# Megan Staples

Associate Professor

Curriculum & Instruction

### Titles:

Associate Professor of Mathematics Education

### 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

Mathematical Argumentation

Teacher Education

Student Groupings

### Funded Research:

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.

### Selected Publications:

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., & 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.

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

### Honors/Awards:

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*. *

James and Viola Quillen Fellowship, Stanford University, CA. 1999-2000

Joseph Klingenstein Summer Institute Fellowship, Teachers College, NY. 1995

### Associations/Committees/Outreach:

President, AMTEC – Associated Mathematics Teacher Educators in Connecticut (2016 – present)

Member – NCTM Publishing Committee (2015-2018)

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, AMTEC – Association of Mathematics Teacher Educators in Connecticut

Member, AMTE – Association of Mathematics Teacher Educators

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:

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

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)

megan.staples@uconn.edu | |

Phone | 860 486 2097 |

Mailing Address | Unit 3033 |

Office Location | Gentry 413B |