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. 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:

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

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)

Contact Information
Emailmegan.staples@uconn.edu
Phone860 486 2097
Mailing AddressUnit 3033
Office LocationGentry 413B