faculty
Work Carolyn Pope Edwards Hall (CPEH) 277
Lincoln NE 68588-0233
US
Work 402-472-2231 On campus, dial 2-2231
Dr. Males is an associate 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), particularly 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. She is also interested in understanding more about the problem of preparing secondary mathematics teachers to use equitable mathematics teaching practices and to develop socio-political mathematics teacher identities.

icon-academic-capEducation

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

icon-chat-userCourses

  • TEAC 944B, Special Topics in Curriculum, Fall 2019
  • TEAC 452P, Curriculum Principles and Practices Secondary Mathematics, Fall 2019
  • TEAC 852P, Curriculum Principles and Practices Secondary Mathematics, Fall 2019
  • TEAC 808E, Improvement of Instruction in School Mathematics Secondary: 7-12; Teaching Mathematics for Socia, Summer 2019
  • TEAC 451P, Learning and Teaching Principles and Practices: Secondary Mathematics, Spring 2018
  • TEAC 851P, Learning and Teaching Principles and Practices: Secondary Mathematics, Spring 2018

icon-documentPublications and Other Intellectual Contributions

  • Planning with curriculum materials: Interactions between prospective secondary mathematics teachers’ attention, interpretations and responses, Planning with curriculum materials: Interactions between prospective secondary mathematics teachers’ attention, interpretations and responses, February 2019
  • Building momentum by starting small, Building Momentum by starting small, January (1st Quarter/Winter) 2019
  • The relationship between opportunities to learn and professional knowledge for teaching mathematics: An international study of preservice teachers, The relationship between opportunities to learn and professional knowledge for teaching mathematics: An international study of preservice teachers, November 2018
  • Using video of peer teaching to examine 6-12 preservice teachers’ noticing, Using video of peer teaching to examine 6-12 preservice teachers’ noticing, May 2017
  • 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
  • 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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