Faculty

Institution

Unit

Venue

Megan Staples

Associate Professor

University of Connecticut

Affiliations

Neag School of Education

Department of Curriculum and Instruction (EDCI)

Megan Staples is currently serving as a Curriculum And Instruction (Edci) Associate Professor at University of Connecticut.

Honors

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Experiences

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Education

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Megan Staples

University of Connecticut

Associate Professor

You can click a keyword to filter the displayed items

mathematics education education mathematics teacher education mathematics teacher education higher education educational research teaching methods argumentation analysis professional development educational assessment classroom instruction collaborative learning classroom practices educational practices student assessment applied mathematics social sciences cognition fairness equity social justice discourse analysis rhetoric narrative language teaching school effectiveness school psychology future education higher education teaching faculty professional development teacher development student learning argumentation frameworks educational equity educational contexts social reasoning writing instruction language education teacher evaluation student outcomes principal component analysis class analysis classroom assessment mathematical futures railside school secondary mathematics classroom whole-class collaborative inquiry learning practice student collaboration mathematics classroom equity practice urban mathematics classrooms discourse project academic language student justification teacher-centered perspective support-for-claims terminology conceptualizing argumentation sociomathematical issues mathematical argumentation educational strategies philosophy of mathematics collaborative inquiry preservice teacher education

Notable Scholarly Works

Notable Federal Grants

Collaborators

Conceptualizing Reasoning Practices in the Context of Sociomathematical Issues. The Journal of Mathematical Behavior (2024)

Sean ChorneyKyle R. EvansMegan Staples

behavioral sciencessocial reasoningsociomathematical issuessocial sciences

INTRODUCTION: Conceptualizing Argumentation, Justification, and Proof in Mathematics Education. Research in mathematics education (2022)

Megan StaplesAnnaMarie Conner

mathematics educationconceptualizing argumentationmathematics

Justification Across the Grade Bands. Research in mathematics education (2022)

Amy B. EllisMegan StaplesKristen N. Bieda

grade bandsstudent assessmenteducational assessmenteducationmusic educationmathematics educationmathematicsmusiceducational research

Overview of Middle Grades Data. Research in mathematics education (2022)

Megan Staples

school psychologyeducational assessmentqualitative researchstatisticsprincipal component analysisstudent outcomesdata sciencemathematics educationclass analysisclassroom assessmentstudent assessmentmiddle grades datahigher educationschool effectivenessundergraduate researchsurvey methodologyeducationapplied statisticseducational research

Student Argumentation Work Sample Sorting Task and Teachers’ Evaluations of Arguments. Mathematics Teacher Educator (2021)

Megan StaplesJillian Cavanna

teacher educationargumentation analysiseducationmathematics educationteacher evaluationmathematicsmathematics teacher education

Advancing a Teacher-Centered Perspective on Support-For-Claims Terminology.. for the learning of mathematics (2020)

Megan StaplesKristin Lesseig

teacher educationsupport-for-claims terminologyhigher educationteacher-centered perspectivemathematics educationmathematicsprofessional development

Developing and Writing Language Objectives. Mathematics Teacher Learning and Teaching PK-12 (2020)

Megan StaplesMary P. Truxaw,Vanessa Cruz

teacher educationeducationlanguage objectivesmathematics educationlanguage teachingwriting instructionmathematics teacher educationlanguagelanguage education

Justification as an Equity Practice. Mathematics Teacher Learning and Teaching PK-12 (2020)

Kristen N. BiedaMegan Staples

social justiceeducational equitymathematicsequity practiceequityeducational practiceshigher educationeducationmathematics educationfairnessprofessional development

Teachers' Contextualization of Argumentation in the Mathematics Classroom. Theory Into Practice (2016)

Megan StaplesJill Newton

teaching methodsargumentation frameworksclassroom practicesteacher educationapplied mathematicsargumentation analysismathematics classroomeducationmathematics educationmathematicsmathematics teacher education

Conceptions and Consequences of What We Call Argumentation, Justification, and Proof. (2015)

Jill NewtonMichelle CirilloKarl W. KoskoMegan StaplesKeith Weber

educationrhetoricargumentation analysis

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Megan Staples

Associate Professor

University of Connecticut

Affiliations

Neag School of Education

Department of Curriculum and Instruction (EDCI)

Megan Staples is currently serving as a Curriculum And Instruction (Edci) Associate Professor at University of Connecticut.

Honors

Create free account to unlock more features

Experiences

Create free account to unlock more features

Education

Create free account to unlock more features

Megan Staples

University of Connecticut

Associate Professor

You can click a keyword to filter the displayed items

Notable Scholarly Works

Notable Federal Grants

Collaborators

Conceptualizing Reasoning Practices in the Context of Sociomathematical Issues. The Journal of Mathematical Behavior (2024)

Sean ChorneyKyle R. EvansMegan Staples

behavioral sciencessocial reasoningsociomathematical issuessocial sciences

INTRODUCTION: Conceptualizing Argumentation, Justification, and Proof in Mathematics Education. Research in mathematics education (2022)

Megan StaplesAnnaMarie Conner

mathematics educationconceptualizing argumentationmathematics

Justification Across the Grade Bands. Research in mathematics education (2022)

Amy B. EllisMegan StaplesKristen N. Bieda

grade bandsstudent assessmenteducational assessmenteducationmusic educationmathematics educationmathematicsmusiceducational research

Overview of Middle Grades Data. Research in mathematics education (2022)

Megan Staples

Student Argumentation Work Sample Sorting Task and Teachers’ Evaluations of Arguments. Mathematics Teacher Educator (2021)

Megan StaplesJillian Cavanna

teacher educationargumentation analysiseducationmathematics educationteacher evaluationmathematicsmathematics teacher education

Advancing a Teacher-Centered Perspective on Support-For-Claims Terminology.. for the learning of mathematics (2020)

Megan StaplesKristin Lesseig

teacher educationsupport-for-claims terminologyhigher educationteacher-centered perspectivemathematics educationmathematicsprofessional development

Developing and Writing Language Objectives. Mathematics Teacher Learning and Teaching PK-12 (2020)

Megan StaplesMary P. Truxaw,Vanessa Cruz

teacher educationeducationlanguage objectivesmathematics educationlanguage teachingwriting instructionmathematics teacher educationlanguagelanguage education

Justification as an Equity Practice. Mathematics Teacher Learning and Teaching PK-12 (2020)

Kristen N. BiedaMegan Staples

social justiceeducational equitymathematicsequity practiceequityeducational practiceshigher educationeducationmathematics educationfairnessprofessional development

Teachers' Contextualization of Argumentation in the Mathematics Classroom. Theory Into Practice (2016)

Megan StaplesJill Newton

Conceptions and Consequences of What We Call Argumentation, Justification, and Proof. (2015)

Jill NewtonMichelle CirilloKarl W. KoskoMegan StaplesKeith Weber

educationrhetoricargumentation analysis

1
2
10 / page

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education

mathematics education

Robert Schoen

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Florida State University

mathematics

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inclusive education

mathematics education

Tye Campbell

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collaborative learning

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