# 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., & 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., & 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:

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

### Associations/Committees/Outreach:

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)

### 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 |