(faculty)
Work Henzlik Hall (HENZ) 214A
Lincoln NE 68588-0355
US
Work 402-472-2536 On-campus 2-2536
Dr. Males is an assistant professor of mathematics education with a focus on middle and high school mathematics teacher education. I am interested in mathematics teachers' learning at the early stages of their career (preservice and induction periods), particularity how teachers learn to use written curriculum materials. Dr. Males is the PI of an NSF-CAREER grant (#1651836) focused on understanding and developing the curricular noticing practices of secondary mathematics prepositive teachers so that they may productively engage all students in learning mathematics. The project involves observing and analyzing the planning and enactment of mathematics lessons using eye-tracking and qualitative methodologies.

icon-academic-capEducation

  • BS, Ithaca College, 1999
  • Other, Indiana Wesleyan University, 2003
  • Ph D, Michigan State University, 2011

icon-chat-userCourses

  • TEAC 451P, Learning and Teaching Principles and Practices: Secondary Mathematics, Spring 2017
  • TEAC 851P, Learning and Teaching Principles and Practices: Secondary Mathematics, Spring 2017
  • TEAC 397P, Professional Practicum Experience III Secondary Mathematics, Fall 2016
  • TEAC 452P, Curriculum Principles and Practices Secondary Mathematics, Fall 2016
  • TEAC 852P, Curriculum Principles and Practices Secondary Mathematics, Fall 2016
  • TEAC 808E, Improvement of Instruction in School Mathematics Secondary: 7-12, Summer 2016

icon-documentPublications and Other Intellectual Contributions

  • Curricular noticing: Theory and practice on teachers' curricular use, Curricular noticing: Theory on and practice of teachers’ curricular use, Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks, May 2017
  • Using video of peer teaching to examine 6-12 preservice teachers’ noticing, Using video of peer teaching to examine 6-12 preservice teachers’ noticing, Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks, May 2017
  • Planning with curriculum materials: An analysis of teachers’ attending, interpreting, and responding, Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, November 2016
  • The treatment of area measurement in U.S. elementary mathematics curricula: Are students’ opportunities to learn sufficient?, The treatment of area measurement in U.S. elementary mathematics curricula: Are students’ opportunities to learn sufficient?, October (4th Quarter/Autumn) 2016
  • Examining K-12 prospective teachers' curricular noticing, Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, November 2015
  • The introduction of proof in secondary geometry textbooks, International Journal of Educational Research, December 2014
  • The mathematical nature of reasoning-and-proving opportunities in geometry textbooks, Mathematical Thinking and Learning, February 2014

icon-business-chartResearch & Grants

  • CAREER: Secondary Math Teachers, NSF, March 2017
  • NebraskaNOYCE Phase II, NSF, September 2014
  • ENTICE, CPM Educational Program, December 2016
  • Learning to teach mathematics with digital mathematics curriculum materials , Internal, August 2015
  • Nebraska Partnership TEAMS, Ne Dept Education, August 2016

icon-bookmark-starAwards & Honors

  • University Distinguished Teaching Award, University of Nebraska-Lincoln, 2018
  • CEHS Outstanding Teaching Award, CEHS, 2016
  • Service, Teaching, and Research, (STaR) for Early Career Mathematics Educators, Supported by National Science Foundation Grant No 0922410, 2012
  • Certificate of Recognition for Contributions to Students, UNL's Parents Association , 2013

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