Megan Staples

Associate Professor

Curriculum &

Instruction

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Titles:

Associate Professor of Mathematics Education

Affiliated Faculty, Department of Mathematics

Academic Degrees:

Ph.D, Mathematics Education, Stanford University, 2004
MA, Mathematics Education, Stanford University, 1999
BA, Mathematics, Brown University, 1992

Areas of Expertise:

Mathematics Education (Secondary)

Classroom Discourse

Collaborative Inquiry

Mathematical Argumentation and Justification

Student Groupings

Funded Research and Projects:

Staples, M. (2021) Collaborative proposal with Kristen Bieda, Michigan State. Advancing Equity Goals in Secondary Classrooms by Advancing Justification in Teaching. National Science Foundation (ECR-EDU Core research)

Staples, M., Cardetti, F., & Kersaint, G. (2020). Connecticut Noyce Math Teachers Leaders (MTL) Program. Robert Noyce Teacher Scholarship Program, Division of Undergraduate Education (Track 3), National Science Foundation. (5-year program)

Evans, K., & Staples, M. (2020). Math Teachers’ Circle 4 Social Justice. Math Teachers’ Circle Network Small Grants program.

Aguiar, D., Staples, M., & Campbell, T. (2021). Supporting math and science teacher learning to address societal problems with data science and artificial intelligence. Google Computer Science- Educational Research grant program.

Staples, M. (2021). Articulating the Contributions of Mathematics to Democratic Participation. Dean’s Research Incentive Grant, Neag School of Education.

Bridging Math Practices – Math Science Partnership Grant (2016). (See the Bridging Math Practices website). CT State Department of Education and the US Department of Education.

Bridging Practices Among Connecticut Mathematics Educators – Math Science Partnership Grant (2014-2015) (See the Bridging Math Practices website). CT State Department of Education and the US Department of Education.

JAGUAR – Justification in Algebra: Growing Understanding of Algebraic Reasoning – National Science Foundation (2009 – 2013). National Science Foundation.

Math Leadership Academy (MLA) – Teacher Quality Partnership Grant (2011-2012). CT State Department of Higher Education.

ACCESS: Academic Content and Communication Equals Student Success- Teacher Quality Partnership Grant (2008-2009). CT State Department of Higher Education. Teachers’ Higher Order Thinking Lessons. 

Selected Publications:

Staples, M., Seeto, K., & Wei, X. (accepted). Designing for Mathematically Enriched Democratic Dialogues: The MinD Lesson Model. Educational Designer.

Chorney, S., Evans, K. R., & Staples, M. (2024). Conceptualizing reasoning practices in the context of sociomathematical issues. Journal of Mathematical Behavior, 73. Online and https://doi.org/10.1016/j.jmathb.2024.101124

Newton, J., Staples, M., Miller, T., & Berry, B. (Guest Editors) (2023). Special Issue: The Collective Endeavor of Learning: Reflecting on the Contributions of Terry L. Wood. Theory into Practice, 62(1).

Staples, M. & Cavanna, J. (2021). Student Argumentation Work Samples Sorting Task and Teachers’ Evaluations of Arguments. Mathematics Teacher Educator, 9(2), 94-109. https://doi.org/10.5951/MTE.2020.0001

Staples, M. & Lesseig, K. (2020). Advancing a Teacher-Centered Perspective on Support-for-Claims Terminology. For the Learning of Mathematics, 40(1), 28-35.

Staples, M., Truxaw, M. P., & Cruz, V. (2020). Developing and Writing Language Objectives. Mathematics Teacher: Learning and Teaching PreK-12, 113(10), 828-834. https://doi.org/10.5951/MTLT.2019.0219

Bieda, K. & Staples, M. (2020, Feb). Justification as an equity practice. Mathematics Teacher: Learning and Teaching PreK-12, 113(2), 102–108. https://doi.org/10.5951/MTLT.2019.0148

Staples, M., & King, S. (2017). Eliciting, supporting and guiding the math: Three key functions of the teacher’s role in facilitating meaningful mathematical discourse. In D. A. Spangler & J. J. Wanko (Eds.), Enhancing Classroom Practice with Research behind Principles to Actions (pp. 25-36). Reston, VA: National Council of Teachers of Mathematics. (Download chapter by clicking “Read an Excerpt” from NCTM’s website.)

Staples, M. & Newton, M. (2016). Teachers’ contextualization of argumentation in the mathematics classroom. Theory into Practice, 55(4), 294-301.

Staples, M., Newton, J., & Anagnostopoulos, D. (Guest Editors) (2016). Special Issue: Argumentation and Education in a Democratic Society. Theory into Practice.

Cioe, M., King, S., Ostein, D., Pansa, N., & Staples, M. (2015). Moving students to the “why?” Mathematics Teaching in the Middle School, 20(8), 285-291.

Staples, M. E., & Levine, T. H. (2014). Using a Conceptual Frame to Infuse Material about Emergent Bilinguals into a Teacher Education Course. In T. H. Levine, E. R. Howard, and D. M. Moss (Eds.), Preparing Classroom Teachers to Succeed with Second Language Learners: Lessons from a Faculty Learning Community. New York: Routledge.

