Gentry - 413B
Phone: (860) 486-2097
Fax: (860) 486-0280
Department of Curriculum & Instruction
Neag School of Education
249 Glenbrook Rd, Unit 3033
Storrs, CT 06269-3033
Current Courses Taught:
EDCI 4210W: Teaching and Learning Mathematics in the Secondary School (Fall Semesters)
EDCI 5450: Teaching and Learning Mathematics in the Secondary School (Spring Semesters)
EDCI 5455: Curricula in Mathematics Education: Focus on Common Core (Spring 2013, West Hartford)
James and Viola Quillen Fellowship, Stanford University, CA. 1999-2000
Joseph Klingenstein Summer Institute Fellowship, Teachers College, NY. 1995
Member, NCTM - National Council of Teachers of Mathematics and ATOMIC - Associated Teachers of Mathematics in Connecticut
Board Member, CCLM - Connecticut Council of Leaders of Mathematics
Member, AMTEC - Association of Mathematics Teacher Educators in Connecticut
Member, AMTE - Association of Mathematics Teacher Educators
Member, AERA - American Educational Research Association
Member, Tracking & Detracking Special Interest Group, American Educational Research Association
Member, Research in Mathematics Education, Special Interest Group. American Educational Research Association
In the News:
Math Ed Podcast with Sam Otten - Episode 1202 - Justification as a teaching and learning practice: Its (potential) multifaceted role in middle grades mathematics classrooms
Vision For New Neag Math Academy: Content + Pedagogy = Leadership (UConn Today- Math Leadership Academy)
Making Math a Priority: The State's Strides (Manchester Patch - Math Leadership Academy)
Neag Math Duo Decodes Language Barriers to Math Reasoning (UConn-Hartford Math ACCESS Project)
Neag Math Faculty Train Teachers to Help Kids Solve Verbal Math Problems (UConn-Hartford Math ACCESS Project)
Areas of Expertise:
JAGUAR - Justification in Algebra: Growing Understanding of Algebraic Reasoning (2009 - 2013)
Math Leadership Academy (MLA) (2011-2012)
ACCESS: Academic Content and Communication Equals Student Success (2008-2009)
Staples, M. E., & Truxaw, M. P. (2012). An initial framework for the language of higher-order thinking mathematics practices. Mathematics Education Research Journal, 24(3), 257 – 281.
Staples, M. E., Bartlo, J., & Thanheiser, E. (2012). Justification as a teaching and learning practice: Its (potential) multifaceted role in middle grades mathematics classrooms. Journal of Mathematical Behavior, 31, 447-462
Staples, M., & Truxaw, M. (2011, Fall). Using language objectives to support linguistically diverse students in mathematics classes. The Connecticut Mathematics Journal, 18-35.
Hodge, A., Gerberry, C., Moss, E., & Staples, M. (2010). Purposes and perceptions: What do university professors see as their role in the education of secondary mathematics teachers? PRIMUS 20(8), 646-663.
Staples, M. E., & Truxaw, M. (2010). The Mathematics Learning Discourse Project: Fostering written and verbal discourse in urban mathematics classrooms. Journal of Urban Mathematics Education, 3(1), 27-56.
Bochicchio, D., Cole, S., Ostien, D., Rodriguez, V., Staples, M., Susla, P., & Truxaw, M. (2009). Shared Language. Mathematics Teacher, 102(8), 606-613.
Staples, M. (2008). Promoting student collaboration in a detracked, heterogeneous secondary mathematics classroom. Journal of Mathematics Teacher Education, 11(5), 349-371.
Boaler, J., & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of Railside School. Teachers College Record, 110(3), 608-645.
Staples, M., & Colonis, M. (2007). Making the most of mathematical discussions. Mathematics Teacher, 101(4), 257-261.
Staples, M. (2007). Supporting whole-class collaborative inquiry in a secondary mathematics classroom. Cognition and Instruction, 25(2), 161-217.