David Brown’s research focuses on the dynamics of instructional interactions in science. This research focus is informed by a complex dynamic systems perspective on the various dynamics involved with instructional interactions, including social, affective, and particularly conceptual dynamics. Instructional contexts include classroom instruction, tutoring, and technology assisted instruction. A current focus draws on this theoretical perspective in the design of online instructional environments.
Gloriana González's research focuses on how teachers manage students' prior knowledge. She is interested in examining teachers' decision-making when handling students' prior knowledge and the rationality underlying those decisions. With the support of a CAREER grant by the National Science Foundation, she is leading a project that aims at creating a professional development model combining animations and video clubs within a Lesson Study cycle to promote teacher learning.
Dr. Gutierrez' scholarship focuses on equity issues in mathematics education, paying particular attention to how race, class, and language affect teaching and learning. Through in-depth analyses of effective teaching/learning communities and longitudinal studies of developing and practicing teachers, her work challenges deficit views of students who are Latin@/x, Black, and/or American Indian students and suggests that mathematics teachers need to be prepared with much more than just content knowledge, pedagogical knowledge, or knowledge of diverse students if they are going to be successful. Her current research projects focus upon: developing in pre-service teachers the knowledge and disposition to teach powerful mathematics to urban students; the roles of uncertainty, tensions, and "Nepantla" in teaching; and the political knowledge (and forms of creative insubordination) that mathematics teachers need to effectively teach in an era of high-stakes education.
Dr. Lindgren’s research examines theories and designs for learning within emerging media platforms (e.g., simulations, virtual environments, mobile devices, video games, augmented and mixed reality, etc.). He seeks to understand how digital technologies can be used to construct new identities and generate new perspectives that lead to stronger comprehension of complex ideas, particularly in STEM content areas. His work investigates how physical, body-based interactions with learning content can facilitate new understandings, and how games and simulations can be effectively designed to take these types of interactions as input. He is also interested in how digital technologies can provide new approaches to assessing learning, such as examining where learners focus their attention, what choices they make, and how well they adapt to new situations. Dr. Lindgren is currently PI of three NSF-funded projects examining how people learn in technology-enhanced environments. He and his lab have created prototypes for several STEM learning games and simulations, and they are currently working with local schools and museums to co-design and iterate on several new technology platforms.
Dr. Sarah Lubienski's scholarship centers around intersections of education and equity, focusing on mathematics achievement, instruction, and reform. Through quantitative studies of NAEP and ECLS-K data, as well as qualitative studies of classrooms, her work reveals disparities in diverse students' mathematics experiences and outcomes, and factors underlying those disparities. Dr. Lubienski has served as the chairperson of both AERA's NAEP Studies SIG and the Editorial Panel for the Journal for Research in Mathematics Education. She recently co-directed an Illinois Math-Science Partnership and has received IES, NSF and Fulbright grants to support her research. She is currently PI of an IES postdoctoral fellowship program, a member of the AERA Grants Governing Board and the Interim Dean of the Graduate College.
Adam Poetzel serves as a Clinical Assistant Professor in secondary and elementary mathematics education. He joined the C&I faculty in the fall of 2007 after teaching mathematics at Champaign Central High School for ten years. Adam’s instructional focus is on the preparation and training of pre-service mathematics teachers to effectively teach diverse K-12 students. Currently, he teaches a variety of methods courses for both undergraduate and graduate candidates including courses that examine the role of technology and assessment in today’s mathematics classrooms. He maintains strong ties with local schools and is actively involved in several grants focused on the professional development of in-service mathematics teachers.