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About CPTM: People & Partners

 

In This Section

Wendy Aaron
Angel Abney
Shelly Allen
Stephen Bismarck
Natasha Brewley
Daniel Brink
Tonya Brooks
Rachael Brown
Alison Castro
C.  Y. Charalambous
Chia-Ling Chen
Lu Pien Cheng
Nicholas Cluster
Rhonda Cohen
Yaa Adubea Cole
Doug Corey
Zandra de Araujo
Tonya DeGeorge
Sarah Donaldson
Kanita DuCloux
Kelly Edenfield
Kursat Erbas
Ryan Fox
Hala Ghousseini
Melissa Gilbert
Imani Goffney
Eric Gold
Gloriana Gonzales
Dana Gosen*
Amy Hackenberg
Allison Hallman
Dennis Hembree
Sherry Hix
Amy Jeppson
Gooyeon Kim
Jake Klerlein
Na Young Kwon
Brian Lawler
Sarah Ledford
Hyeonmi Lee
Hyung Sook Lee
Soo Jin Lee
Jennifer Lewis
Manu Mehrotra
Kathy Morris
Eileen Murray
Orrin Murray
Kelli Nipper
Andy Norton
Samuel Obara
Sharon O'Kelly
Judith Reed Quander
Ginger Rhodes
Thomas Ricks
Kyle Schultz
Jenny Sealy Badee
Lisa Sheehy
Jaehong Shin
Helen Siedel
Laurie Sleep
Margaret Sloan
Gabriel Stylianides
Andreas Stylianides
Kara Suzuka
Diana May Swanagan
Mark Thames
Sharren Thomas
Erik Tillema
Andy Tyminski
Catherine Ulrich
Michael Weiss

       Non-Doctoral

Kristen Hawkins
Erin Horst
Lauren Mayhew
Pawel Nazarewicz

This page provides additional information on students who have graduated and who have been connected to CPTM, either through funding (*), through work within the project, or through opportunities provided by CPTM.

The entries are organized as follows:
Name
Degree, graduation date, institution
Dissertation title (major professor)
(Comments)
Contact information

Graduated Students

Wendy Rose Aaron
PhD, 2011, UMICH
The position of the student in geometry instruction: A study from three perspectives.  (Patricio Herbst)
Oregon State University, Corvallis, OR; wendy.aaron@oregonstate.edu

 

Angel Abney
PhD, December 2007, UGA
Elementary Preservice Teachers' Working Models of Children's Mathematics  (Patricia S. Wilson)
Georgia College and State University, Milledgeville, GA;  angel.abney@gcsu.edu

Shelly Allen
Ph.D, May 2010, UGA
The Stages of Teacher Learning: Reflecting on a Mathematics Professional Development Project (Denise Spangler)
Richmond County School District, Augusta, GA: AllenSh@BOE.Richmond.k12.ga.us

Stephen Bismarck
Ph.D, May 2009, UGA
MATHEMATICS TEACHER ROLES WHEN USING TECHNOLOGY:
UNDERSTANDING THE ROLES OF FACILITATOR AND MEDIATOR
(James W. Wilson)
Keene State University, Keene, NH; sbismarck@keene.edu

Daniel Brink
PhD, August 2007, UGA
Mathematical Knowledge for Teaching and Collaborative Coaching for Secondary School Professional Development (James W. Wilson)
Solidariteit Helpende Hand, Pretoria, South Africa; dasbrink@gmail.com

Natasha Brewley-Corbin
PhD, August 2009, UGA
Case study analysis of mathematics literacy workers' identity and understanding of numbers within a community of practice (Dorothy Y. White) 
Georgia Gwinnett College, Lawrenceville, GA; dbrewley@GGC.edu

Tonya C. Brooks
PhD, May 2012, UGA
A Descriptive Case Study of the Beliefs of Three Mathematics Teachers Who Choose Not to Assign Homework (Dorothy Y. White) 
Pearson Publishers, Commerce, GA; tiaga1998@gmail.com

