Research Areas (By Faculty)
Douglas L. Corey, PhD, University of Michigan ’07
Interests include understanding the characteristics of high-quality mathematics instruction, Japanese mathematics teaching, and Japanese teacher development.
Kate R. Johnson, PhD, Michigan State University
Research interests are the identities of mathematics teachers in the context of teaching mathematics in ways that illuminate social inequity and empower students to seek social change.
Steven R. Jones, PhD, University of Maryland
Research interests include undergraduate mathematics education (calculus in particular) and educational issues related to applying mathematics to science and engineering.
Keith R. Leatham, PhD, University of Georgia ’02
Research interests include productive use of student mathematical thinking in classroom mathematics discourse and how teachers come to understand that practice.
Blake E. Peterson, PhD, Washington State University ’93
Research interests are on the process of learning to teach mathematics in the United States and in Japan.
Daniel K. Siebert, PhD, UC-San Diego ’00
Research interests includes discourse and literacy in mathematics classrooms.
Dawn Teuscher, PhD, University of Missouri ’08
Research interest include secondary mathematics teachers’ mathematical knowledge for teaching and the effects of Policy decisions in the mathematics education field.
Steven R. Williams, PhD, U of Wisconsin-Madison ’89
Research interests include advanced mathematical thinking (including calculus concepts, advanced algebra and proof), and sociocultural approaches to knowledge and classroom discourse.
Hometown: Layton, Utah
Undergraduate Degree: math education, BYU—Idaho ’05
Research Area: designing mathematical tasks
Likes: learning new things, reading, exercise classes
I am researching how preservice secondary mathematics teachers design mathematical tasks. I am looking at what considerations the preservice teachers attend to as they design tasks and the factors that influence those considerations.
What do you hope your research will accomplish?
Designing good mathematical tasks for instruction is a vital skill for mathematics teachers. A better understanding of how preservice teachers design tasks could lead to an improvement in how preservice teachers are taught the complicated skill of task design.
What kind of equipment does the Mathematics Education Department offer?
In the classroom where I will be collecting data, there are built-in video cameras that I can control from the side of the room. I can zoom in and out and scan the room easily and without distracting the students, which is incredibly useful for my data collection.
What do you like about BYU?
I like how the faculty at BYU expect a lot from their graduate students so that we gain a good understanding of the field, but they also make resources available to us to help us to live up to those expectations. BYU is a good place to do graduate studies in math education because the faculty members are invested in helping their graduate students excel in their coursework and in their research. They have enriched my understanding of teaching and learning.
How do you like Provo?
The people in Provo are very friendly, and I have always loved the mountains.
What are your future plans?
After graduation, I could go back to teaching secondary mathematics or teach in a community college. This program has given me an expanded understanding of what it means to teach mathematics well, so I think that I will be a better teacher after graduating. I may also go on to a PhD program in mathematics education.