PhD, Stanford University
CEHD Centers .
Room 320E LES
1954 Buford Ave
Areas of Interest
Mathematics teacher preparation; mathematical knowledge for teaching; practice-based teacher education
My research agenda centers on the preparation of secondary mathematics teachers. I focus on two primary lines of inquiry: (1) novice teacher development of mathematical knowledge for teaching; and (2) supporting novice teachers to learn high-leverage instructional practices. These areas of interest have emerged from my experiences as a middle school math teacher and as a mathematics teacher educator.
Helping pre-service teachers develop content knowledge for teaching is a particularly salient issue in math, as teachers often enter the field either without a deep understanding of mathematics, or with a lack of familiarity around how advanced mathematical topics connect to the content of the school curriculum. I am currently investigating ways in which college level mathematics content classes can play a role in the preparation of secondary mathematics teachers. I focus in particular on how such courses might be tailored to bridge the gap between high school and college mathematics. In addition to researching teachers’ content preparation and their engagement in mathematical practices, I also study their development of pedagogical content knowledge.
Another issue facing the field of teacher education is how novices are prepared for professional practice. I draw on research around practice-based teacher education to consider strategies for supporting pre-service teachers to learn high-leverage instructional practices, such as leading whole class discussions, eliciting and interpreting student thinking, or giving an instructional explanation. I investigate the ways in which in-class, coached rehearsals of practices like leading discussion can support novice teacher learning. In collaboration with colleagues across universities, I have worked to develop instructional activities that are appropriate for secondary mathematics classrooms and that can help bound the complex nature of leading discussions. This work influences my teaching of pre-service mathematics teachers, just as my teaching continually influences the direction of my research.
What can students expect from me?
I strive to develop student-centered learning experiences through which students engage with one another around challenging new content and ideas. I support my students in making connections between theory and practice by incorporating math tasks, videos of classrooms, and rehearsals of teaching practices into discussions about readings. Course assignments emphasize developing proficiency with core instructional practices.
Associations and Memberships
- Association of Math Teacher Education
- National Council of Teachers of Mathematics
- American Educational Research Association
- Psychology of Mathematics Education, North America
Baldinger, E. E., Lai, Y. (accepted March 2019). Pedagogical context and proof validation: The role of positioning as a teacher or student. Journal of Mathematical Behavior
Baldinger, E. E. (2018). Learning mathematical practices to connect abstract algebra to high school algebra. In N. H. Wasserman (Ed.), Connecting Abstract Algebra to Secondary Mathematics, for Secondary Mathematics Teachers(pp. 211–239). New York: Springer International Publishing. http://doi.org/10.1007/978-3-
Baldinger, E. E., Campbell, M. P., & Graif, F. (accepted October 2018). Sorting out definitions. Mathematics Teacher: Learning and Teaching PreK-12(formerly Mathematics Teacher).
Murray, E., & Baldinger, E. E. (2018). Impact of abstract algebra on teachers’ understanding of and approaches to instruction in solving equations. In N. H. Wasserman (Ed.), Connecting Abstract Algebra to Secondary Mathematics, for Secondary Mathematics Teachers(pp. 403–429). New York: Springer International Publishing. http://doi.org/10.1007/978-3-
Baldinger, E. E., & Humphreys, C. (2018). Number talks: Gateway to sense making. Mathematics Teacher, 112(1), 48–54. https://www.nctm.org/
Publications/Mathematics- Teacher/2018/Vol112/Issue1/ Number-Talks_-Gateway-to- Sense-Making/
Baldinger, E. E., Selling, S. K., & Virmani, R. (2016). Supporting novice teachers to lead discussions that reach a mathematical point: Defining and clarifying mathematical ideas. Mathematics Teacher Educator, 5(1), 8–28. http://doi.org/10.5951/mathteaceduc.5.1.0008
Selling, S. K., & Baldinger, E. E. (April 2017). Supporting novice teachers to reason about telling: Leveraging problems of practice in rehearsals of discussions. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX.
Sun, K. L., Baldinger, E. E., Id-Deen, L., & Waller, P. (April 2017). Beyond “Mickey Mouse math”: Access and equity in secondary methods courses. Session presented at the National Council of Teachers of Mathematics Research Conference, San Antonio, TX.
Campbell, M., Baldinger, E. E., & Selling, S. K. (February 2017). Investigating pedagogies of practice that support novices’ responding to student errors during classroom discussion. Session presented at the annual meeting of the Association of Mathematics Teacher Educators, Orlando, FL.
Baldinger, E. E., Murray, E., White, D., Broderick, S., & Wasserman, N. (November 2016). Exploring connections between advanced and secondary mathematics. Working group presented at the annual meeting of the Psychology of Mathematics Education, North America Chapter, Tucson, AZ.
Baldinger, E. E. (April 2016). Assessment and evaluation: Pre-service secondary mathematics teacher evaluation of student written work. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.