Rachael Brown
Ph. D., August 2009, UGA
Community Building in Mathematics Professional Development (Denise Spangler)
Knowles Science Teaching Foundation, Moorestown, NJ; rbrown@kstf.org

Alison Castro
PhD, 2006, UMICH (Mathematics Education)
Planning for Mathematics Instruction: A Study of the Teacher Guide as a Resource (Edward Silver)
University of Illinois at Chicago, IL; amcastro@uic.edu

Charalambos Y. Charalambous
PhD, 2008, UMICH (Education)
Preservice Teachers' Mathematical Knowledge for Teaching and Their Performance in Selected Teaching Practices: Exploring a Complex Relationship. ( Edward A. Silver)
Post-Doctoral studies at Harvard University
University of Cyprus; cycharal@ucy.ac.cy

Chia-Ling Chen
PhD, July, 2012, UMICH (Education)
Learning to Teach from Anticipating Lessons through Comics-Based Approximations of Practice (Patricio G. Herbst)
Unknown; unknown

Lu Pien Cheng
PhD, August 2006, UGA
A School-Based Professional Development Program for Primary School Teachers (Jeremy Kilpatrick)
(Dissertation based on work with teachers from a CPTM partner school district)
National Institute of Education, Singapore; lupien.cheng@nie.edu.sg

Nicholas Cluster
PhD, May 2012, UGA
What About Me?   Successful African American Males in Mathematics (Denise Spangler)
South Carolina State University, Orangburgc SC:ncluster@scsu.edu

Rhonda Cohen
PhD, 2005, UMICH (Teacher Education)
Examining the Work of Constructing a Representational Context in Elementary Mathematics Teaching (Deborah Loewenberg Ball)
Manchester Essex Regional School District, MA; cohenr@mersd.org

 

Yaa Abubea Cole
PhD, December, 2011, UMICH (Mathematics Education)
Mathematical Knowledge for Teaching:  Exploring its Transferability and Measurement in Ghana (Deborah Loewenberg Ball and Hyman Bass)
University of Michigan, Ann Arbor, MI; yaacole@umich.edu

 

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Douglas Corey
PhD, 2005, UMICH (Educational Studies)
Constructing and Using a Measure of Teaching for Mathematical Proficiency (Deborah Ball)
Brigham Young University, Provo, UT; corey@mathed.byu.edu

Zandra de Araujo
Ph. D., May 2012, UGA
Transferring Demand: Secondary Teacher' Selection and Enactment of Mathematics Tasks For English Language Learners (Denise Spangler)
University of Missouri, Columbia, MO; dearaujoz@missouri.edu

Tonya DeGeorge
Graduate Student, UGA, no degree.

Sarah E. Donaldson
Ph. D., May 2011, UGA
Teaching Through Problem Solving: Practices of Four High School Mathematics Teachers (Andrew Izsak and Jeremy Kilpatrick)
Covenant College, Lookout Mountain, GA; Sarah.Donaldson@covenant.edu

Kanita Kimmons DuCloux
Ph. D., August 2009, UGA
Assessment Conceptions and Practices of First-Year Secondary Mathematics Teachers (Patricia S. Wilson)
Western Kentucky University, Bowling Green, KY; kanita.ducloux@wku.edu

Kelly Edenfield
Ph. D., May 2010, UGA
Mathematics Teachers' Use of Instructional Materials While Implementing a New Curriculum(Jeremy Kilpatrick)
Carnegie Learning; kwedenfield@gmail.com

Ayhan Kursat Erbas
PhD, August 2004, UGA
Teachers' Knowledge of Student Thinking and Their Instructional Practices in Algebra (James W. Wilson)
Middle East Teachnical University, Ankara, Turkey; kursat@gmail.com

Ryan Fox
Ph.D., May 2011, UGA
The influence of teacher' knowledge of mathematics in their classroom interactions (Denise Spangler)
Pennsylvania State University–Abington, Abbington, PA; rdf16@psu.edu

Hala Ghousseini
Ph.D., May 2008, UMICH
Learning with Routines:  Pre-Service Teacher Learning to Lead Classroom Mathematics Discussions. (Magdalene Lampert)
University of Wisconsin, Madison, WI; ghousseini@wisc.edu

