Janet Walkoe

Research Interests

My research focuses on the teaching and learning of mathematics, and of algebra in particular. I examine how teachers' attend to student algebraic thinking during instruction and how pre-service teachers can learn to attend productively to student algebraic thinking through the use of video.

Bio

Janet is a Learning Scientist and Mathematics Educator. She earned her Doctorate from Northwestern University in the Learning Sciences in 2013. She also holds an MS in Mathematics from the University of Illinois at Chicago and a BA in Mathematics from the University of Chicago. Before enrolling in graduate school, Janet taught high school mathematics (from 1996-2006), earning National Board Certification in 2003.

Janet's research interests include teacher noticing/ teacher responsiveness in the mathematics classroom. In particular, she is interested in how teachers attend to and make sense of student thinking and other student resources including but not limited to student dispositions and students' ways of communicating mathematics.

Honors & Awards

CAREER: Exploring Teacher Noticing of Students' Multimodal Algebraic Thinking. National Science Foundation DRL 17-537. $736,914.

Publication Award: National Council of Teachers of Mathematics “Linking Research and Practice Outstanding Publication Award,” 2016. Linsenmeier, K., Sherin, M. G., Walkoe, J., & Mulligan, M. (2014). Lenses for examining students’ mathematical thinking. Mathematics Teacher, 108(2), 142-146.

Publications

Coleman, T. & Walkoe, J. (In Press). Productive Technology use in Mathematics Explorations. Mathematics Teacher.

Walton, M., Walkoe, J., Elby, A., & Weintrop, D. (2020). Teachers’ Conceptualizations of Computational and Mathematical Thinking.

Walkoe, J., & Levin, M. (2020). Seeds of Algebraic Thinking: Towards a Research Agenda. For the Learning of Mathematics, 40(2), 27-31.

Walkoe, J. D., & Luna, M. J. (2020). What We are Missing in Studies of Teacher Learning: A Call for Microgenetic, Interactional Analyses to Examine Teacher Learning Processes. Journal of the Learning Sciences, 29(2), 285-307.

Walkoe, J., Sherin, M., & Elby, A. (2020). Video tagging as a window into teacher noticing. Journal of Mathematics Teacher Education, 23(4), 385-405.

Walkoe, J. & Levin, D.M. (2018). Using technology in representing practice to support preservice teachers’ quality questioning: The roles of noticing in improving practice. Journal of Technology and Teacher Education, 26(1), 127–147. Waynesville, NC USA: Society for Information Technology & Teacher Education.

Chazan, D., Herbst, P., Grosser-Clarkson, D., Fleming, E., Walkoe, J., & Alibegović, E. (2018). Describing curricular materials for mathematics teacher education in an online, rich media platform. In J. Silverman & V. Hoyos (Eds.), Distance Learning, E-Learning and Blended Learning in Mathematics Education (pp. 201-220). Cham, Switzerland: Springer. ISBN 978-3-319-90790-1

Walkoe, J., Wilkerson, M., & Elby, A. (2017). Technology-mediated teacher noticing: A goal for classroom practice, tool design, and professional development. In B. K. Smith, M. Borge, E. Mercier, & K. Y. Lim (Eds.), 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017 (Vol. 1, pp. 65-70). Philadelphia: International Society of the Learning Sciences. https://cscl17.files.wordpress.com/2017/06/finalvol1cscl2017.pdf

Robertson, A., Richards, J., Elby, A., & Walkoe, J. (2015). Documenting the Variability Within Teacher Attention and Responsiveness to the Disciplinary Substance of Student Thinking. In R. Robertson, D. Hammer, R. Scherr (Eds.), Responsive Teaching in Science. Routledge.

Walkoe, J., (2015). Exploring teacher noticing of student algebraic thinking in a video club. Journal of Mathematics Teacher Education, 18(6), 523-550. DOI 10.1007/s10857-014-9289-0

Linsenmeier, K., Sherin, M. G., Walkoe, J., & Mulligan, M. (2014). Lenses for examining students’ mathematical thinking. Mathematics Teacher, 108(2), 142-146. (Paper received NCTM “Linking Research and Practice Award,” 2016.)

Elby, A., Richards, J., Walkoe, J., Gupta, A, Russ, R. S., Luna, M. J., Robertson, A., Coffey, J. E., Edwards, A. R., Sherin, M. G., & Elizabeth A. van Es (2014). Differing Notions of Responsive Teaching across Mathematics and Science: Does the Discipline Matter? In Polman, J. L., Kyza, E. A., O'Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O'Connor, K., Lee, T., and D'Amico, L. (Eds.). Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS), Volume 1 (pp. 1406-1415). Boulder, CO: International Society of the Learning Sciences

Walkoe, J. (2010). Seeing Algebraic Thinking in the Classroom: A Study of Teachers’ Conceptualizations of Algebra. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.) Learning in the Disciplines: Proceedings of the International Conference of the Learning Sciences- Volume 1, Full Papers (pp. 1055-1062). International Society of the Learning Sciences: Chicago, IL.

Luna, M.J., Mulligan, M., Sherin, M.G., & Walkoe, J. (2010). Supporting Video Club Conversations Using Teacher-Selected Video Clips. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.) Learning in the Disciplines: Proceedings of the International Conference of the Learning Sciences (pp. 183-186). International Society of the Learning Sciences: Chicago, IL.

Sherin, B. L., Sherin, M. G., Colestock, A. A., Russ, R. S., Luna, M. J., Mulligan, M., & Walkoe, J. (2010). Using digital video to investigate teachers’ in-the-moment noticing. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.) Learning in the Disciplines: Proceedings of the International Conference of the Learning Sciences (pp. 170-186). International Society of the Learning Sciences: Chicago, IL.

Grants & Projects

Principal Investigator, CAREER: Exploring Teacher Noticing of Students' Multimodal Algebraic Thinking. National Science Foundation DRL 17-537. $736,914.

Co-PI, INFACT: The Inclusion of Neurodiversity in Foundations and Applications of Computational Thinking. U.S. Department of Education. $250,000 (subaward). (Subaward Principal Investigator: David Weintrop; Co-Principal Investigator: Janet Walkoe) (Principal Investigator: TERC, Jodi Asbell-Clarke, $4,000,000 total award.)

Co-PI, Early Computational Thinking for All: Exploring the Mutually Supportive Nature of Mathematics and Computational Thinking in Fourth-Grade Classrooms, Principal Investigator: David Weintrop; Co-Principal Investigator: Janet Walkoe, Spencer Foundation #201900099, $44,628

Co-PI, Negotiating the Certification-to-Workplace Transition: What Helps Pre-service Middle-School Science Teacher Candidates Bring Responsive Teaching Practices to Their Classrooms?, Principal Investigator: Daniel Levin; Co-Principal Investigators: Andrew Elby, Janet Walkoe, National Science Foundation DUE-1712220, $299,473

Principal Investigator, Exploring Children’s Algebraic Conceptions as a Resource for Classroom Instruction, Support Program for Advancing Research and Collaboration (SPARC), UMD, $13, 942

Principal Investigator, Exploring Children’s Naturalistic Algebraic Thinking through Informal Game Play, Research and Scholarship Award (RASA), $9,000

Courses

TLPL 423 (EDCI 413): Interdisciplinary Teaching in the Middle Grades I

TLPL 424 (EDCI 414): Interdisciplinary Teaching in the Middle Grades II

EDCI 652: Teaching and Learning Mathematics in the Elementary School

EDCI 751: Foundations of Mathematics Education I Theory and Research on Mathematical Thinking and Learning