Dr Hand researches the participation gap in K-12 mathematics, or differences in opportunities for groups of students to participate in mathematics in ways that honor practices and identities that they value. She blends situative, sociocultural and critical theories of learning to characterize mathematics education as a cultural, racial, and political system, which privileges certain discourses, practices and identities over others. Her research illuminates: affordances and constraints on opportunities to learn in mathematics classrooms; design features that support broad-based participation; and the relation of teachers' dispositions towards learning, race, culture and power to their approaches to mathematics instruction. She draws on participatory methodologies to bring researchers, teachers, and members of the community together to study issues of equity and justice in mathematics education.
keywords
theories of mathematics teaching and learning, race culture and power in learning, identity and learning, mathematics teacher education, opportunities to learn
EDUC 4050 - Knowing and Learning in Mathematics and Science
Primary Instructor
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Spring 2018 / Fall 2018 / Spring 2019 / Fall 2019 / Spring 2020 / Fall 2020 / Spring 2021 / Fall 2021 / Spring 2022 / Spring 2023 / Fall 2023 / Spring 2024 / Fall 2024
Explores current theories of learning in mathematics and science at the secondary level. This course focuses on learners' opportunities to learn mathematics and science in a classroom context from the perspective of different theoretical orientations.�Students examine their own assumptions about learning, and critically examine the needs of a diverse student population in the classroom. Includes a weekly two hour field component. Same as EDUC 5050.
EDUC 5002 - Framing Equity and Justice in the STEM Classroom
Primary Instructor
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Summer 2023
Critically frames learning to teach for equity and justice in Science, Technology, Engineering, and Mathematics [STEM] Classrooms. Orients students to the School of Education's mission and guiding principles of the CU Teach program. Provides opportunities for students to enact those principles with mentor teachers in local classrooms. Meets weekly on CU campus and involves a minimum of 40 hours in local schools.
EDUC 5050 - Knowing and Learning in Mathematics and Science
Primary Instructor
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Fall 2020 / Spring 2021 / Fall 2021 / Spring 2022 / Spring 2023 / Fall 2023 / Spring 2024
The course is aimed at providing graduate students the opportunity to engage deeply with theories of mathematics and science learning for the purposes of designing engaging and affirming learning environments. The course is centered around reading deeply and critically in the literature on learning theory, coupled with a youth and community-based research project. Same as EDUC 4050.
EDUC 5205 - Elementary Mathematics Theory and Methods
Secondary Instructor
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Fall 2018
Provides pre-service teachers opportunities to explore contemporary theories of learning, curriculum development, and pedagogical strategies pertaining to teaching elementary-level mathematics. Blends exploration in mathematical content with development of sophisticated mathematical models for teaching.
EDUC 8165 - Advanced Topics in Mathematics Education
Primary Instructor
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Spring 2020
Examines special topics in theory and research related to mathematics education. Topics vary each semester.May be repeated up to 12 total credit hours.
EDUC 8175 - Advanced Topics in Science Education
Primary Instructor
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Spring 2020
Engages participants in the process of curriculum development. Principles that guide the development of curricula and learning environments are discussed as they integrate with learning theory. Participants develop and/or test specific activities in the classroom and modify them as a result. There is a particular focus on incorporating the practices of the discipline into each content-based activity. May be repeated up to 12 total credit hours.
EDUC 8210 - Ways of Knowing in Educational Research
Primary Instructor
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Fall 2018
Introduces students to various theoretical perspectives informing educational research and how they are employed to study teaching, learning, and policy in K-12 classrooms. Includes reading and discussion related to the assumptions,questions, methods, and findings associated with theoretical traditions within and across disciplines.
