Associate Professor of Mathematics Education
Ph.D, Mathematics Education, Stanford University, 2004
MA, Mathematics Education, Stanford University, 1999
BA, Mathematics, Brown University, 1992
Areas of Expertise:
Mathematics Education (Secondary)
Mathematical Argumentation and Justification
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.
Bieda, K. & Staples, M. (accepted). Justification as an equity practice. To appear in Mathematics Teacher: Learning and Teaching PreK-12.
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., & Colonis, M. (2007). Making the most of mathematical discussions. Mathematics Teacher, 101(4), 257-261.
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
James and Viola Quillen Fellowship, Stanford University, CA. 1999-2000
Joseph Klingenstein Summer Institute Fellowship, Teachers College, NY. 1995
President, AMTEC – Associated Mathematics Teacher Educators in Connecticut (2016 – 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, 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)
Staples, M. (2016, January). Viewpoint: Girls’ math identity: Increasing participation by changing definitions. http://www.girlsmathidentity.org/v/increasing-participation-by-changing-definitions
|Phone||860 486 2097 (email is better)|
|Mailing Address||Unit 3033|
|Office Location||Gentry 413B|