Melissa C. Gilbert
Ph.D., 2007, UMICH (Educational Psychology)
Applying Contemporary Views of Mathematical Proficiency to the Examination of the Rrelationship of Motivation and Mathematics Achievement. (Kevin Miller)
Santa Clara University, Santa Clara, CA; mcgilbert@scu.edu

Imani Dominique Goffney
Ph.D., 2010, UMICH (Education)
Identifying, Measuring, and Defining Equitable Mathematics Instruction. (Deborah Loewenberg Ball )
University of Houston, Houston, TX; idgoffney@uh.edu

Eric Gold
M.Ed., 2010, Ed.S., 2011, UGA
Current doctoral student, University of Massachusetts, Dartmouth

Gloriana Gonzales
Ph.D., 2009, UMICH (Education)
Mathematical Tasks and the Collective Memory:  How Do Teacher Manage Students' Prior Knowledge when Teaching Geometry with Problems? (Patricio G. Herbst)
University of Illinois, Champaign, IL; ggonzlz@illinois.edu

Dana L. Gosen
Ph.D., 2010, UMICH
A Case-Study Analysis of the Role and Influence of Tools in the Practice of a Teacher (-Leader) within the Context of a Professional Development Project.    (Edward A. Silver)
Oakland Schools, Oakland, MI: dana.gosen@oakland.k12.mi.us

Amy J. Hackenberg
PhD, August 2005, UGA
Construction of Algebraic Reasoning and Mathematical Caring Relations (Leslie P. Steffe)
Indiana University at Bloomington, IN; ahackenb@indiana.edu

 

Allison Hallman-Thrasher
Ph. D., December 2011, UGA
Preservice Elementary Teachers' Use of Mathematical Discussion in the Implementation of Problem-Solving Tasks (Denise Spangler)
Ohio University, Athens, OH; hallman@ohio.edu

 

Kristen Hawkins
MEd, 2006, UGA

 

Dennis Hembree
Ph. D., December 2011, UGA
Teacher Talk: Deprivatization of Practice Among Secondary Mathematics Teachers (Patricia S. Wilson)
Peachtree Ridge High School, Suwanee, GA; dennis_hembree@gwinnett.k12.ga.us

 

Sherry Love Hix
Ph. D., December 2011, UGA
Learning in Lesson Study: A Professional Development Model for Middle School Mathematics TeachersTasks (James W. Wilson)
North Georgia College and State University, Dahlonega, GA; slhix@northgeorgia.edu

 

Erin Horst
Graduate student, No degree, UGA

 

Amy Jeppson Tanner
Ph.D. 2010, UMICH
Curricular Decision-Making in Community College Mathematics Courses for Elementary Teachers
.   (    )
Brigham Young University, Provo, UT; ajeppsen@mathed.byu.edu

 

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Gooyeon Kim
PhD, December 2004, UGA
The Pedagogical Content Knowledge of Two Middle-School Mathematics Teachers (Jeremy Kilpatrick)
(Dissertation site: CPTM partner school district)
Songang University, Seoul South Korea; gokim@sogang.ac.kr

Jake Klerlein
PhD, May 2006, UGA
Middle Grades Students' Mathematical Play Using Technology Tools (James W. Wilson)
(Dissertation is based on work with teachers and students from a CPTM partner school district)
Director of Research for Mathematics Education at Scholastic,New York; jklerlein@scholastic.com

Na Young Kwon,
Ph. D., December 2007 UGA
Understanding a Teachers' Community that Used a Partnership (Denise Spangler)
Inha University, Korea; rykwon@inha.ac.kr

Brian Lawler
PhD, August 2008, UGA
Generative adolescent mathematical learners: the fabrication of knowledge (Leslie P. Steffe)
California State University, San Marcos, CA; blawler@csusm.edu

Sarah Ledford
PhD, December 2006, UGA
Teachers Making Sense of a Mathematical Professional Development Experience (Paola Sztajn)
Formerly,Kennesaw State University;
Full time Mom; Educational Consultant; sarah.ledford@yahoo.com

