AnnaMarie Conner

Areas of Expertise

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


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

Academic Affiliations


  •  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


 Aderhold Hall, 111F
 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 my current study, CAREER: Learning To Support Productive Collective Argumentation In Secondary Mathematics Classes, funded by the National Science Foundation, I am following 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 have been investigating how their identities as teachers of mathematics develop and grow through their experiences.

I am beginning to work with others in the College of Education and 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.

Awards and Accolades

Glickman Faculty Fellow

University of Georgia College of Education, 2019

AMTE Excellence in Scholarship Award

Association of Mathematics Teacher Educators, 2020