Taylor, Edd V.

Research

research overview

Dr. Edd V. Taylor's research examines relationships between youths’ everyday cultural practices and mathematical thinking and the role of such knowledge in addressing issues of equity in mathematics learning and achievement. He also investigates what might be learned from this research related to mathematical cognition more generally. Dr. Taylor’s primary focus in addressing these issues has been through understanding how children and adolescents come to develop mathematical ideas, and the links between their ways of understanding mathematics that are both complementary and sometimes in conflict with standard classroom practices in math. He seeks to understand how knowledge of everyday cultural practices might be used to address equitable mathematical learning in classrooms. His research as included a variety of settings including corner stores, classrooms, churches, and within professional development settings.

Publications

selected publications

chapter
- Using the Mathematics They Know and Maximizing the Mathematics They Don’t: Making Contexts Work. 127-144. 2017
- Representing fractions with standard notation. 1-15. 2016
- Cultural Considerations in Support of Mathematical Perseverance:; The Role of Context Activation. 1-22. 2015
conference proceeding
- danceON: Culturally Responsive Creative Computing 2021
- Symposium: Embodying STEM: Learning at the Intersection of Dance and STEM. 2021
journal article
- Parental support for mathematical problem solving: Proximal and distal influences within the religious practice of tithing. The Journal of Mathematical Behavior. 2024
- Teacher Goals and Dilemmas in the Use of Mathematical Representations. 171-184. 2014
- The Mathematics of Tithing: A Study of Religious Giving and Mathematical Development. Mind, Culture, and Activity: an international journal. 132-149. 2013
- Addressing Racism JRME Equity Special Issue Editorial Panel. Journal for Research in Mathematics Education. 23-36. 2013
- Introduction to the JRME Equity Special Issue JRME Equity Special Issue Editorial Panel. Journal for Research in Mathematics Education. 5-10. 2013

Teaching

courses taught

EDUC 2020 - Step 1: Inquiry Approaches to Teaching STEM
Primary Instructor - Spring 2018 / Spring 2019
Invites science, mathematics and engineering students to explore teaching as a career by providing first-hand experiences teaching science/math lessons in local elementary classrooms. Introduces theory and practice necessary to design and deliver excellent instruction. Master teachers provide ongoing support and feedback. Meets weekly on CU campus (1.5 hours/week) and involves five visits to an elementary school.
EDUC 2411 - Educational Psychology for Elementary Schools
Primary Instructor - Fall 2023 / Spring 2024 / Fall 2024
Integrates theories and ideas from elementary school child development, educational psychology and the learning sciences. Explores theories of learning and child development and considers implications for teaching, student engagement and the design of equitable and effective learning environments. Students are required to attend a practicum off-site for this class.
EDUC 4050 - Knowing and Learning in Mathematics and Science
Primary Instructor - Spring 2020 / Fall 2022
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 4205 - Elementary School Mathematics Theory and Methods
Primary Instructor - Spring 2020 / Spring 2021 / Spring 2022 / Spring 2023 / Spring 2024
The course focuses on learning theories, different instructional practices, models, and tools that can be utilized to elicit, assess, and build on elementary students� mathematical reasoning. The course subscribes to a view of mathematics that (1) all students can learn mathematics, (2) that powerful mathematics learning is an active process that engages students in deep mathematical inquiry, and (3) that equitable and culturally responsive teaching of mathematics requires strong mathematics knowledge for teaching.
EDUC 4815 - Teaching K-12 Mathematics: Number Sense
Primary Instructor - Fall 2024
Provides teachers opportunity to explore fundamental mathematical theories and pedagogical perspectives pertaining to the teaching and learning of number and operation. Engages students in explorations of mathematical content underlying number and operations, while highlighting relevant problem solving, reasoning and proof, and mathematical connections. Explores implications of teachers' mathematical learning on their classroom teaching. Develops practices supporting learner's number sense development. Same as EDUC 5815.

EDUC 5002 - Framing Equity and Justice in the STEM Classroom
Primary Instructor - Summer 2024
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 5205 - Elementary Mathematics Theory and Methods
Primary Instructor - Spring 2018 / Spring 2019
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 6318 - Psychological Foundations of Education
Primary Instructor - Fall 2019 / Fall 2020 / Fall 2021
Introduces students to theoretical and empirical contributions of educational and developmental psychology and the learning sciences emphasizing applications to educational practices. Topics include learning, development, cognitive processes, social and cultural context, motivation, assessment and individual differences.

EDUC 8165 - Advanced Topics in Mathematics Education
Primary Instructor - Fall 2019 / Fall 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 - Fall 2019 / Fall 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 8178 - Advanced Seminar on Learning in Math & Science Education
Primary Instructor - Fall 2022
This course focuses on research on the learning of mathematics and science in the K-12 schooling environment. It serves to introduce students to seminal learning theories that have guided and shaped mathematics & science education over the past thirty years (e.g., constructivist, cognitive, situative/sociocultural and critical perspectives). Core ideas within each of these theoretical perspectives will be explored such as knowledge construction and conceptual change, argumentation and reasoning, classroom discourse processes, participation and identity, and access and power. Pragmatic implications of these different theoretical perspectives will also be examined. For example, questions such as the following are considered: What is the purpose of a theory of learning (e.g., for research, for practice)? What constitutes learning within each perspective? What are the implications of a particular theoretical perspective for organizing and analyzing learning environments? What are the implications for differences among learners are perceived?

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Background

education and training

Ph.D., University of California-Berkeley 2005
M.A., University of California-Berkeley 1998
B.A., University of California-Berkeley 1992

awards and honors

Provost's Faculty Achievement Award for Pre-Tenure Faculty, conferred by Academic Affairs, 2022

VIVO

Positions

Research Areas

Research

research overview

Publications

selected publications

chapter

conference proceeding

journal article

Teaching

courses taught

Background

education and training

awards and honors

Other Profiles

ORCID iD

ResearchGate

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