Access and equity in STEM, STEM teacher preparation, and Indigenous/IHE collaborations.

Dr. Angela Stoltz is Assistant Clinical Faculty in the College of Education's Teaching, Learning, Policy, and Leadership Department where she serves as the Middle Grades Mathematics and Science Professional Development School (PDS) coordinator. As PDS coordinator, Angela serves Middle Grades Math and Science pre-service teacher candidates and university supervisors, as well as mentor teachers and administrative staff at middle grades Professional Development Schools. In addition to her PDS role, Angela teaches: Elementary Mathematics Curriculum and Instruction, Interdisciplinary Teaching in the Middle Grades, Problem-Solving and Innovative Thinking In Mathematics Classrooms, and Assessing Mathematical Understanding and is piloting an Education for Sustainability course. Angela earned her PhD in Curriculum and Instruction (Mathematics Education) at the University of Maryland in 2019. Her dissertation focused on the persistence and success of undergraduates enrolled in developmental mathematics courses. Angela earned her Master's degree in Education in 2006 at Wilmington University and her Bachelor's degree in Social Sciences at the University of Delaware in 2001. She has experience teaching mathematics to middle schoolers, adults (GED prep) and undergraduates. Her research interests are access and equity in STEM, STEM teacher preparation, and Indigenous/IHE collaborations.

Fey-Graeber Fellow

Deans Fellow

  • Fey-Greaber Fellow, University of Maryland, 2013 - 2018.
  • Dean’s Fellow, University of Maryland, 2016. 

  • Lin, J., Stoltz, A., Rappeport, A., and Aruch, M. (2021). Decolonization and Transformation of Higher Education for Sustainability: Integrating Indigenous Knowledge into Policy, Teaching, Research, and Practice. Journal of International & Comparative Higher Education, vol. 13, issue 3, pp. 134-156. https://www.ojed.org/index.php/jcihe/issue/view/100/98

  • Jing Lin, Genevieve Hiltebrand, Angela Stoltz & Annie Rappeport (2021) Environmental justice must include the rights of all species to life and respect: integrating indigenous knowledge into education, International Studies in Sociology of Education, 30:1-2, 93-112, DOI: 10.1080/09620214.2020.1854827

  • Stoltz, A., Goffney, I, Buli, T., Ivy, K., & Terrell Shockley, E. (2020, October). Teacher candidates' implementation of equitable mathematics teaching practices: An examination of divergent paths. In Sacristán, A.I., Cortés-Zavala, J.C. & Ruiz-Arias, P.M. (2020). Mathematics Education Across Cultures: Proceedings of the forty-second annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico (1692-1697). Available at: https://pmena2020.cinvestav.mx/Program/Proceedings

  • "The Persistence and Success of Undergraduates in Remedial Mathematics: A mixed methods study on mathematics socialization and segregated spaces in undergraduate education." (Dissertation, 1/2/2020; https://doi.org/10.13016/7dn5-lldk)

  • “Teacher Candidates Understanding of Equitable Mathematics Teaching." PME-NA. November 2019 (Co-authored with Kelly Watson-Ivy, Tarik Buli, Imani Goffney, and Ebony Terrell-Shockley).

  • “sd2017 reACT: Resilient Adaptive Climate Technology.” SEES, Cambridge, UK. June 2018. (Co-authored with Oluwadara Owoeye, Patricia Cossard, and Laura Kerlin). 

  • “Noticing for Equity: Emerging Themes From Video Club Discussions Focused on Algebraic Thinking.” AERA, San Antonio, TX. April 2017. Co-presented with Alice LaRue Joy Cook and Janet Dawn Kim Walkoe.

  • “Agency and Persistence of Freshman and Sophomore Undergraduate Students.” PMENA, Tucson, AZ. November 2016.

  • “Examining Voice in Reform Remedial Mathematics Texts: A comparative linguistics analysis.” PME-NA, Tucson, AZ. November 2016. 

Conferences, Workshops, and Talks Refereed Presentations:

  • "Supporting Secondary Math and Science Candidates in edTPA." 2018 Teacher Performance Assessment Conference. October 2018. San Jose, CA (Co-presented with Tranae Johnson)
  • “Countering Marginalization in STEM: Nanticoke Beliefs and Practices Involving Shape, Form, Structure, and Efficiency.” National Association for Multicultural Education (NAME) Conference. November 2016. Cleveland, OH. 
  • “Preparing Culturally Responsive STEM Educators: From the post-secondary classroom to the K-12 classroom.” National Conference on Race and Ethnicity in Higher Education (NCORE), Washington, DC. May 2015. Co-presented with Alice Cook. 
  • “Change on the Ground: Students and Schools: Preparing Culturally Responsive STEM Educators from Postsecondary to K-12”. Young Education Professionals (YEP) DC, Washington, D.C. March 2015. Co-presented with Alice Cook. 
  • “Micro-messaging to Reach and Teach Every Student: Educator’s equity (EE) STEM professors’ action research findings”. Maryland Collegiate STEM Conference. Montgomery College, Germantown, MD. November 2014. Co-presented with Community College of Baltimore County (CCBC) Faculty. 

Non-Refereed Presentations:

  • "Supporting Secondary Math and Science Candidates in edTPA." 2019 Mid-Atlantic edTPA Conference. September 2019. (Co-presented with Tranae Johnson)
  • “reACT: Resilient Climate Adaptive Technology,” National Museum of the American Indian, Washington, DC, 2017. 
  • “reACT: Resilient Climate Adaptive Technology,” Nanticoke Indian Association, Tribal Council Meeting, Millsboro, De. 2017.
  • “The Nanticoke and Indigenous Knowledge Systems," presentation to the sd2017reACT team, UMDCP.
  • “Preserving the History of the Nanticoke’s Public School Education,” Nanticoke Indian Association, Tribal Council Meeting, Millsboro, De. 2015.
  • “Micro-messaging to Reach and Teach Every Student: Reducing Students’ Failure and Withdrawal Rates in Developmental Mathematics Classes”. Frederick County Public School District Leadership. Frederick, MD. April 2014.

Significant Works in Public Media Commentary / Analysis:

  • UMD Teaching Innovation Grant: Revising Remedial Mathematics Courses in Response to COVID-19, Student Needs, and Faculty Data. In collaboration with Debra Franklin (June 2020, $25,600).
  • UMD Sustainability Mini-Grant: Multi-Generational Inter-Tribal Earth Day Panel: Native American Perspectives on Education, 7th Generation Principles that Foster Local and Global Sustainability, and the Integration of Indigenous Knowledge Systems Across Educational Spaces . In collaboration with Jing Lin (November 2019; $1000).
  • UMD Pepsi Enhancement Fund: Multi-Generational Inter-Tribal Earth Day Panel: Native American Perspectives on Education, 7th Generation Principles that Foster Local and Global Sustainability, and the Integration of Indigenous Knowledge Systems Across Educational Spaces. In collaboration with Jing Lin (November 2019; $400).

Elementary Mathematics Curriculum and Instruction

Interdisciplinary Teaching in the Middle Grades

Problem-Solving and Innovative Thinking In Mathematics Classrooms

Assessing Mathematical Thinking