Functions Alumns
Below you can find a list of individuals who have participated in the Functions research group in the past. Contact details and current research interests are included.


Function Alumns grad year

Julia Aguirre
University of Washington, Tacoma

2003
Reform mathematics, teacher and departmental decision-making.
 

Ming Ming Chiu
Buffalo - http://www.gse.buffalo.edu/faculty/viewfaculty.asp?id=135

1996
Statistical Discourse Analysis, Inequality effects on both rich and poor, Large-scale International Comparison, and Corruption.
 
Tracy Craig
University of Cape Town - Tracy.Craig<at>uct.ac.za
Visiting Scholar 2003
language and mathematics; using writing in tertiary mathematics to facilitate learning; teaching engineering mathematics as participation in the engineering community
 
Ann Ryu Edwards
University of Maryland, College Park - aedwards<at>umd.edu
2006
Mathematics teacher practice, learning and development; Mathematical cognition and learning; Social/interactional processes of cognition and learning; Equity in mathematics education.
 
Victoria Hand
University of Colorado, Boulder - victoria.hand<at>colorado.edu

Postdoc
2002-2004

Dr. Hand is interested in the development of opportunities to learn mathematics in classrooms with students from a range of backgrounds. She is concerned with issues of equity and power, and how broader sociopolitical structures and hierarchies play out in classroom life. Her research examines classroom activity at multiple levels to understand how the teacher and students negotiate particular discourse practices that support mathematical engagement or resistance in moment-to-moment interaction, and over time.
 
Ilana (Lani) Horn
University of Washington - lanihorn<at>u.washington.edu
2002
teacher community, teachers' informal learning, equitable teaching practices, secondary mathematics education
 
Andrew Izsák
San Diego State University
1999
The psychology of mathematical thinking, teachers' and students' understanding and use of representations, the development of mathematical knowledge in and out of classrooms.
 
Mara Landers
Los Medanos College - mlanders<at>losmedanos.edu
2007

identity development and meaning making in the context of mathematics homework as a social practice
equity and reform mathematics at the community college level

 
Joanne Lobato
San Diego State University - lobato<at>math.sdsu.edu
1996
transfer, algebraic reasoning, and learning theories
 

Joanna Mamona-Downs
University of Patras, Greece - mamona<at>upatras.gr

Sabbatical
2001-2002

Advanced Mathematical Thinking / Problem Solving.
 

Danny Bernard Martin
University of Illinois at Chicago

1997

Diversity and Mathematics Education
 

Luciano Meira
Universidade Federal de Pernambuco, Recife, Brazil

1992
Cognitive Development, Culture and Cognition, Mathematics and Science Education.
 

Judit Moschkovich
University of California, Santa Cruz - jmoschko<at>ucsc.edu

1992
Vygotskian approaches to the study of mathematical thinking and learning, mathematical discourse(s), language and learning mathematics, bilingual mathematics learners.
 

Manya Raman (Sundström)
Umeå University - manya.sundstrom<at>educ.umu.se

2002

nature of mathematics, proof, gender
 

Sarah Elise Salazar
California College Preparatory Academy - sarahlovesmath<at>gmail.com

MA - 2006

Teaching and learning in the algebra classroom. Teacher resource development. Curriculum and assessment development.
 

Annie Selden
New Mexico State University - aselden<at>math.nmsu.edu

Visting Scholar
1993
Current interests: proof, reasoning and problem solving, definition, logic, undergraduate math ed
 

John Selden
New Mexico State University - jselden<at>math.nmsu.edu

Visting Scholar
1993
proof, mathematical reasoning and problem solving, definition, logic, undergraduate math ed, procedural knowledge
 

Miriam Gamoran Sherin
Northwestern University - msherin<at>northwestern.edu

1997
mathematics teaching and learning, teacher cognition, role of video in teacher learning
 

Natasha Speer
University of Maine

2001
Undergraduate mathematics teachers, teachers' beliefs and knowledge of student thinking, mathematics graduate student professional development
 

Andreas J. Stylianides
University of Cambridge, England - as899<at>cam.ac.uk

postdoc 2005-2006
Mathematical reasoning, proof, task design and implementation, teachers' subject-matter knowledge.
 

Joseph F. Wagner
Xavier University

2003

Mathematics cognition and instruction; knowledge transfer and analogical reasoning; probability and statistics education; conceptual change; teacher knowledge and practices in the implementation of student-centered mathematics curricula; undergraduate mathematics education.