Center for Mathematics Education (CFME)

Previous Colloquium Series

Reed Stevens Profile Picture

September 30, 2016
Reed Stevens 
"Mathematics does not have an image problem, it has an association problem: Improving mathematics learning by breaking problematic associations and establishing productive new ones"


Mark Ashcraft Profile Picture

October 28, 2016
Mark Ashcraft
Math Anxiety




Tad Watanabe Profile Picture

November 18, 2016
Tad Watanabe
Lesson Study




Door with TLPL sign

February 3, 2017
Kai Rands
Mathematical Inqueery




Edd Taylor

February 24, 2017
Edd Taylor
Relationships between youths’ everyday cultural practices and mathematical thinking




Jacqueline Leonard Profile Picture

March 31, 2017

Elizabeth Fleming and Dana Grosser-Clarkson

September 29, 2017
Dana Grosser-Clarkson
Elizabeth Fleming
Daniel Levin
University of Maryland



Victor Lee photo

October 27, 2017
Victor Lee 
Utah State University
More Information



Gregory Larnell

November 17, 2017
Gregory Larnell
University of Illinois at Chicago
More information



Ilana Horn

January 26, 2018
Ilana Horn
Vanderbilt University
More Information




Mitch Nathan

February 23, 2018
Mitch Nathan
University of Wisconsin-Madison




Robert Berry

March 30, 2018
Robert Berry
University of Virginia




Miriam Sherin

April 27, 2018-Cancelled
Miriam Sherin
Northwestern University




Mariana Levin

May 11, 2018
Mariana Levin
Western Michigan University

Toya Jones Profile Picture

September 28, 2018
Toya Frank
George Mason University

Tarcia Hubert

October 26, 2018
Tarcia Hubert
Lone Star College

Profile Laura Van Zoest

November 30, 2018 
Laura Van Zoest
Western Michigan University

Profile Ebony McGee

February 22, 2019
Ebony McGee
Vanderbilt University

Profile Melissa Gresalfi

March 29, 2019
Melissa Gresalfi
Vanderbilt University

Profile Martha Alibali

April 26, 2019
Martha Alibali
Universityof Wisconsin-Madison


October 4, 2019


Blazar_David_Colloquium Flyer_FINAL

David Blazar
University of Maryland

October 25th, 2019


Knuth_Eric_Colloquium Flyer_FINAL

Eric Knuth
University of Texas at Austin

November 22, 2019


Martin_Danny_Colloquium Flyer_FINAL

Danny Martin
University of Illinois, at Chicago

February 28, 2020. 


Alejandra Sorto_Colloquium Flyer_image

Alexandra Sorto
Texas State University


September 25, 2020

Gloriana Gonzalez headshot

 Gloriana Gonzalez


October 23, 2020

 Brian Lawler
Brian Lawler


December 11, 2020


Karisma Morton headshot
Karisma Morton 


January 22, 2021

Zandra De Araujo
Zandra de Araujo


February 26, 2021


Caro Williams-Pierce
Caro Williams-Pierce


March 26, 2021

Kari Kokka 


April 23, 2021


Peter Michelle

 Michelle Peters 


May 28, 2021

Chris Rasmussen
Chris Rasmussen 



February 25, 2022

Dr. Nathan Alexander, Morehouse College


Dr. Nathan Alexander Headshot2



Nathan Alexander, PhD, is an Assistant Professor of Data Science in the Division of Mathematics and Computational Sciences at Morehouse College in Atlanta, Georgia. At Morehouse, he directs the Quantitative Histories Workshop, an interdisciplinary teaching and learning lab for students, faculty, and community members in the Atlanta University Center (AUC). His current work examines the role of culture and history in the development of critical pedagogies for undergraduate mathematics and statistics. He completed his PhD in mathematics and education at Teachers College, Columbia University, a masters degree in teaching mathematics at New York University, and he double majored in mathematics and sociology at the University of North Carolina at Chapel Hill. Dr. Alexander can be reached at, on Twitter @professornaite, or at

March 18, 2022

Dr. Julie Amador, University of Idaho


Dr. Julie Amador headshot



Dr. Julie Amador is an associate professor of elementary/middle school mathematics education, in the College of Education's Department of Curriculum and Instruction.

Her research focuses on the design and enactment of mathematics lessons with an emphasis on student thinking and reasoning as related to professional noticing. She is specifically interested in how practicing and pre-service teachers construct models of student mathematical thinking based on professional noticing and engage in Lesson Study. From her faculty profile online

April 8, 2022

Dr. Christopher Jett, University of Georgia


Dr. Christopher Jett Headshot



Dr. Christopher C. Jett is Professor of Mathematics Education in the Department of Computing and Mathematics at the University of West Georgia. His research examines African American male students’ mathematical and racialized experiences. He received an NSF CAREER award, the 2019 Association of Mathematics Teacher Educators (AMTE) Early Career Award, and a 2019 Presidential Early Career Award for Scientists and Engineers (PECASE). His scholarship has been published in the Journal for Research in Mathematics EducationInvestigations in Mathematics Learning, and the Journal of Higher Education. Additionally, he is co-editor of Critical Race Theory in Mathematics Education (Routledge, 2019). From his online profile

April 15, 2022

Dr. Elizabeth van Es, University of California-Irvine


Dr. Elizabeth van Es headshot



Dr. van Es is interested in teacher thinking and learning and the design of pre-service teacher education and professional development. Her research is primarily concerned with how to support teachers' developing their noticing practices for ambitious and responsive instructional practice. Much of her work uses video to help teachers develop a vision of ambitious instructional practice and to learn to attend to student thinking during instruction. She has recently expanded her research to examine teachers' noticing for equity, focusing on how teachers' commitments to equity inform their noticing and instructional practice. She is launching a new study with the support from the National Science Foundation to develop a model of professional development that brings together secondary mathematics teachers, youth, and community leaders to advance teachers' noticing for equity in teaching. In addition, building on her research on pre-service teacher education, she received funding from the University of California Office of the President with colleagues at various University of California campuses to develop a data base that will study the influence of pre-service teacher preparation on beginning teaching practice. This study will take an improvement science approach to develop measures for assessing pre-service teacher effectiveness. From her online profile

April 29, 2022

Dr. Niral Shah, University of Washington


Dr. Niral Shah headshot



Niral Shah is an associate professor of the Learning Sciences & Human Development, and is director of the Race, Theory, & Design Lab. His research concerns how people learn racism and anti-racism. Shah’s prior work has focused on race and racism in STEM education, specifically how racial narratives about STEM ability affect students’ identities and participation in classrooms. He is also a co-developer of the EQUIP classroom observation tool (, which supports teachers and educational leaders to identify and mitigate implicit bias in classrooms.

May 6, 2022

Dr. Jonee Wilson, North Carolina University

Dr. Jonee Wilson, a former high school mathematics teacher for Baltimore County Public Schools, is an assistant professor of mathematics education in the Department of Teacher Education and Learning Sciences at North Carolina State University. Dr. Wilson earned her PhD in Mathematics Education at Vanderbilt University. Upon completing her PhD, she secured funding from NSF for a post-doctoral position to support her in developing the Equity and Access Rubrics for Mathematics Instruction, which is a set of rubrics designed to assess the extent to which teachers are implementing practices that support increased participation and achievement particularly among African American students. From her profile online.