Megan Staples

Associate Professor

Curriculum and 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

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) Video showcased at 2024 NCTM Annual Meeting. Creating an Alliance of Equitable Math Teacher Leaders Through CT’s Noyce Math Teacher Leaders 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. (2025). Designing for Mathematically Enriched Democratic Dialogues: The MinD Lesson Model. Educational Designer, 5(18). ISSN 1759-1325. https://www.educationaldesigner.org/ed/volume5/issue18/article75/

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. & 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.

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

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

Select 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. Endorsed by the CT State Board of Education.

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 (currently higher education rep)

Member, AMTE – Association of Mathematics Teacher Educators

Select Media Connections:

Staples, M. (2024, Jul). Real equity in mathematics is about more than good grades and test scores. The Conversation.  https://theconversation.com/real-equity-in-math-education-is-about-more-than-good-grades-and-test-scores-215518

Mathematics Teacher Educator Podcast. May 25, 2021.

https://podcastaddict.com/podcast/mathematics-teacher-educator-podcast/2323624

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