Mathematics education has a long and distinguished history at the University of Wisconsin-Madison. Mathematics education faculty members have directed major research programs such as Cognitively Guided Instruction (CGI), and today, there are over half a dozen mathematics education research projects (see Projects page) investigating a range of topics, including students’ learning of algebra; mathematical generalization, reasoning, and proof; early childhood mathematics; mathematics teacher education and professional development; and mathematical cognition.
Faculty members have also provided significant leadership in mathematics education, including serving as chair of the NCTM commissions that produced the Curriculum and Evaluation Standards for School Mathematics and Assessment Standards for School Mathematics, as a member of the National Research Council committee that wrote Adding It Up, as a member of the NCTM Research Advisory Committee, as chair of the AERA Special Interest Group for Research in Mathematics Education, as committee members of national organizations, and as editors of the Journal for Research in Mathematics Education.
UW-Madison’s School of Education also served as the home for the U.S. Department of Education National Center for Research in Mathematics Education and Research in Mathematics and Science Education (1987-1995), the Department of Education National Center for Improving Student Learning and Achievement in Mathematics and Science (1995-2004), the National Science Foundation Diversity in Mathematics Education Center for Learning and Teaching (2001-2006) and, more recently, the Institute of Education Sciences Postdoctoral Training Program in Mathematical Thinking, Learning, and Instruction (2009-2018).
Our graduate students are highly sought after and have secured positions as faculty members in colleges and universities both nationally and internationally (including Michigan State University, San Diego State University, University of Colorado, University of Delaware, University of Idaho, University of Mississippi, University of Rochester, University of Texas, and Boğaziçi University) and as educational leaders (including NCTM Director of Research and Teacher Education, Director of Curriculum and Instruction at BetterLesson, Director of the Thailand Institute for the Promotion of Teaching Science and Technology).
- Eric Knuth, Professor, Ph.D. University of Colorado-Boulder, 1999
Student engagement with mathematical practices, teacher education
- Amy Ellis, Associate Professor, Ph.D. University of California-San Diego/San Diego State University, 2004
Student reasoning and justifications in mathematics, teacher professional development
- Anita Wager, Associate Professor, Ph.D. University of Wisconsin-Madison, 2008
Culturally relevant teaching and learning in mathematics, elementary mathematics teaching
- Hala Ghousseini, Assistant Professor, Ph.D. University of Michigan-Ann Arbor, 2008
Mathematics teacher education, ambitious mathematics teaching
- Maxine McKinney de Royston, Assistant Professor, Ph.D. University of California-Berkeley, 2011
Race, identity, and learning, middle school mathematics teaching
- Erika C. Bullock, Assistant Professor, Ph.D. Georgia State University, 2013
Politics of mathematics education; urban mathematics education
- Nicole Fonger, Ph.D. Western Michigan University
- José Gutiérrez, Ph.D. University of California, Berkeley
- Thomas Carpenter, Professor Emeritus, Ph.D. University of Wisconsin–Madison
- Thomas Romberg, Professor Emeritus, Ph.D. Stanford University
- Elizabeth Fennema, Professor Emeritus, Ph.D. University of Wisconsin-Madison
- Meg Meyer, Assistant Scientist, Ph.D. University of Wisconsin-Madison