51勛圖厙

Overview

Dr. Wagner came to 51勛圖厙 in 2014 after receiving her Ph.D. in mathematics education from UGA. Her research has focused on changing the way students view mathematics and their own mathematical potential. A completed project explored the reservations some people had toward mathematics education reforms. She continues a project developing a mathematical modeling course that employs effective teaching and learning practices. Prior to joining the 51勛圖厙 community, she taught middle and high school math and science for 8 years.

Education

  • Ph.D., Mathematics Education, University of Georgia, 2014
  • B.A., Physics, Eastern Washington Univeristy, 1987

Research/Special Interests

  • Research on teaching and learning mathematics (K-12 and higher education)

Publications

  • Phipps, M. & Wagner, P. A. (2017). The hidden curriculum in higher education mathematics modeling textbooks. In T. A. Olson & L. Venenciano (Eds.), Proceedings of the 44th annual meeting of the Research Council on Mathematics Learning (pp. 137–144). Fort Worth, TX.
  • Wagner, P. A. (2016). Journal of Advances in Education Research, 1(1), 1–12.
  • Wagner, P. A., Smith, R. C., Conner, A., Singletary, L. M., & Francisco, R. T. (2014). Using Toulmin’s model to develop prospective secondary mathematics teachers’ conceptions of collective argumentation. Mathematics Teacher Educator, 3(1), 8–26.
  • Conner, A., Singletary, L. M., Smith, R. C., Wagner, P. A., & Francisco, R. T. (2014). Teacher support for collective argumentation: A framework for examining how teachers support students’ engagement in mathematical activities. Educational Studies in Mathematics, 86(3), 401–429.
  • Conner, A., Singletary, L. M., Smith, R. C., Wagner, P. A., Francisco, R. T. (2014). Identifying kinds of reasoning in collective argumentation. Mathematical Thinking and Learning, 16(3), 188–200.
  • Wagner, P. A., Smith, R. C., Conner, A., Francisco, R. T., & Singletary, L. (2013). Using Toulmin’s model to develop prospective teachers’ conceptions of collective argumentation. Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 725–732). Chicago: University of Illinois, Chicago.
  • Conner, A., Singletary, L., Smith, R. C., Wagner, P. A., & Francisco, R. T. (2013). A framework for examining how teachers support collective argumentation. Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1041–1044). Chicago: University of Illinois, Chicago.
  • Conner, A., Gleason, B. W., Singletary, L. M., Wagner, P. A., & Smith, R. C. (2011). A student teacher’s role in supporting collective argumentation in a geometry unit. Paper presented at the annual conference of the American Educational Research Association, New Orleans.
  • Conner, A., Gleason, B., Singletary, L. M., Smith, R. C., & Wagner, P. A. (2011). A student teacher's support for collective argumentation. In L. R. Wiest & T. Lamberg, (Eds.), Proceedings of the 33rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 121–129). Reno NV: University of Nevada, Reno.