relevant problem solving, reasoning and proof, and mathematical connections. Explores implications of teachers' mathematical learning on their classroom teaching. Develops practices supporting learner's number sense development. Same as EDUC 5815.
EDUC 5002  Framing Equity and Justice in the STEM Classroom
Primary Instructor

Summer 2024
Critically frames learning to teach for equity and justice in Science, Technology, Engineering, and Mathematics [STEM] Classrooms. Orients students to the School of Education's mission and guiding principles of the CU Teach program. Provides opportunities for students to enact those principles with mentor teachers in local classrooms. Meets weekly on CU campus and involves a minimum of 40 hours in local schools.
EDUC 5205  Elementary Mathematics Theory and Methods
Primary Instructor

Spring 2018 / Spring 2019
Provides preservice teachers opportunities to explore contemporary theories of learning, curriculum development, and pedagogical strategies pertaining to teaching elementarylevel mathematics. Blends exploration in mathematical content with development of sophisticated mathematical models for teaching.
EDUC 6318  Psychological Foundations of Education
Primary Instructor

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

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

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 contentbased activity. May be repeated up to 12 total credit hours.
EDUC 8178  Advanced Seminar on Learning in Math & Science Education
Primary Instructor

Fall 2022
This course focuses on research on the learning of mathematics and science in the K12 schooling environment. It serves to introduce students to seminal learning theories that have guided and shaped mathematics & science education over the past thirty years (e.g., constructivist, cognitive, situative/sociocultural and critical perspectives). Core ideas within each of these theoretical perspectives will be explored such as knowledge construction and conceptual change, argumentation and reasoning, classroom discourse processes, participation and identity, and access and power. Pragmatic implications of these different theoretical perspectives will also be examined. For example, questions such as the following are considered: What is the purpose of a theory of learning (e.g., for research, for practice)? What constitutes learning within each perspective? What are the implications of a particular theoretical perspective for organizing and analyzing learning environments? What are the implications for differences among learners are perceived?