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

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

Mathematics Specialist in the Program in Mathematics Education (PRIME)

224 North Kedzie, (517) 884-3480

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

Associate Professor in the Department of Teacher Education

116K Erickson, (517) 355-2321

A faculty member in mathematics education, Higinio Dominguez is interested in studying the reciprocal process of teachers noticing student actions and students noticing teacher actions in classrooms that include bilingual, English learners and recent immigrant students. He is currently conducting classroom-based investigations that focus on how the process of noticing influences Latino/a bilingual students’ discursive presence in mathematics. His research has been published in various journals, including Educational Studies in Mathematics, Journal for Research in Mathematics Education, and Bilingual Research Journal.

Corey Drake

Professor in the Department of Teacher Education

116M Erickson, (517) 355-1713

Corey Drake serves as director of teacher education. Her work focuses on the preparation of elementary teachers to teach mathematics in diverse contexts. Her current research includes studies of pre-service elementary teachers’ learning from and about the use of mathematics curriculum materials. She also conducts a multi-university investigation of the ways in which elementary mathematics methods courses can be redesigned to support pre-service teachers in learning to integrate children’s mathematical thinking with children’s home and community-based mathematical understandings.

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.

Robert Floden

Dean, College of Education

501 Erickson, (517) 355-1734

Robert Floden is Dean of the College of Education. Floden is also a University Distinguished Professor of teacher education, measurement and quantitative methods, mathematics education, educational psychology and educational policy. He is co-director of the Education Policy Center. 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 a member of the National Academy of Education, for which he serves as Secretary-Treasurer. He is co-editor of the Journal of Teacher Education and serves on the Board of Directors for the American Association of Colleges for Teacher Education.

Beth Herbel-Eisenmann

Professor in the Department of Teacher Education

316 Erickson, (517) 432-9607

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.

Monica Smith Karunakaran

Specialist in the Program in Mathematics Education (PRIME), the Department of Mathematics, and the CREATE for STEM Institute

209 North Kedzie, (517) 884-3474

Monica Smith Karunakaran is an academic specialist with appointments in PRIME as well as in the Department of Mathematics and the CREATE for STEM Institute. She teaches mathematics content courses for elementary teachers and conducts research in the area of mathematics teacher education. Her research agenda is focused on improving learning opportunities for teachers of mathematics. Currently, this includes research on understanding and decreasing levels of mathematics anxiety among preservice elementary teachers.

Shiv Karunakaran

Assistant Professor in the Program in Mathematics Education (PRIME) and the Department of Mathematics

D320 Wells Hall, (517) 353-5025

Shiv Smith Karunakaran is an assistant professor of mathematics education. His research involves the study of how post-secondary students of mathematics and professional mathematicians learn and do mathematics. More specifically, he works in the area of the teaching, learning, and doing of mathematical proof and argumentation. He will primarily research the teaching (pedagogical strategies, curriculum development, and TA training) and learning of proof (the process of proving, student comprehension of various proof strategies such as mathematical induction) within the context of MTH 299, the introduction to proof course. Also, Shiv and his collaborators are currently working on developing and validating measures of neuro-cognitive load experienced as individuals prove mathematical statements.