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

Keywords

  • 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.

  • 1 Similar Profiles
teacher Social Sciences
mathematics Social Sciences
learning Social Sciences
school Social Sciences
Teaching Social Sciences
student Social Sciences
instruction Social Sciences
learning strategy Social Sciences

Network Recent external collaboration on country level. Dive into details by clicking on the dots.

Research Output 2012 2016

  • 4 Paper
  • 1 Conference contribution
  • 1 Article

Reasoning about telling in rehearsals of discussions: Considering what, when, and how to “tell”

Selling, S. K. & Baldinger, E. E. 2016 Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. University of Arizona, p. 905 908 p.

Research output: ResearchConference contribution

File
teacher
learning strategy
opposition
video
Teaching
teacher
learning
student
mathematics
educator

Exploring connections between advanced and secondary mathematics

Murray, E., Baldinger, E. E., Wasserman, N. H., Broderick, S., White, D., Cofer, T. & Stanish, K. 2015 9 p.

Research output: Research - peer-reviewPaper

mathematics
teacher
instruction
working group
conversation
teacher
learning
mathematics
participation
interview

Connecting abstract algebra to high school algebra

Baldinger, E. E. 2013 4 p.

Research output: Research - peer-reviewPaper

school
mathematics
teacher
university teacher
learning