Rebekah Elliott

Selected Publications

*Elliott, R., & Roberts, S. (2024). Studio as a Catalyst for Incremental and Ambitious Teacher Learning. Educational Sciences, 14,1160. https://doi.org/10.3390/educsci14111160.

Elliott, R., & Lesseig, K. (2023). Productive disciplinary engagement in professional development: Implications for mathematics teacher and leader learning. Investigation in Mathematics Learning. http://dx.doi.org/10.1080/19477503.2022.2139095. 

 Elliott, R., Loh, C. G. Psenka, C. E., Lewis, J. M. Kim, K., Haapla, K.R., Neal, D. & Okudan Kremer, G. E. (2023). Advancing transformative STEM learning: Converging perspectives from education, social science, mathematics and engineering. Transactions of the SDPS: Journal of Integrated Design and Process Science 

 Elliott, R., **Brunner, M, **Stoddard, E., & White, J. (2022). Routines for learning modeling practices and learning content. Mathematics Teacher, Learning and Teaching PK-12.  

 Campbell, M & Elliott, R. (2015). Designing Approximations of Practice and Conceptualizing Responsive and Practice-Focused Secondary Mathematics Teacher Education. Mathematics Teacher Education & Development, 17(2),146-164.

 Elliott, R., Kazemi, E., Lesseig, K., Mumme, J., Carroll, C. & Kelley-Petersen, M. (2009). Conceptualizing the work of leading mathematical tasks in professional development. Journal of Teacher Education, 60(4), 364-379. 

Selected Presentations 

Elliott, R. & Hong, J., Jones, S., & Roman, K. (2024, April 11-14). Researching and designing connective K-12 antibias mathematics professional development. In P. Argarwal’s Connective and Productive Disciplinary Engagement – Key Concepts, Applications, Developments, and New Directions. 2024 Annual meeting of the American Educational Research Association, Philadelphia, PA.

Lopez, F.,** Roman, K.,** Rigby, L.,** Elliott, R., & Jones, S.** (2024, February ) Noticing and reimagining mathematics stories in community. Annual Leadership Seminar Teachers Development Group, Portland, OR.

Hong, J., Elliott, R., Roman, K., Eides, A., & Thanheiser, E. (2024, February 8-10). Generative contradictions in doing antibias math teaching and leading with K12 teacher leaders. Submission to the 2024 Annual meeting of the Association of Mathematics Teacher Educators, Orlando, FL.

 Elliott, R., & Hong, J., (2023, October 23-25). Designing and facilitating of anti-bias mathematics professional development: Using conjecture mapping for in-progress analysis. Submission to the 2023 Annual National Council of Teachers of Mathematics Research Conference, Washington D.C.

Hocker, K. & Elliott, R. (2023, October 12-14). Implementing mathematical modeling in secondary classrooms. Northwest Mathematics Conference, Portland, OR.

Elliott, R. (2023, February 2-4). DREAM: Developing and researching K12 teacher leaders enacting antibias mathematic education. In T. Kulow’s symposium Centering Equity in professional development. 2023 Annual Meeting of the Association of Mathematics Teacher Educators, New Orleans, LA.

Elliott, R., Thanheiser, E., Yeh, C., Heaton, R., Bianco, K., & Asato, K. (2023, February 2-4). Codesigning tools for justice focused mathematics teacher leader development. 2023 Annual Meeting of the Association of Mathematics Teacher Educators, New Orleans, LA.

Kazemi, E., Kelley-Petersen, M., Elliott, R., Campbell, M., Mumme, J., Carroll, C., & Lesseig, K. (April 2012). Using Videocases to Prepare Leaders of Professional Development in Mathematics, as part of a symposium titled “Issues in the Facilitation of Video-Based Professional Development.” American Education Research Association Annual Meeting, Vancouver, BC.

Perkowski, M., Lannin, J., Elliott, R. & Lesseig, K. (February, 2012). What Do We (Mathematics Teacher Educators) View as Valid Mathematical Justification? Presentation at 16th annual conference of Association of Mathematics Teacher Educators, Fort Worth, TX.

Campbell, M., Lesseig, K., Perkowski, M., Elliott, R. & Lannin, J. (January, 2011).  Establishing Valid Mathematical Justification for Teachers and Students. Presentation at 15th annual conference of Association of Mathematics Teacher Educators, Irvine, CA.

