The Math Forum

Search All of the Math Forum:

Views expressed in these public forums are not endorsed by NCTM or The Math Forum.

Math Forum » Discussions » Policy and News » mathed-news

Notice: We are no longer accepting new posts, but the forums will continue to be readable.

Topic: Announcement: Doc Stud Assistantship
Replies: 0  

Advanced Search

Back to Topic List Back to Topic List  
Jerry P. Becker

Posts: 16,576
Registered: 12/3/04
Announcement: Doc Stud Assistantship
Posted: Nov 7, 2017 5:34 PM
  Click to see the message monospaced in plain text Plain Text   Click to reply to this topic Reply
att1.html (9.1 K)

Sent at the request of Hortensia Soto.
University of Northern Colorado

Our Program: The School of Mathematical Sciences at the University of
Northern Colorado is pleased to announce the availability of a
doctoral student assistantship in the Educational Mathematics Ph.D.
program starting in the fall of 2018. The application deadline is
February 15, 2018.

Our program, which began in 1993, is unique in the fact that the
school does not house a competing Ph.D. program in mathematics;
instead, our program in Educational Mathematics has a balance of both
mathematics education and doctoral-level mathematics courses. As
such, mathematics educators and mathematicians in the school
collaborate on teaching, scholarly, and service endeavors. As a
student in this program you will have opportunities to:

* work with nationally recognized faculty with a diverse range of
areas of expertise including: preparing K-12 teachers, offering
professional development to K-16 teachers, and conducting research in
undergraduate mathematics education;
* co-teach mathematics and mathematics education courses such as
discrete math, linear algebra, abstract algebra, higher geometry, and
the secondary methods course;
* conduct, present, and publish mathematics education research under
the direction of mathematics educators and mathematicians;
* supervise student teachers; and
* collaborate with mathematics educators and mathematicians on
grant-related activities, service, and outreach efforts.

Our Mathematics Educators: The mathematics educators in our program
bring a range of research expertise that incorporates both
quantitative and qualitative research methods. Below are brief
descriptions of our mathematics educators' research interests. This
year we are delighted to welcome Dr. Lindsay Reiten as a new faculty
member who brings in expertise in curriculum and instruction.

Dr. Spencer Bagley: Dr. Bagley's research interests are broad and
include student thinking and learning in many areas of undergraduate
mathematics, including differential equations, linear algebra,
calculus, and upper-division mathematics courses. He is also
interested in the scholarship of teaching and learning, and has
studied the inverted/flipped classroom in various disciplines. He is
currently investigating the use of machine learning techniques to
automatically categorize student responses to open-ended
questions. Dr. Bagley is also interested in the professional
development of college faculty, especially early career faculty and
incoming graduate TAs.

Dr. Gulden Karakok: Dr. Karakok's research and projects relate to
transfer of learning of undergraduate mathematics. She investigates
undergraduate students' and mathematicians' mathematical creativity
and relates this creativity to the issue of transfer of learning by
making connections to prior experiences that may result in creating
new ideas, adopting new perspectives, and taking risks. In addition,
Dr. Karakok investigates students' transfer of learning in
undergraduate courses where she developed technology based modules
(e.g., WeBWorK CLASS) and adopted novel teaching practices (e.g.,
flipped classroom model). She is the co-director of the Northern
Colorado Math Teachers' Circle program and facilitates professional
development workshops for K-12 mathematics teachers. In addition, she
works with the Academy of Inquiry Based Learning to run professional
development workshops for faculty and graduate students.

Dr. Jodie Novak: Dr. Novak's work focuses on the mathematical
preparation of pre- and in-service mathematics teachers. Over the
last 12 years, she has been involved with eight, multi-year
partnerships with local school districts to support the professional
development of K-12 mathematics teachers. These efforts always focus
on deepening teachers' mathematical knowledge for teachers but often
through different mechanisms such as supporting teachers to engage in
lesson study or to adopt a new curriculum. Dr. Novak led the Math
Teacher Leadership Center, a 6.5 year, $5.3M NSF project, which
developed and researched a blended delivery master's program for
secondary math teachers and a math teacher leadership program. She is
currently leading in collaboration with Oklahoma State University a
3-year, $1.2M NSF funded project, Initiating a Foundational Research
Model for Secondary Mathematical Knowledge for Teaching, to develop a
model for studying secondary teachers' mathematical knowledge for
teaching exponential functions. These projects provide opportunities
for graduate students to engage in research and to develop their
capacity in delivering professional development.

Dr. Robert Powers: Dr. Powers has a background in curriculum and
instruction. He is currently working on the Initiating a Foundational
Research Model for Secondary Mathematical Knowledge for Teaching
grant, three-year, $1.17 million grant from the NSF investigating
expert teachers' mathematical knowledge for teaching exponential
functions in high school. He is also initiating an investigation of
the practice of mathematics teacher educators. Specifically, he is
interested in learning more about the teaching and learning of
mathematics pedagogy in teacher education programs. He frequently
mentors doctoral candidates to teach the methods of teaching
secondary mathematics and courses related to field experiences in the
secondary teacher preparation program.

Dr. Lindsay Reiten: Dr. Reiten is a recent graduate from the
University of Wisconsin-Madison where she completed her degree in
Curriculum and Instruction (Mathematics Education). Her research
interests include preparation of pre-service mathematics teachers as
well as how to foster and support technology integration in secondary
mathematics classrooms. This second line of research is grounded in
the overarching question: How can secondary mathematics teachers be
supported in implementing technology-based instructional activities
that both challenge and support student learning? Dr. Reiten's
research draws from her own experience as a middle and high school
mathematics teacher, as well as her work with pre-service mathematics
teachers at UW-Madison and here at University of Northern Colorado.
Dr. Reiten is looking forward to continuing her work with pre-service
mathematics teachers and supporting graduate students as they explore
how to foster and support secondary mathematics teachers as they
strive to equip all students to read and write the world with

Dr. Hortensia Soto-Johnson: Dr. Soto has published in various areas
of mathematics education including assessment, mathematical
preparation of elementary teachers, outreach efforts for high school
girls, and especially in the area of teaching and learning of
undergraduate mathematics. Her current research efforts are dedicated
to investigating the teaching and learning complex analysis, where
she adopts an embodied cognition perspective. Since her days as an
undergraduate student, Dr. Soto has mentored young women and promoted
mathematics via summer outreach programs. She has also been involved
with facilitating professional development for K-16 teachers in
Nebraska, Colorado, and California. She has also taught teachers from
rural Nebraska as part of the University of Nebraska-Lincoln
NSF-funded project, Math in the Middle. Currently, she is delivering
professional development to collegiate teachers as part of Project
PROMESAS (Pathways with Regional Outreach and Mathematics
Excellence for Student Achievement in STEM). Dr. Soto is a working
member of the Mathematical Association of America and currently
serves as the Associate Secretary-Elect and will serve as the lead
editor of the upcoming MAA Instructional Practices Guide. She is also
the coordinator-elect for SIGMAA RUME.

Contacting Us: For more information regarding our program, please
visit our website You may also
contact Hortensia Soto-Johnson, who serves as the recruitment
coordinator, at or 970-351-2425.
Jerry P. Becker
Department of Curriculum & Instruction
College of Education and Human Services
Southern Illinois University Carbondale
625 Wham Drive / MC 4610
Carbondale, Illinois 62901

Point your RSS reader here for a feed of the latest messages in this topic.

[Privacy Policy] [Terms of Use]

© The Math Forum at NCTM 1994-2018. All Rights Reserved.