2021 AMTE Winners of the NTLI Fellowship

Congratulations to Nina Bailey, Demet Yalman Ozen, Allison McCulloch, Lara Kristen Dick, Jennifer NickellLovett, and Charity Cayton AMTE winners of the 2021 NTLI Fellowshiop for their manuscript Using a framework to teach preservice mathematics teachers how to professionally notice within technology mediated environments.

Nina Bailey is a doctoral candidate at the University of North Carolina at Charlotte in Curriculum and Instruction with a Concentration in Mathematics Education. Nina has been in the field of education for over 16 years. She began as a high school mathematics and special education teacher and now teaches statistics at Queens University of Charlotte. She is currently working with Dr. Allison McCulloch on an NSF funded grant: Preparing to Teach Mathematics with Technology - Examining Student Practices. Before she was admitted to the program, Nina volunteered on an NSF funded project, Technology-rich Units for Future Secondary Teachers: Forging Dynamic Connections Between Geometry and Functions [Forging Connections], that is designing and studying technology-based tasks for use in capstone courses for pre-service teachers. Nina’s research interests include statistics education, critical statistical literacy, pre-service teacher statistical knowledge, and teaching and learning mathematics with technology. Her goal is to help pre-service teachers develop their statistical knowledge, critical statistical literacy, and learn how to infuse technology to develop such skills in their own students.

Demet Yalman Ozen is a second-year doctoral student pursuing a Ph.D. in Mathematics Education at Middle Tennessee State University. She is currently serving as a Graduate Teaching Assistant in the Department of Mathematical Sciences and teaching undergraduate mathematics courses. She also works as a Graduate Research Assistant on an NSF funded grant with Dr. Jennifer Lovett: Preparing to Teach Mathematics with Technology - Examining Student Practices. She earned her B.Sc. degree in Mathematics and Computer Science and a double major in Computer Engineering. Before starting the Ph.D. program, she earned her M.Sc. degree in Mathematics from Georgia Southern University where she decided to pursue her dream in mathematics education. Her research interests include improving student learning with technology as well as designing technology-based tasks to help prepare preservice teachers to effectively teach with technology. Her future goals as a researcher and mathematics teacher educator are to create, foster, and sustain technology-rich teaching and learning environments.

Allison McCulloch is an Associate Professor of Mathematics Education at the University of North Carolina at Charlotte. She is a former middle and high school mathematics teacher and earned her Ph.D. in Mathematics Education at Rutgers University in 2007. Allison teaches undergraduate mathematics and mathematics methods courses as well as graduate mathematics education and research courses. Allison's current research focuses on noticing student thinking in technology -mediated learning environments and preparing prospective and practicing teachers, as well as mathematics teacher educators, to incorporate technology in instruction in mathematically meaningful ways. Allison is one of the PI's on the NSF funded project, Preparing to Teach Mathematics with Technology - Examining Student Practiceswhich is the context for the research reported in this award paper. With this project we are designing curriculum materials to support preservice secondary mathematics teachers' development of pedagogical skills related to professional noticing of student thinking and utiliizing the 5 Practices to Orchestrate Productive Mathematics Discussions in technology-mediated learning environments.

Lara Kristen Dick is an Associate Professor of Mathematics at Bucknell University. She is a former high school mathematics teacher and received a MS in Applied Mathematics and a PhD in Mathematics Education from North Carolina State University. Currently Lara teaches combined elementary mathematics content & methods courses, secondary methods courses, and traditional mathematics and statistics courses. Lara’s research is centered around the development of preservice teachers’ professional noticing of children’s mathematical thinking with a focus on the relationships between Mathematical Knowledge for Teaching and Technological Pedagogical and Content Knowledge, and teacher noticing. Lara is an Investigator on the NSF funded project, Preparing to Teach Mathematics with Technology - Examining Student Practices, which is the context for the research reported in this award paper.

Jennifer Nickell Lovett is an Assistant Professor of Mathematics Education at Middle Tennessee State University. She is a former middle school and high school mathematics teacher and received a PhD in Mathematics Education from North Carolina State University. Currently Jennifer teaches secondary methods courses. Jennifer’s research is centered around the development of preservice teachers’ mathematical and statistical knowledge for teaching with a focus on utilizing dynamic technology tools to support students’ learning. Jennifer is one of the PI’s on the NSF funded project, Preparing to Teach Mathematics with Technology - Examining Student Practices, which is the context for the research reported in this award paper. With this project we are designing curriculum materials to support preservice secondary mathematics teachers’ development of pedagogical skills related to professional noticing of student thinking and utilizing the 5 Practices to Orchestrate Productive Mathematics Discussions in technology-mediated learning environments.

Charity Cayton is an Associate Professor of Mathematics Education at East Carolina University. She formerly taught high school mathematics and earned her National Board Certification for Teaching in Adolescent and Young Adult Mathematics. She earned her Ph.D. in Mathematics Education at North Carolina State University in 2012. Charity teaches undergraduate mathematics education and methods courses as well as graduate mathematics education courses. Charity’s current research focuses on designing mathematical tasks using dynamic technologies, preparing prospective and practicing teachers to incorporate technology in instruction, and implementing co-planning and co-teaching within clinical experiences. Charity is one of the PI’s on the NSF funded project, Preparing to Teach Mathematics with Technology - Examining Student Practices, which is the context for the research reported in this award paper. With this project we are designing curriculum materials to support preservice secondary mathematics teachers’ development of pedagogical skills related to professional noticing of student thinking and utilizing the 5 Practices to Orchestrate Productive Mathematics Discussions in technology-mediated learning environments.

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