Elliott, R., Kazemi, E., Lesseig, K., Kelly-Petersen, M., Carroll, C., & Mumme, J. (2010, April). Developing and improving models for supporting mathematics teacher leaders. Paper presented at the A paper session, Tomorrow’s Promise: The Role of Teacher Leaders and the Influence of School Characteristics at the annual meeting of the American Education Research Association, Denver, CO. 

Elliott, R. (2011, April). Teachers’ specialized knowledge: Task use in classrooms and professional education, a working session proposal with J. Mumme, E. Baldinger, H. Borko, K Koellner, K. Marrongelle, S. Chapin, & N. Anderson at the annual Research Presession of the National Council of Teachers of Mathematics. Indianapolis, IN.

Grants and Awards

ODE –ALK8 (Oregon Department of Education Equitable and Accelerated Learning K-8), Principal Investigator with Jana Bouwma-Gearhart. Total Award: $3.4mil. 02/03/2023-09/30/2024.

NSF-DRK12 (Discovery Research K-12), OSU Principal Investigator, Total Award: $2,735,901 (OSU $621,002). 08/01/2021-07/30/2025. Collaborative Research: Developing and Researching K-12 Teacher Leaders Enacting Anti-Bias Mathematics Education (DREAM) (DRL- 2010667).

CPM (College Preparatory Mathematics Education Programs), Principal Investigator. Total Award $250,000. 10/15/2019-12/30/2022 Designing Ambitious Mathematics Instructional Tools: A Collaborative Research-Practice Partnership.

February 2012

Oregon State LL Stewart Grant – University award to collaborate with other university faculty researching and designing practice-focused teacher education courses and programs. $4,358

February 2010

American Association of Teacher Education Colleges – Sage Publications, Outstanding Journal of Teacher Education Article Award.  Elliott, R., Kazemi, E., Lesseig, K., Mumme, J., Carroll, C. & Kelley-Petersen, M. (2009). Conceptualizing the work of leading mathematical tasks in professional development. Journal of Teacher Education, 60(4), 364-379.

Fall 2009 – present

Mathematics Studio Fellowship Program – A Model for Mentoring New and Master Teachers– National Science Foundation (DUE – 0934953). Co-PI recruiting highly qualified preservice teachers to work in high needs districts. Designing innovative preservice Master’s program to coordinate university and school based learning. Six-year project with OSU, Teachers Development Group, and Oregon/Washington School Districts. PI Dr. Thomas Dick. 1.5mil.

Spring 2008 – present

Algebra in Context, Oregon ESEA Title II Mathematics and Science Partnership. Co-PI with Dr. Larry Flick (PI).  Four-year research and development grant to support mathematics, science, and career & technical education teacher collaboration to advance detracked high school Algebra student achievement in a socio-economically diverse, Gates Foundation small-school. This qualitative study involves teacher/administrator interviews and observations of teachers’ collaborative working groups, classroom teaching, and participation in professional development. $518,698.

Spring 2006- Present

Researching Mathematics Leader Learning, National Science Foundation Teacher Professional Continuum Grant. (ESI 0554186). Co-Principal Investigator, PI on OSU sub-award. Five-year, two-phased, qualitative/quantitative research grant to build theory and use theory to design innovative leader professional development. Two series of video and text case-based seminars developed to highlight how leaders may advance teachers’ mathematical learning in professional development. A discourse intensive video study with over 70 K-12 leaders participation in seminars, data from a comparison group of leaders, and case studies of leader facilitation with over 150 teachers, this research builds foundational knowledge on how and what leaders of professional development need to know to build mathematical knowledge for teaching. $593,405/OSU, $2.2mil total.

Research Interests

My research, teaching, development design, and service center on the professional education of mathematics teachers and teacher leaders. I am interested in how teaching and leading is a complex system that requires collective action to mitigate persistent educational inequities and to enact socially just mathematics for students. I draw upon sociocultural learning theories to study how systems, professional learning, and tools and practices support teachers and teacher leaders in enacting equitable mathematics teaching. I am particularly interested in how teachers support mathematical practices, mathematical modeling, and data literacy in K12 learning environments. My teaching and research interests are grounded in my experience as a former secondary mathematics teacher who worked in traditional and non-traditional schools. Through my work in mathematics education and educational research, I am committed to working alongside students, teachers, and community members to interrogate persistent injustice in our educational system and support actors' agency to expose and work against injustice in its many forms.