Graduate Students

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Current Graduate Students


Aimee Cardon is a Ph.D. student working with Dr. Hala Ghousseini. Her research interests include teacher education and teacher driven models of professional development. She holds a bachelors of Science in Secondary Mathematics and Statistics Education from Utah State University and a Masters of Education in K-8 Mathematics Leadership from George Mason University. Prior to beginning her Ph.D., she worked for six years teaching mathematics at the elementary and middle school levels.

Sarah Lord is a third year doctoral student and an advisee of Dr. Amy Ellis. She holds a BA in philosophy from the University of Chicago, a BS in elementary education from University of Wisconsin, and an MS in math education, also from the University of Wisconsin. Prior to coming to graduate school, Sarah spent nine years working in public schools in the Madison area as a classroom teacher, ESL teacher, and district math leader. She is interested in students’ mathematical development across elementary and middle school, particularly in the area of number and operations. Her primary focus is on transitions between additive thinking and multiplicative reasoning, and between multiplicative reasoning and proportional reasoning. Sarah is also passionate about providing professional development to in-service teachers.

Susanne “Susie” Strachota studies under Dr. Amy Ellis. She holds a master’s degree in mathematics education from Tufts University and a bachelor’s degree in Mathematics with a minor in studio art from Saint Anselm College. She is interested in algebraic reasoning, specifically how students reason about functional relationships. Before coming to UW-Madison, Susie taught high school mathematics in Boston, MA.

Ryan Ziols is currently a master’s student. Hala Ghousseini is his advisor. He is investigating how pre-service teachers understand units-coordination with different fraction representations of fraction multiplication. This work stems from more recent efforts to show that perception of ratios, like discrete quantities, are innate. He believes K-12 mathematics curriculum in the US is overly focused on developing number sense from fixed and discrete (rather than relational and continuous) conceptions/framings/presentations/understandings of number that unnecessarily limit the development of proportional and quantitative reasoning (and possibly early algebrazation as well). He is also interested in investigating the historical relationships between teacher education, management and organizational theory, and schools as sites of both social reproduction and social reconstruction.


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