AnnaMarie Conner

Areas of Expertise

  • Mathematics teacher education
  • Argumentation and collective argumentation
  • Teacher beliefs
  • Discourse
  • Proof
  • STEM Education


  • Mathematics teachers' facilitation of argumentation
  • Teacher beliefs
  • Prospective teachers' beliefs about proof
  • Teacher identity



  •  PhD in Curriculum and Instruction: Mathematics Education, 2007
    The Pennsylvania State University
  •  MA in Mathematics, 2007
    The Pennsylvania State University
  •  MS in Curriculum and Instruction, 2000
    Philadelphia Biblical University
  •  BS in Mathematics, 1995
    Wheaton College


 706-583-8155 (office)

Research Summary

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.


Collective Argumentation and Learning Coding (CALC)

Elementary school teachers impact student motivation to pursue STEM fields of study and careers and are being increasingly asked to emphasize key STEM content areas such as computer science in their teaching. The CALC project, funded by NSF, designed a practice that elementary school teachers can use to integrate the teaching of coding using argumentation, a standard practice already used to teach mathematics, science, and other curriculum content.

The project also developed a model course that prepares teachers to educate students in interdisciplinary, holistic ways to learn mathematics, science, and coding and equips them to guide students through reasoning processes while learning to code.

Creating Cognitively-Demanding, Conceptually-Focused Coding Opportunities in Mathematics and Science
This project builds on frameworks from mathematics and science education to examine the level of cognitive demand of coding and robotics tasks. Tasks will be written with specific attention to the needs and interests of female and rural students, who are often underrepresented in STEM fields. This project aims to produce exemplary tasks that elementary school teachers can use as they integrate computer coding of educational robots into their regular classroom learning activities. This project will also create a framework that guides mentoring and professional development programs that develop teachers’ capacity to integrate computer coding with other STEM content areas.

Awards and Accolades

Glickman Faculty Fellow

University of Georgia College of Education, 2019

AMTE Excellence in Scholarship Award

Association of Mathematics Teacher Educators, 2020