Accepting PhD Students

20122019
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Personal profile

Research interests

My research agenda centers on the preparation of secondary mathematics teachers. I focus on two primary lines of inquiry: (1) novice teacher development of mathematical knowledge for teaching; and (2) supporting novice teachers to learn high-leverage instructional practices.  

Helping pre-service teachers develop content knowledge for teaching is a particularly salient issue in math, as teachers often enter the field either without a deep understanding of mathematics, or with a lack of familiarity around how advanced mathematical topics connect to the content of the school curriculum. I am currently investigating ways in which college level mathematics content classes can play a role in the preparation of secondary mathematics teachers. I focus in particular on how such courses might be tailored to bridge the gap between high school and college mathematics. In addition to researching teachers’ content preparation and their engagement in mathematical practices, I also study their development of pedagogical content knowledge.

Another issue facing the field of teacher education is how novices are prepared for professional practice. I draw on research around practice-based teacher education to consider strategies for supporting pre-service teachers to learn high-leverage instructional practices, such as leading whole class discussions, eliciting and interpreting student thinking, or giving an instructional explanation. I investigate the ways in which in-class, coached rehearsals of practices like leading discussion can support novice teacher learning. In collaboration with colleagues across universities, I have worked to develop instructional activities that are appropriate for secondary mathematics classrooms and that can help bound the complex nature of leading discussions. 

Education/Academic qualification

PhD, Stanford University

20082014

BA, Tufts University

20012005

External positions

Assistant Professor, Arizona State University

20142015

Research interests

  • education
  • teacher education
  • mathematical knowledge for teaching
  • mathematics education
  • instructional practices

Fingerprint The Fingerprint is created by mining the titles and abstracts of the person's research outputs and projects/funding awards to create an index of weighted terms from discipline-specific thesauri.

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Projects 2019 2019

Research Output 2012 2019

Pedagogical context and proof validation: The role of positioning as a teacher or student

Baldinger, E. E. & Lai, Y., Sep 1 2019, In : Journal of Mathematical Behavior. 55, 100698.

Research output: Contribution to journalArticle

Mathematics
Positioning
mathematics
Students
teacher

Impact of Abstract Algebra on Teachers’ Understanding of and Approaches to Instruction in Solving Equations

Murray, E. & Baldinger, E. E., 2018, Connecting Abstract Algebra to Secondary Mathematics, for Secondary Mathematics Teachers. Wasserman, N. H. (ed.). Cham: Springer International Publishing, p. 403-429 27 p.

Research output: Chapter in Book/Report/Conference proceedingChapter

Learning Mathematical Practices to Connect Abstract Algebra to High School Algebra

Baldinger, E. E., 2018, Connecting Abstract Algebra to Secondary Mathematics, for Secondary Mathematics Teachers. Wasserman, N. H. (ed.). Cham: Springer International Publishing, p. 211-239 29 p.

Research output: Chapter in Book/Report/Conference proceedingChapter

Number Talks: Gateway to sense making

Sun, K. L., Baldinger, E. E. & Humphreys, C., 2018, In : Mathematics Teacher. 112, 1, p. 48-54 7 p.

Research output: Contribution to journalArticle

school
student