 

 

Hyung Sook Lee
PhD, May 2008, UGA
Construction of an operational view of fractions [electronic resource] : a case study of a middle school teacher (Leslie P. Steffe)
Eastern Washington University, Cheney, WA; hslee@ewu.edu

 

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Soo Jin Lee
PhD, August, 2010, UGA
Exploring Middle Grade Teachers' Knowledge of Partitive and Quotitive Fraction Divisions (Denise Spangler)
Montclair State University, Montclair, NJ; leesoo@mail.montclair.edu

 

Jennifer M. Lewis
PhD, 2007, UMICH (Teacher Eduation and Mathematics Education)
Teaching as Invisible Work  (Deborah Lowenberg Ball)
Wayne State University, Detroit, MI; jmlewis@wayne.edu

 

Manu Mehrotra
MA, 2009, UMICH
Enrolled in doctoral program in mathematics education 2006-2009.  Involved in teacher education.
The Doon School, Dehradun, Uttarakhand, India; no e-mail available.

 

Lauren Mayhew
MEd, August 2003, UGA

Kathy Morris
PhD, 2003, UMICH (Teacher Education)
Elementary Teachers’ Opportunities for Learning: An Ethnographic Study of Professional Development (Magdalene Lampert)
Sonoma State University, CA; kathy.morris@sonoma.edu

Eileen Murray
PhD, May 2011, UGA
Implementing higher-order thinking in middle school mathematics classrooms (Dorthy Y. White)
Post-Doctoral Fellow at Harvard University
Harvard University, Cambridge, MA; eileen_murray@GSE.harvard.edu

Orrin T. Murray
PhD, 2006, UMICH (Educational Studies)
Investigating Support for Emerging Structures: The Role of Instructional Technology in an Urban School Districts' Reform Effort (Barry Fishman and David Cohen)
Pennsylvania State University, University Park, PA; orrin@psu.edu

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Pawel Nazarewicz
MEd, May 2004, EdS, August 2006, UGA
Doctoral Student at Virginia Tech,Blacksburg, VA; vtpawel@vt.edu

Kelli Nipper
PhD, December 2004, UGA
Mathematics Teacher Development: Making Sense of Professional Development (Patrica S. Wilson)
Clayton State University; KelliNipper@clayton.edu

Anderson H. Norton, III
PhD, August 2004, UGA
Students' Conjectural Operations (Leslie P. Steffe)
Virginia Tech, Blacksburg, VA; norton3@vt.edu

Samuel Obara
PhD, August 2006, UGA
The Process and Impact of Implementing Performance Standards in Mathematics (James W. Wilson)
Texas State University, San Marcos, San Marcos, TX; so16@txstate.edu

Sharon K. O'Kelley
PhD,December 2010, UGA
Writing and the secondary mathematics teacher (Patricia S. Wilson)
Francis Marion University, Florence, SC; skokelley@hotmail.com

Judith Reed Quander
PhD, August 2006, UGA
Secondary Mathematics' Teachers' Adjustment to Teaching Practice in Tracked Classrooms (Denise Mewborn)
University of Houson-Downtown Campus, Houston, TX; Quanderr@uhd.edu

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Ginger Rhodes
PhD, August 2007, UGA
Professional Noticing: How Do Teachers Make Sense of Students' Mathematical Thinking? (Denise Mewborn)
University of North Carolina-Wilmington, Wilmington, NC; rhodesg@uncw.edu

Thomas Ricks
PhD, August 2007, UGA
The Mathematics Class as a Complex System (Jeremy Kilpatrick)
Louisiana State University; tomricks@lsu.edu

Jenny Tahirih Sealy Badee
PhD, August 2010, UMICH (Education)
Oppornunities to Learn in and through Professional Development:  An Analysis of Curriculum Materials (Edward A. Silver)
Mathematics Education Consultant; No e-mail

