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Mathematics Education

Ohio University offers a range of mathematics education programs at the undergraduate and graduate levels, including an active doctoral program supported by faculty engaged in a variety of research interests and settings.  Mathematics education faculty Mathew Felton, Gregory Foley, Allyson Hallman-ThrasherRobert Klein, and Courtney Koestler are in the Departments of Teacher Education and Mathematics.  Other affiliated faculty and staff—including Jeff Connor and Wei Lin (Mathematics) and Suzanne Nichols (Education)—collaborate on a variety of mathematics education research and outreach projects. Faculty research interests include rural mathematics education, statistics education, mathematical modeling, issues of equity, diversity, and social justice, curriculum development, preservice teacher education, teacher professional development, cognitive and affective issues, the cultivation of mathematical talent, mathematics language acquisition, and incorporating technology into mathematics instruction.

Since 2001, Ohio University has led the research initiative for ACCLAIM: the Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics—a National Science Foundation Center for Learning and Teaching.  This research initiative has produced 24 peer-reviewed articles, 40 working papers, 15 occasional papers, 5 monographs, 8 digests, and 19 issues of The Rural Mathematics Educator, an online research newsletter.

Current Projects. Program faculty are engaged in several mathematics education research projects:

  • Foley, Thomas Butts, Stephen Phelps, Daniel Showalter, and colleagues are engaged in Advanced Quantitative Reasoning (AQR), a multi-faceted project that is developing student textbook materials and teacher support materials and investigating the nature and level of learning that takes place.  The AQR team has launched an upper level secondary school course in quantitative literacy, statistics, and mathematical modeling called Advanced Quantitative Reasoning.  This course provides a national model for a post-Algebra II alternative to Precalculus.
  • Foley, Hallman-Thrasher, Lin, Sinha, and colleagues are developing and investigating related Advanced Teacher Capacity professional development.
  • Klein and colleagues are investigating rural issues in mathematics education.
  • Klein, Katie Hendrickson, and colleagues have launched Math Teacher Circles and Math Circles, and are studying the impact of these initiatives on issues of identity, motivation, mindset, and the development of talent in inquiry-rich settings.
  • Koestler is an investigator on Access, Agency, and Allies in Mathematical Systems—a multi-institutional National Science Foundation Discovery Research K-12 project. Koestler and colleagues are designing, facilitating, and studying teacher professional development that supports equitable mathematics education.