Mathematics Teacher: Learning and Teaching PreK - 12, 113(4), 278-286. Unit fractions as superheroes for fraction instruction. R., Jessup, N., Hewitt, A., Pynes, D., & Krause, G. Flowing with the translanguaging corriente: Juntos engaging with and making sense of mathematics, Teaching for Excellence and Equity in Mathematics, 11:2, 17-25.Įmpson, S.B., Jacobs, V. Teaching for Excellence and Equity in Mathematics, 11:3, 41-49. Preparing bilingual pre-service teachers to foster equitable and open communication with Latinx immigrant parents en la enseñanza de matemáticas. Investigations in Mathematics Learning, 12:4, 289-30. Bilingual pre-service teachers and their opportunities to learn. Mathematics Teacher: Learning and Teaching PreK - 12, 114:2. Listening to and understanding students' algorithms. The Journal of Mathematical Behavior, 64. “I stewed over that number set for like an hour last night”: Purposeful selection of numbers for fraction story problems. The Problem of Words: Learning to Teach Mathematics When Numbers and Languages Mix.

Journal of Urban Mathematics Education, 15(2), 8-40. Developing awareness around language practices in the elementary bilingual mathematics classroom. Computational thinking in a bilingual kindergarten classroom: Emergent ideas for teaching across content areas. Empowering K-5 Teachers in Southern Oregon Through Computational Thinking. Oct 2021 – Sept 2025.Ĭo-Principal Investigator. Supporting computational thinking across grade levels and content areas in K-5 education. August 2021 – August 2026.Ĭo-Principal Investigator. Collaborative Research: Developing Teacher Learning Theory with Teachers and Students Animating Mathematical Concepts. STaR Fellowship in Mathematics Education, Association of Mathematics Teacher Educators (2019)ĬADRE Fellowship, National Science Foundation (2016-2017) NSF Quantitative Research Methods for STEM Education Scholars program (2020-2021) in Mathematics Education, The University of Texas at Austin, 2014 Krause also works on the creation of teacher and student assessments that involve articulating the knowledge to be assessed, identifying the kinds of evidence that demonstrate this knowledge, and developing and refining potential items to elicit this evidence. She continues to expand on this work, extending it to work with bilingual parents and communities seeking a more equitable mathematics pedagogy. Her research centers on teacher knowledge and children's mathematical thinking, and how these two areas interact in multilingual and multicultural classrooms.

Gladys Krause, Ph.D., is an Assistant Professor of Mathematics Education at William & Mary.

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