Associate Professor, Mathematics Education
University Teaching Fellow
Ph.D., Curriculum & Instruction (emphasis in mathematics education), University of Connecticut
M.S., Education, University of Southern California (emphases in alternative and multi-cultural education)
B.A., Social Ecology, University of California, Irvine
Areas of Expertise:
Mathematical Problem Solving
Mary Truxaw is an Associate Professor of Mathematics Education in the Department of Curriculum & Instruction in the Neag School of Education. Her primary research interests center on the intersection of mathematics education and language. Mary is currently working to apply discourse analysis techniques and models to linguistically diverse mathematics classrooms. Mary has worked on a number of research and professional development projects to support mathematics teachers – for example, the Math Learning Discourse project, Math ACCESS project, Math Leadership Academy, Bridging Math Practices project, and Co-teaching and Math Discourse in Linguistically Diverse Classrooms project. Mary was named a Teaching Fellow at the university, the highest honor awarded for instructional excellence and leadership. Before earning her Ph.D., Mary was a public school teacher in Connecticut, New York, and California where she developed her love for and curiosity about teaching and learning of mathematics.
Co-Teaching and Mathematical Discourse: Exploring Innovative Intersections to Support Students and Teachers in Culturally and Linguistically Diverse Classrooms
Math ACCESS (Academic Content and Communication Equals Student Success)
Truxaw, M. P. & Eckert R.D. (2018, April). Voices of co-teachers: Exploring professional possibilities in culturally and linguistically diverse elementary classrooms. Presented at 2018 AERA (American Educational Research Association) Annual Meeting, New York City, NY.
Truxaw, M. P., & Eckert, R. D. (2016, November). Co-teaching and math discourse to support students and teachers in linguistically diverse classrooms. In Wood, M. B., Turner, E. E., Civil, M., & Eli, J. A. (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 1427). Tucson, AZ: The University of Arizona.
Truxaw, M. P., & DeFranco, T. C. (2015). Mapping mathematics classroom discourse and its implications for models of teaching. Book chapter for E. Silver & P. Kenney (Eds.), More Lessons Learned from Research: Volume 1: Useful and useable research related to core mathematical practices (117-124). Reston, VA: National Council of Teachers of Mathematics.
Truxaw, M. P., & Rojas, E. (2014). A mathematics educator’s journey to understanding challenges and affordances of learning mathematics in a second language. Journal of Urban Mathematics Education 7(2), 21-30.
Truxaw, M. P., & Rojas, E. D. (November 2013). Challenges of learning mathematics in a second language. In Martinez, M. & Castro Superfine, A (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1077-1080). Chicago, IL: University of Illinois at Chicago.
Staples, M. E., & Truxaw, M. P. (2010). The Mathematics Learning Discourse Project: Fostering higher order thinking and academic language in urban mathematics classrooms. Journal of Urban Mathematics Education, 3(1), 27-56.
Truxaw, M. (2004). Mediating mathematical meaning through discourse: An investigation of discursive practices of middle grades mathematics teachers. (Doctoral dissertation, University of Connecticut, 2004). Dissertation Abstracts International, 65(08), 2888B.
Association of Mathematics Teacher Educators in Connecticut [AMTEC]
In the News:
|Phone||860 486 2880|
|Fax||860 486 0280|
|Mailing Address||249 Glenbrook Rd, Unit 3033, Storrs, CT 06269|
|Office Location||Gentry 413A|
|Office Hours||By appointment during summer months.|