Elliott, R. (2009). Preservice mathematics teachers learning to inquire into their practice: Cases of trying on reform. In D. Mewborn & H. S. Lee (Eds.), Association of Mathematics Teacher Educators Monograph VI: Scholarly practices and inquiry in the preparation of mathematics teachers (pp. 97-108). San Diego, CA: Association of Mathematics Teacher Educators.
Elliott, R., Kazemi, E., Lessieg, 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.
Elliott, R. & Kazemi, E. (2007, October). Researching mathematics leader learning: investigating the mediation of math knowledge for teaching on leaders’ collective work in mathematics. In T. de Silva Lamberg & L. R. Wiest (Eds.), Proceedings of the Twenty ninth Annual Meeting North American Chapter of the International Group of the Psychology of Mathematics Education (pp. 819-826). Lake Tahoe, NV: University of Nevada, Reno.
Elliott, R., Lesseig, K., & Campbell, M. (2010, October). Teacher productions of algebraic generalizations and justification (pp. 1095-1103). In P. Brosnan, D.B. Erchick, L. Flevares (Eds.) Proceedings of the thirty-second annual meeting of the North American Chapter of the International Group of the Psychology of Mathematics Education. Columbus, Ohio: Ohio State University.
Elliott, R., Lesseig, K., & Kazemi, E. (2009). Sociomathematical norms in professional development: Examining leaders use of justification and its implications for practice. In L. Knott (Ed.), The Montana Mathematics Enthusiast Journal monograph #: The role of mathematics discourse in producing leaders of discourse. Charlotte, NC: Information Age Publishing.
Campbell, M & Elliott, R. (2011, October). An analytic frame for examining teachers’ collaborative mathematics work to develop specialized content knowledge. In (Eds.) Proceedings of the thirty-third annual meeting of the North American Chapter of the International Group of the Psychology of Mathematics Education. Reno NV: University of Nevada.
Kazemi, E., Elliott, R., Hubbart, A., Carroll, C. & Mumme, J. (2007, October). Doing mathematics in professional development: Theorizing teacher learning with and through sociomathematical norms. In T. de Silva Lamberg & L. R. Wiest (Eds.), Proceedings of the Twenty ninth Annual Meeting North American Chapter of the International Group of the Psychology of Mathematics Education (pp.796-803). Lake Tahoe, NV: University of Nevada, Reno.
Kazemi, E., Elliott, R. L., Lessieg, K., Mumme, J., Carroll, C., & Kelley-Petersen, M. (2009). Doing mathematics in professional development: Working with leaders to cultivate mathematically rich teacher learning environments. In D. Mewborn & H. S. Lee (Eds.), Association of Mathematics Teacher Educators Monograph VI: Scholarly practices and inquiry in the preparation of mathematics teachers. San Diego, CA: Association of Mathematics Teacher Educators.
Lannin, J. K., Ellis, A. B., & Elliott, R. (2011). Developing essential understanding of mathematical reasoning for teaching mathematics in prekindergarten-grade 8. Reston, VA: National Council of Teachers of Mathematics.
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
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
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.
My research, teaching, development design, and service center on the professional education of teachers along the professional continuum -- pre-service teachers to teacher-leaders. I am interested in how teachers learn to hold their mathematical knowledge needed for teaching in ways that allow them to enact equitable and socially just mathematics for each and every student. Towards this end, I study how systems, professional learning, and instructional tools support teachers to enact equitable mathematics teaching. I am particularly interested in how teachers support mathematical practices, mathematical modeling, computational thinking, 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 along-side students, teachers, and community members to interrogate persistent injustice in our educational system and support active agency to expose and work against injustice in its many forms.