Kyle Thomas Schultz
PhD, December 2009, UGA
COGNITIVE DEMAND AND TECHNOLOGY USE IN HIGH SCHOOL
MATHEMATICS TEACHERS’ SELECTION AND IMPLEMENTATION OF TASKS
  (James W. Wilson)
James Madison University; Schultkt@jmu.edu

 

Jaehong Shin
PhD, August 2010, UGA
Students' Construction of Fractional Knowledge Through Modification of Their Generalized Number Sequence (GNS)  (John Olive)
Korea National University of Education,Chungcheong, South Korea;   jhbasket@gmail.com

 

Helen L. Siedel
PhD, August 2010, UMICH
Mathematics Textbooks for Elementary Teachers as a Resource for Teacher Learning: The Case of Multiplication of Integers  (Deborah Lowenberg Ball)
University of Michigan, Ann Arbor, MI;   hsiedel@umich.edu

 

Laurie A. Sleep
PhD, August 2010, UMICH (Teacher Education)
Teaching to the mathematical point: Knowing and using mathematics in teaching.  (Deborah Lowenberg Ball)
University of Michigan, Ann Arbor, MI ;  sleepl@umich.edu

 

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Margaret Sloan
PhD, August 2006, UGA
Mathematics Education in Rural Georgia: The Crossroad of Social, Political, and Economic Factors (Leslie P. Steffe)
Washington-Wilkes High School, Washington, GA; mhsloan@nu-z.net

Gabriel Stylianides
PhD, June 2005, UMICH (Mathematics Education)
Investigating Students' Opportunities to Develop Proficiency in Reasoning and Proving: A Curricular Perspective (Edward silver)
Worcester College, Oxford, England; gabriel.stylianides@education.ox.ac.uk

Andreas Stylianides
PhD, 2005, UMICH (Mathematics Education)
Proof and Proving in School Mathematics Instruction: Making the Elementary Grades Part of the Equation (Edward Silver)
Formerly, Postdoctoral fellow at the University of California-Berkeley (DiME/CLT); Academic Fellow in Teacher Education at Oxford University, Dep’t of Education Studies, Oxford, U.K.
Cambridge University, Cambridge, England; as899@cam.ac.uk

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Kara Suzuka
PhD, 2005, Michigan State University (Mathematics Education)
(Deborah Ball)
Assistant Research Scientist, UMICH; ksuzuka@umich.edu

Diana May Swanagan
PhD, August 2009, UGA
Mathematics Self-Efficacy and Anxiety Questionnaire (Shawn Glynn and Denise Spangler)
Shorter College, Rome, GA; dswanagan@shorter.edu

Mark Hoover Thames
PhD, 2009, UMICH (Educational Studies)
Coordinating mathematical and pedagogical perspectives in practice-based and discipline-grounded approaches to studying mathematical knowledge for teaching (k-8).  (Deborah Ball)
University of Michigan, Ann Arbor, MI; mthames@umich.edu

Sharren Thomas
PhD, August 2009, UGA
Effective Secondary Mathematics Teachers as Warm Demanders: Descriptions of Four African American Teachers' Practices (Dorothy Y. White)
Georgia State University, Atlanta, GA; sthomas20@gsu.edu

Erik Tillema
PhD, August 2007, UGA
Students' Construction of Algebraic Symbol Systems (Leslie P. Steffe)
Indiana University-Purdue University, Indianapolis, IN; etillema@iupui.edu

Andrew Tyminski
PhD, August 2006, UGA
Teacher Lust: Its Antecedents and Enactments in a Collegiate Mathematics Course (Denise Mewborn)
Clemson University, Clemson, SC; atm23@clemson.edu

 

Catherine Ulrich
PhD, August 2012, UGA
Equipartitioning Operations for Connected Numbers: Their Use and Interiorization  (Leslie P. Steffe)
Clemson University, Clemson, SC; atm23@clemson.edu

 

Michael Weiss
PhD, 2009, UMICH (Mathematics and Education)
Mathematical Sense, Mathematical Sensibility:  The Role of the Secondary Geometry Course in Teaching Students to be Like Mathematicians  (      )
Oakland University, Oakland, MI; weiss@oakland.edu

 

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