In Fall 2024, the Research Seminar in Mathematics Education is led by Prof. Duane Graysay. The seminar meets Tuesdays, 12:50 - 1:50 in Shaffer 205.

Research group calendars can be found at http://math-internal.syr.edu/.

Doctoral Students

• Gideon Banson (incoming Fall 2024)
• Stephen Caviness
• Julia Hatt (part-time)
• Anis Munfarikhatin (incoming Fall 2024; sponsored by USAID)
• Frank Nartey (incoming Spring 2025)
• Brian Odiwuor
• Fridgo Tasman (incoming Fall 2024; sponsored by USAID)
• Han Wang (incoming Spring 2025)

Masters Students

• Daniel Ackah
• Jeffrey Appiah (incoming Fall 2024)
• Rosemary Ayine (incoming Fall 2024)
• Sierra Eastman (part-time)
• Chrys Holowczak
• Titus Kisakye
• Vani Nair (part-time)
• Mary Joan Oluoch (incoming Fall 2024)
• Calistus Simiyu

Fonger, N. L. (2024). Making Algebra Meaningful: A Visual Approach to Math Literacy for All. Teachers College Press, Teachers College, Columbia University. ISBN 9780807769966

M. A. Huntley, M. S. Terrell, & N. Fonger (2024). A Content Analysis of the Algebra Strand of Six Commercially Available U.S. High School Textbook Series. Education Sciences. 14(8). https://doi.org/10.3390/educsci14080845

E. Boutros, Q. Wu, H. Xu, H., & N. Fonger (2023). Making mathematics meaningful: How learning about local social injustices develops undergraduate students' identity, intellect, skill, and criticality. The Crown: Syracuse Undergraduate Research Journal, 1, Article 16.

K. Keech, B. Routhouska, N. L. Fonger (2022). People, place, and population predictions. Mathematics Teacher: Learning and Teaching PK-12. 118(8), 566-575. https://doi.org/10.5951/MTLT.2021.0120

Duane T. Graysay & Joanna O. Masingila, (2022). Simulations in secondary mathematics teacher education: The role of debriefing in providing opportunities to develop knowledge for teaching. In B. Dotger & K. Chandler-Olcott (Eds.), Clinical simulations as a signature pedagogy for educator preparation across the disciplines (pp. 31-52). Cambridge, MA: Harvard Education Press.

Joanna O. Masingila & Dana Olanoff (2022). Who teaches mathematics content courses for prospective elementary teachers in the United States? Results of a second national survey. Journal of Mathematics Teacher Education, 25, 385-401. https://doi.org/10.1007/s10857-021-09496-2

N. L. Fonger (2022). Teaching is a Journey: Toward Anti-Racism in Practice. Mathematics Teacher Learning and Teaching. 115(4), 314-319. https://doi.org/10.5951/mtlt.2021.0328

Dana Olanoff, Joanna O. Masingila, & Patrick M. Kimani (2021). Supporting mathematics teacher educators’ growth and development through communities of practice. In M. Goos & K. Beswick (Eds.), The learning and development of mathematics teacher educators: International perspectives and challenges (pp. 147-166). New York: Springer. https://doi.org/10.1007/978-3-030-62408-8_8

N. L. Fonger (2021). A Heart-Centered Stance: Receptivity to Algebra Teachers’ and Students’ Multidimensional Experiences. Journal of Humanistic Mathematics, 11(1), 225-264. https://scholarship.claremont.edu/jhm/vol11/iss1/12/

N. L. Fonger, A. Ellis, M. F. Dogan (2020). A quadratic growth learning trajectory. Journal of Mathematical Behavior, 59, 1-22. https://doi.org/10.1016/j.jmathb.2020.100795

Joanna O. Masingila, Alan R. Foley, David W. Khatete, Sophia M. Ndethiu, John N. Maundu, & Nicholas W. Twoli (2019). From implementation to efficacy: Factors affecting Kenyan secondary teachers’ technology integration. Africa Education Review, 16(1), 58-87.https://doi.org/10.1080/18146627.2016.1224574

Joanna O. Masingila, Dana Olanoff, & Patrick M. Kimani (2018). Mathematical knowledge for teaching teachers: Knowledge used and developed by mathematics teacher educators in learning to teach via problem solving. Journal for Mathematics Teacher Education, 21(5), 429-450. https://link.springer.com/article/10.1007/s10857-017-9389-8