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Tonya Bartell Tonya Bartell

Associate Professor in the Department of Teacher Education

116N Erickson, (517) 432-4652


Bartell Website

Tonya Gau Bartell is an associate professor of mathematics education interested in exploring teaching practices that promote mathematics learning for all students. Her research focuses on issues of culture, race, and power in mathematics teaching and learning, with particular attention to teachers’ development of mathematics pedagogy for social justice and pedagogy integrating a focus on mathematics, children’s mathematical thinking, and children’s community and cultural knowledge.

Kristen Bieda Kristen Bieda

Associate Professor in the Department of Teacher Education

317 Erickson, (517) 432-9925



Kristen Bieda is an associate professor of mathematics education. Her research focuses on classroom practices related to reasoning and proof in middle grades and secondary mathematics, with the goal of informing teacher education, curriculum, and professional development programs. Other interests include the use of lesson study in teacher preparation and the development of pre-service teachers’ mathematical knowledge for teaching through the use of curriculum as well as video-based representations of teaching.

Gail Burrill Gail Burrill

Mathematics Specialist in the Program in Mathematics Education (PRIME)


Gail Burrill was a secondary teacher and department chair in suburban Milwaukee, Wisconsin for over 28 years. She is currently a Mathematics Specialist in the Program in Mathematics Education at Michigan State University. She served as President of the National Council of Teacher of Mathematics (NCTM), and as Director of the Mathematical Sciences Education Board. She co-directs the Institute for Advanced Study’s International Seminar and the Secondary School Teachers Program component of the Park City Mathematics Institute. Burrill is an instructor for Teachers Teaching with Technology and a senior mathematics advisor to Texas Instruments Education Technology. She received the Presidential Award for Excellence in Teaching Mathematics, an honorary doctorate from Rose Holman Institute of Technology and the NCTM Lifetime Achievement Award. Her research interests are statistics education, the use of technology in teaching secondary mathematics, and issues related to what it means to teach mathematics. The author of numerous books and articles on statistics and mathematics education, she has spoken nationally and internationally on issues in teaching and learning mathematics.

Higinio Dominguez Higinio Dominguez

Associate Professor in the Department of Teacher Education

116K Erickson, (517) 355-2321


Higinio Dominguez is an associate professor in the Teacher Preparation Program of the College of Education at Michigan State University. His research program maintains a synergistic relationship with his teaching and service. Across these three areas, Higinio has been exploring the mobilization of saberes—diverse ways of knowing—that matter in the multicultural, multiliterate and multilingual lives of students, teachers and families from less-dominant communities. These saberes constitute a tremendous potential for transformative research and, more importantly, for transforming the educational experiences of African American, Latina/o/x, low-income and refugee students in mathematics education. In his work, Higinio operationalizes this mobilization of saberes by occasioning and intensifying dialogue between schools and communities, research and practice, and theories and methodologies in order to generate new knowledge that impacts those who need it most: teachers, students, parents and researchers. Higinio's scholarly work has been published in many research and practitioners’ journals, including Educational Studies in Mathematics, Journal for Research in Mathematics Education, Journal of Mathematics Teacher Education, Teaching Children Mathematics and Bilingual Research Journal.

Alden J. Edson Alden J. Edson

Research Assistant Professor in the Program in Mathematics Education (PRIME)

C723 Wells Hall, (517) 432-4551


AJ Edson is a research assistant professor of mathematics education. His research focuses on secondary school mathematics curriculum design and development using design-based research methodologies. In particular, AJ is interested in studying the enactment of curriculum materials in a digital world. He is also interested in the affordances of innovative mathematics curriculum materials as a context for teacher learning. Currently, he works on initiating and implementing research and development grants related to the Connected Mathematics Project and assisting with CMP activities. He has had experience working on other NSF-funded curriculum materials, including Core-Plus Mathematics and Transition to College Mathematics and Statistics. The work on these projects involves collaborations with teams of mathematicians and statisticians, mathematics and statistics educators, and school mathematics teachers with a goal of providing students and teachers with problem-based, inquiry-oriented materials.

Richard A. Edwards Richard A. Edwards

Academic Specialist, Lyman Briggs College

E-25D Holmes Hall,  (517) 884-3931


Richard “Abe” Edwards is an Academic Specialist in the Lyman Briggs College within MSU. He teaches a wide variety of mathematics courses and enjoys developing research experiences for undergraduates. In his own research, he studies the complex interplay between cultural norms, historical events, and mathematical developments. He is currently exploring the benefits and constraints of teaching mathematics via primary source documents. In addition, he directs an education abroad program in which students study the cultural history of mathematics in Florence, Paris, and London. Abe is a 2016 graduate of our mathematics education doctoral program.

Robert Floden, Emeritus Robert Floden, Emeritus

University Distinguished Professor, Emeritus


Robert Floden is former dean of the College of Education and a University Distinguished Professor of teacher education, measurement and quantitative methods, mathematics education, educational psychology and educational policy. He has studied teacher education and other influences on teaching and learning, including work on the cultures of teaching, teacher development, the character and effects of teacher education and how policy is linked to classroom practice. He is part of both the Department of Teacher Education and the Department of Counseling, Educational Psychology and Special Education (CEPSE). Floden is a member of the National Academy of Education, for which he serves as Secretary-Treasurer, and a fellow of the American Educational Research Association (AERA). He is Chair of the Board of Directors for the American Association of Colleges for Teacher Education (AACTE) and serves on the Boards of the Carnegie Project on the Education Doctorate (CPED) and the Council for the Accreditation of Educator Preparation (CAEP). He retired in Summer 2022.

Taren Going, Postdoc Taren Going, Postdoc

Postdoctoral Research Associate in the Program in Mathematics Education (PRIME)

C715 Wells Hall


Taren is a Postdoctoral scholar with the Connected Mathematics Project. She received her PhD in Mathematics Education from MSU in Summer 2021. Her research interests include inquiry-based and student-centered instruction, how to bring a broad, inclusive and motivating vision of math to diverse students, proof and reasoning in the middle school, and ambitious math teaching in the middle school. 

Jennifer Green Jennifer Green

Associate Professor in the Department of Statistics and Probability, and Program in Mathematics Education

C442 Wells, (517) 432-9892

C106 Wells, (517) 884-3478


Jennifer Green is an associate professor of statistics education whose research focuses on the development of teachers in grades K-16, as well as the development of statistical methodology to characterize the impacts of educational programs for teachers. Her research aims to improve STEM education with an emphasis on statistics, informing and enhancing the processes of teaching, learning and assessment across all levels of education. She investigates the teaching and learning of statistics through the development and refinement of programs for K-16 practitioners. Her current interests include K-12 teachers' uses of data and statistics in classroom inquiry, innovations to modernize and transform postsecondary statistics coursework, and graduate student development in teaching and scientific oral communication.

Beth Herbel-Eisenmann Beth Herbel-Eisenmann

Professor in the Department of Teacher Education, 352 Erickson, (517) 432-9607

Director of the Program in Mathematics Education (PRIME) and Mathematics Education Graduate Program, C111 Wells, (517) 884-3475



Dr. Herbel-Eisenmann draws on ideas from sociolinguistics and discourse literatures to research written curriculum and classroom discourse practices as well as the professional development of secondary mathematics teachers. She is especially interested in issues of equity that concern authority, positioning, and voice in mathematics classrooms and professional development. Over the past decade, she has had three long-term collaborations with secondary mathematics teachers who used action research to study and change their classroom discourse toward goals of better supporting students’ learning while taking account students’ positioning and identity development.