Staples, M. E. (2014). Promoting student collaboration in a detracked, heterogeneous secondary mathematics classrooms. In Nasir, N. S., Cabana, C., Shreve, B., Woodbury, E., & Louie, N. (Eds.) Mathematics for Equity: A Framework for Successful Practice (pp 53 – 74). New York: Teachers College Press.

Boaler, J., & Staples, M. (2014). Creating mathematical futures through an equitable teaching approach: The case of Railside School. In Nasir, N. S., Cabana, C., Shreve, B., Woodbury, E., & Louie, N. (Eds.) Mathematics for Equity: A Framework for Successful Practice (pp 11 – 34). New York: Teachers College Press.

Staples, M. E., & Truxaw, M. P. (2012). An initial framework for the language of higher-order thinking mathematics practices. Mathematics Education Research Journal, 24(3), 257 – 281.

Staples, M. E., Bartlo, J., & Thanheiser, E. (2012). Justification as a teaching and learning practice: Its (potential) multifaceted role in middle grades mathematics classrooms. Journal of Mathematical Behavior, 31, 447-462

Staples, M., & Truxaw, M. (2011, Fall). Using language objectives to support linguistically diverse students in mathematics classes. The Connecticut Mathematics Journal, 18-35.

Hodge, A., Gerberry, C., Moss, E., & Staples, M. (2010). Purposes and perceptions: What do university professors see as their role in the education of secondary mathematics teachers? PRIMUS 20(8), 646-663.

Staples, M. E., & Truxaw, M. (2010). The Mathematics Learning Discourse Project: Fostering written and verbal discourse in urban mathematics classrooms. Journal of Urban Mathematics Education, 3(1), 27-56.

Bochicchio, D., Cole, S., Ostien, D., Rodriguez, V., Staples, M., Susla, P., & Truxaw, M. (2009). Shared Language. Mathematics Teacher, 102(8), 606-613.

Staples, M. (2008). Promoting student collaboration in a detracked, heterogeneous secondary mathematics classroom. Journal of Mathematics Teacher Education, 11(5), 349-371.

Boaler, J., & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of Railside School. Teachers College Record, 110(3), 608-645.

Staples, M., & Colonis, M. (2007). Making the most of mathematical discussions. Mathematics Teacher, 101(4), 257-261.

Staples, M. (2007). Supporting whole-class collaborative inquiry in a secondary mathematics classroom. Cognition and Instruction, 25(2), 161-217.

Honors/Awards:

Betsy Carter Memorial Award for Mathematics Leadership, Connecticut Council of Leaders of Mathematics (CCLM), 2019

Robert A. Rosenbaum Award, Associated Teachers of Mathematics in Connecticut (ATOMIC), 2016

Linking Research and Practice Outstanding Publication Award, National Council of Teachers of Mathematics for “Moving students to the ‘why?’” published in Mathematics Teaching in the Middle School, 2015

Associations/Committees/Outreach:

Cavanna, J., Corbishley, J., Keogh, J., Madancy, C., Michalek, J., Mitchell, M., Staples, M. (2023). Equity in Mathematics Education: A Joint Position Statement for Connecticut. https://amteconnecticut.wixsite.com/amtec/equitystatement endorsed by the State of Connecticut, September 2023

President, AMTEC – Associated Mathematics Teacher Educators in Connecticut (2016 – 2022); Member (2006-present)

Member – NCTM Publishing Committee (2015-2017)

Member, NCTM – National Council of Teachers of Mathematics and ATOMIC – Associated Teachers of Mathematics in Connecticut

Board Member, CCLM – Connecticut Council of Leaders of Mathematics (2010-2014); Member (2010-present)

Member, AMTE – Association of Mathematics Teacher Educators

Member, ATOMIC – Associated Teachers of Mathematics in Connecticut

Member, Tracking and Detracking, Special Interest Group – American Educational Research Association

Member, Research in Mathematics Education, Special Interest Group. American Educational Research Association

Member, Psychology of Mathematics Education, North American Chapter (PME-NA)

Media Connections:

Creating an Alliance of Equitable Math Teacher Leaders Through CT’s Noyce Math Teacher Leaders Program. Video showcased at 2024 NCTM Annual Meeting.

Staples, M. (2016, January). Viewpoint: Girls’ math identity: Increasing participation by changing definitions. http://www.girlsmathidentity.org/v/increasing-participation-by-changing-definitions

Math Ed Podcast with Sam Otten – Episode 1202 – Justification as a teaching and learning practice: Its (potential) multifaceted role in middle grades mathematics classrooms

Vision For New Neag Math Academy: Content + Pedagogy = Leadership (UConn Today- Math Leadership Academy)

Making Math a Priority: The State’s Strides (Manchester Patch – Math Leadership Academy)

Neag Math Duo Decodes Language Barriers to Math Reasoning (UConn-Hartford Math ACCESS Project)

Neag Math Faculty Train Teachers to Help Kids Solve Verbal Math Problems (UConn-Hartford Math ACCESS Project)