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Courtney Koestler

Koestler
Director of the OHIO Center for Equity in Mathematics and Science (OCEMS) and Associate Professor of Instruction
OHIO Center for Equity in Mathematics and Science
Patton Hall 321A

Dr. Courtney Koestler holds a B.S. in Elementary Education (Concentration: Mathematics) from Ohio University, an M.A. in New Professional Studies: Teaching from George Mason University, and a Ph.D. in Curriculum and Instruction (Area of Study: Mathematics Education) from the University of Wisconsin-Madison. Dr. Koestler teaches courses in diversity studies, mathematics education, and practitioner inquiry. Their major research interests center on diversity, equity, justice, and critical pedagogies in early childhood education, elementary education, teacher education, and mathematics education.

Research, Engagement and Outreach Interests: Diversity, equity, justice, and critical pedagogies in early childhood education, Elementary education, Teacher education, and Mathematics education.

Most Recent Publications:

Koestler, C., Ward, J., Zavala, M. and Bartell, T. (2022). Early childhood mathematics lessons to explore, understand, and respond to social injustice. Corwin Press/National Council of Teachers of Mathematics.

Koestler, C., Newton, J. and McGarry, J. (2022). Challenging ableist assumptions in mathematics problems. In T. Bartell, C. Yeh, M. Felton-Koestler, and R. Q. Berry III’s Upper elementary mathematics lessons to explore, understand, and respond to social injustice. Corwin Press/National Council of Teachers of Mathematics.

Guzman, L., Craig, J., Thanheiser, E., Raygoza, M. C., and Koestler, C. (2022.)  Upper elementary mathematics to explore people represented in our world and community.  In T. Bartell, C. Yeh, M. Felton-Koestler, and R. Q. Berry III’s Upper elementary mathematics lessons to explore, understand, and respond to social injustice. Corwin Press/National Council of Teachers of Mathematics.

Felton-Koestler, M and Koestler, C. (2022). 3D Modeling for Water Lesson. In B. Conway, L. Id-Deen, M. C. Raygoza, A. Ruiz, J. W. Staley, and E. Thanheiser’s Middle school lessons to explore, understand, and respond to social injustice. Corwin Press/National Council of Teachers of Mathematics.

Raygoza, M. C., Thanheiser, E., Koestler, C., Craig, J., and Guzman, L. (2022). Middle school math to explore people represented in our world and community. In B. Conway, L. Id-Deen, , M. C. Raygoza, A. Ruiz, J. W. Staley, and E. Thanheiser’s Middle School lessons to explore, understand, and respond to social injustice. Corwin Press/National Council of Teachers of Mathematics.

Koestler, C. and Felton-Koestler, M. (2022). Data in your world- Exploring our schools. Carson-Dellosa.

Felton-Koestler, M. and Koestler, C. (2022). Data in your world- Communities near and far. Carson-Dellosa.

Thanheiser, E., & Koestler, C. (2021). If the world were a village: Learning mathematics while learning about the world. Mathematics Teacher Educator, 9(3), 202-228.

Bartell, T., Koestler, C., & Foote, M. Q. (2021). Mathematics teachers’ understanding of privilege and oppression. Mathematics Teacher Educator, 9(3), 168-183.

Hand, V., Herbel-Eisenmann, B., Byun, S., Koestler, C. and Bartell, T. (2021). Tensions and failures in an analysis of whiteness among a racially and socially diverse group of mathematics teacher educators.  In Andersson, A. & Barwell, R. (Eds.) Applying critical mathematics education, pp. (123–143). Brill.

Hallman-Thrasher, A., Thompson, J., Strachota, S., Koestler, C., Liu, C. (2021). Designing and implementing a STEM summer camp. Technology and Engineering Teacher.

Hallman-Thrasher, A., Koestler, C., Dani, D., Kolbe, A., & Lyday, K. (2018). Graphing stories for a three-act task. Mathematics Teaching in the Middle School, 24(2), 90-96.

Scroggins, A., Hand, V., Herbel-Eisenmann, B., Byun, S.., Koestler, C., and Bartell, T., (2018). Missing the brilliance of scholars of color: Mathematics teacher educator discourse in a white zone of proximal development. International Society of the Learning Sciences, Inc. [ISLS].

Felton-Koestler, M. D., & Koestler, C. (2017). Should mathematics teacher education be politically neutral? Mathematics Teacher Educator, 6(1), 67–72.

Larnell, G. V., LópezLeiva, C. A., Scroggins, A. D., Amidon, J., Foote, M. Q., Hand, V. M., Herbel-Eisenmann, B., Koestler, C., and Wager, A. A. (2016). Challenging the reframing of equity in mathematical systems: access, agency, and allies. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 1608- 1611). The University of Arizona.

Koestler, C. (2016) Challenging and disrupting deficit notions in our work with early childhood and elementary teachers. In D. Y. White, S. Crespo, & M. Civil (Eds.) Cases for teacher educators: Facilitating conversations about inequities in mathematics classrooms. Association of Mathematics Teacher Educators and Information Age Publishing.

Felton, M. D., & Koestler, C. (2015). “Math is all around us and...we can use it to help us”: Teacher agency in mathematics education through critical reflection. The New Educator. 1(4), 260-276.

Koestler, C., Felton, M. D., Bieda, K., and Otten, S. (2013). Connecting the NCTM Process Standards and the Common Core State Standards for Mathematics Practices to improve instruction. National Council of Teachers of Mathematics.

Felton, M. D. and Koestler, C. (2012). “Questions and answers can mean something”: Supporting critical reflection in mathematics education. In R. Flessner, G. Miller, K. Patrizio, J. and Horwitzs (Eds.) Agency in Teacher Education.

Koestler, C. (2012). Beyond apples, puppy dogs, and ice cream: Preparing prospective K-8 teachers to teach mathematics for equity and social justice. In A. Wager and D. Stinson, (Eds.) Teaching mathematics for social justice: Conversations with educators (pp. 81-98). National Council of Teachers of Mathematics.