AnnaMarie Conner

My research examines teachers’ beliefs about mathematics, teaching, and proof and how this relates to their support for students’ arguments in secondary mathematics classes. In CAREER: Learning To Support Productive Collective Argumentation In Secondary Mathematics Classes, funded by the National Science Foundation, I followed a cohort of secondary mathematics teachers through their on-campus coursework, student teaching, and into their first three years of teaching to examine how they learn to support collective argumentation in mathematics classes. As part of this work, I investigated how their identities as teachers of mathematics develop and grow through their experiences. With my research team, I am currently investigating how teachers’ displays of mathematics are important to student participation in argumentation.

I am working with others in the Mary Frances Early College of Education and the College of Engineering to explore how elementary teachers can support argumentation in their teaching of mathematics, science, and coding in the CALC (Collective Argumentation Learning and Coding) project. In this project, we are updating and refining a framework for teacher support for argumentation to include STEM content. We are also learning how teachers support students in making arguments within and across disciplines.