Natasha Speer
| Natasha Speer | |
| Nationality | American |
|---|---|
| Occupation | Mathematics education researcher, academic |
| Employer | University of Maine |
| Known for | Research on mathematics teacher knowledge and beliefs |
| Alma mater | University of California, Berkeley (Ph.D.); Cornell University (M.A.T., B.A.) |
Natasha Speer is an American mathematics education researcher and Associate Professor of Mathematics & Statistics at the University of Maine, where she is also affiliated with the Center for Research in STEM Education.[1] Her work focuses on the beliefs and knowledge that mathematics teachers, including college and university instructors, draw on in their teaching practice.[2]
Education
Speer received a B.A. in mathematics from Cornell University in 1989 and a Master of Arts in Teaching from the Cornell University College of Education in 1990.[3] She earned a Ph.D. from the Graduate School of Education at the University of California, Berkeley in 2001.[4]
Career
Speer has been an Associate Professor in the Department of Mathematics & Statistics at the University of Maine since 2008, where she is also affiliated with the Center for Research in STEM Education.[5]
Research
According to Semantic Scholar, Speer has published 23 papers that have been cited a total of 1,332 times, giving her an h-index of 15.[6] Her research addresses the relationship between mathematics teachers' beliefs and their instructional practices, the knowledge needed to support undergraduate mathematics teaching, and the preparation of mathematics teaching assistants and college instructors.[7]
According to National Science Foundation records, Speer has received two NSF awards totaling $347,103. One, "Understanding and Improving Professional Development for College Mathematics Instructors: An Exploratory Study," was awarded on March 15, 2004 through Michigan State University for $200,000.[8] The other, "Supporting the Faculty Who Provide Teaching-Focused Professional Development to the Next Generation of College Mathematics Instructors," was awarded on September 3, 2024 through the University of Maine for $147,103.[9]
Selected publications
- "Examining the Relationship Between Beliefs and Goals in Teacher Practice" (1999)
- "Issues of Methods and Theory in the Study of Mathematics Teachers' Professed and Attributed Beliefs" (2005)
- "Mathematics Teaching Assistant Preparation And Development" (2005)
- "Beyond Mathematical Content Knowledge: A Mathematician's Knowledge Needed for Teaching an Inquiry-Oriented Differential Equations Course" (2007)
- "Connecting Beliefs and Practices: A Fine-Grained Analysis of a College Mathematics Teacher's Collections of Beliefs and Their Relationship to His Instructional Practices" (2008)
- "Knowledge Needed by a Teacher to Provide Analytic Scaffolding During Undergraduate Mathematics Classroom Discussions" (2009)
- "Collegiate Mathematics Teaching: An Unexamined Practice" (2010)
- "Definitions of Mathematical Knowledge for Teaching: Using These Constructs in Research on Secondary and College Mathematics Teachers" (2015)
- "Building Bridges: A Review and Synthesis of Research on Teaching Knowledge for Undergraduate Instruction in Science, Engineering, and Mathematics," International Journal of STEM Education (2022)
External links
- ↑ ORCID record 0000-0002-3499-4512.
- ↑ Semantic Scholar author profile, Natasha Speer.
- ↑ ORCID record 0000-0002-3499-4512.
- ↑ ORCID record 0000-0002-3499-4512.
- ↑ ORCID record 0000-0002-3499-4512.
- ↑ Semantic Scholar author profile, Natasha Speer.
- ↑ Semantic Scholar author profile, Natasha Speer.
- ↑ National Science Foundation award records.
- ↑ National Science Foundation award records.