Beste Gucler

Associate Professor

STEM Education & Teacher Development

508-910-6952

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Liberal Arts 396C

Teaching

Programs

Teaching

Courses

The use of current techniques and materials in teaching mathematics in grades 5-9. Using an integrated approach of pedagogy and content special attention will be given to new information technologies, reform-based teaching practices and problem-solving and reasoning. General mathematical concepts are aligned with the academic standards of the Massachusetts curriculum frameworks.

The use of current techniques and materials in teaching mathematics in grades 9-12. Using an integrated approach of pedagogy and content special attention will be given to new information technologies, reform-based teaching practices and problem-solving and reasoning. General mathematical concepts are aligned with the academic standards of the Massachusetts curriculum frameworks.

Contemporary Theories of Learning Psychologies. The course helps students understand ways of knowing and how this drives research and applies to research in STEM education Particular attention will be given to enabling students to situate their research in relevant theoretical frameworks and understand the implications of theoretical frameworks on research design.

Theoretical frameworks for STEM education research. Students will focus on the development of a specific set of research tools relevant to the study of reasoning in STEM fields in a variety of contexts, including the analysis of discourse, gesture. flow of interaction, and learning outcomes such as pre¿¿and post-tests of content. Attention will be spent connecting research methods to theoretical frameworks and practical outcomes of analysis. Students will be expected to produce a specific analysis of some classroom data.

Teaching

Online and Continuing Education Courses

Developing understanding of student mathematical learning and needs through the completion of mathematical challenges. Each week a new challenge will be set with hints offered at various times. Each challenge will not have a straightforward solution, and the class is expected to develop personal insights into the nature of their mathematical behavior and relate these reflections to practice. An email discussion list and website will facilitate continued inquiry and sharing of ideas outside of class.
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Dr. Gucler holds a Ph.D. in Mathematics Education with a cognate in Teacher Education from Michigan State University. She joined UMass Dartmouth in 2010 and taught a variety of courses including Calculus for Teachers, Frameworks for Research Analysis, Theories of STEM Learning, Research on Proof and Reasoning, and Thinking and Learning in Mathematics/Science. in K-12 and undergraduate mathematics classrooms. Her general research interests include enhancing mathematical communication in classrooms, conceptual and historical development of mathematical concepts; the teaching and learning of calculus; and the use of technology in mathematics classrooms. She has presented her work in various national and international conferences. She has served as an Interim Academic Director and continues to serve as an Executive Board Member at the Kaput Center for Research and Innovation. She is also a member of the Committee on Assessment in the Mathematical Association of America.

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