Nicole Louie

Medical imaging Carillon Tower Glass blowing Laptop and lecture A smiling student Sunrise over the Education Building Chairs on the Memorial Union Terrace Bascom hall staircase Graduating students in silhouette Crowd of people on Bascom Hill A student tutoring Student with diploma Dance Department performance Night view of Bascom in the winter Memorial Union Terrace in autumn Memorial Union Terrace chairs Dance department performance Bucky Badger in front of a parade float Bascom Hall in the summertime Lincoln statue Students walking in the snow University of Wisconsin - Madison Crest Lincoln statue in the snow Forward Logo Student at graduation Bicycle in the snow Rathskellar Fireplace Sailboat with Capitol Building in the background A sailboat at the Memorial Union Bascom Hill in Autumn Bucky Badger studying with a student. Students among blooming trees at UW-Madison Bucky reading a book University flag on Bascom Hill Video camera view screen Student on a frozen lake Lincoln Statue on Bascom Hill Bascom Hill in winter Students collaborating Memorial Union Terrace chairs in the snow Kohl Center logo Graduates with diplomas A hands-on project Stacked, illuminated figures View from the top of Van Hise
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CONTACTING US

Main Office

Curriculum & Instruction
School of Education
UW-Madison
210 Teacher Education Building
225 North Mills Street
MadisonWI  53706

Tel: 608/263.4600
Fax: 608/263.9992

Email: curric@education.wisc.edu
or by contact form
 

Nicole Louie

Profile Photo

Nicole Louie


Curriculum and Instruction (CI)


Curriculum and Instruction (CI)

256a Teacher Education Building  binoculars icon
225 N. Mills Street
Madison, WI 53706

nlouie@wisc.edu

Curriculum Vitae

Personal Biography

Nicole Louie studies how people define intelligence and who is allowed to be seen as "smart." She is especially interested in teachers’ efforts to challenge narrow, exclusionary discourses of intelligence, and to support students to relate to one another as intellectual equals. Her research is fueled by her experiences as a teacher and learner in the San Francisco Bay Area, El Paso, and Chicago.


Education

Ph D, Education in Mathematics, Science and Technology
University of California, Berkeley

MA, Teacher Education
Stanford University

BA, Urban Studies, Urban Education
Stanford University


Scheduled Teaching

  • Fall 2018 - Smr-Study Tchr Ed: Prof Devel
    Course Prefix: 272, Course Number: 949, Section: 1, Course Delivery Mode: Seminar
     
  • Fall 2018 - Teaching Mathematics
    Course Prefix: 272, Course Number: 370, Section: 1, Course Delivery Mode: Lecture
     
  • Fall 2017 - Smr-Study Tchr Ed: Prof Devel
    Course Prefix: 272, Course Number: 949, Section: 1, Course Delivery Mode: Seminar
     
  • Fall 2017 - Teaching Mathematics
    Course Prefix: 272, Course Number: 370, Section: 1, Course Delivery Mode: Lecture
     

Publications

  • Louie, N. (2018). Culture and ideology in mathematics teacher noticing. Educational Studies in Mathematics. 97(1), 55-69.
  • Louie, N. (2017). Supporting teachers’ equity-oriented learning and identities: A resource-centered perspective. Teachers College Record. 119(5), 1-42.
  • Louie, N. (2017). The culture of exclusion in mathematics education and its persistence in equity-oriented teaching. Journal for Research in Mathematics Education. 28(5).
  • Louie, N. (2016). Tensions in equity- and reform-oriented learning in teachers’ collaborative conversations. Teaching and Teacher Education. 53(1), 10-19.
  • Nasir, N., Cabana, C., Shreve, B., Woodbury, E., & Louie, N. Mathematics for Equity: A Framework for Successful Practice. Unpublished Manuscript, University of Wisconsin, Madison. New York City, NY: Teacher College Press.
  • Louie, N. (in press). Agency discourse and the reproduction of hierarchy in mathematics education. Cognition and Instruction.

Awards and Honors

  • Other
    Organization: Other
    Date(s): 2017
  • Other
    Organization: Other
    Date(s): 2016
  • Other
    Organization: Other
    Date(s): 2014
  • Other
    Organization: Other
    Date(s): 2012
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