My research is focused on searching for and interrupting issues of inequity in the field and classrooms of mathematics (teacher) education. Within that broader scope, I am focused on three aspects:
- Research Theme 1: What are the mathematical resources that students know and use in mathematics education and how can teachers promote these resources in their practice?
- Research Theme 2: How can teachers use democratic, equity-based mathematics teaching practices like the Rights of the Learner and Complex Instruction to support students’ mathematical learning?
- Research Theme 3: What can mathematics teacher educators learn by engaging in introspective self-studies of their own practice with respect to their racial identities?
Below you will find published papers, conference proceedings, posters, and presentations about the lines of research above. Don’t go too far down the rabbit hole below!
Book Chapters
Kalinec-Craig, C. A. (2016). Preparing new teachers (and ourselves) to “hear mathematical competence.” In White, D., Crespo, S., Felton-Koestler, M., Goffney, I., Spencer, J., & Civil, M. (Eds), Cases for Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms, (pp. 177-182). AMTE Professional Book Series, Charlotte, NC: Information Age Publishing. [Research Line 1 2 3] Link to Document
Kalinec-Craig, C. A., & Bonner, E. (2015). Seeing the world with a new set of eyes: (Re)examining our identities as white mathematics education researchers of equity and social justice. (N. Russell, C. Haynes, & F. Cobb, Eds.). In Interrogating Whiteness and Relinquishing Power: White Faculty’s Commitment to Racial Consciousness in STEM Classrooms (pp. 92-111). New York, NY: Peter Lang. [Research Line 1 2] Link to Document
Kalinec-Craig, C. A. (2017) “Everything matters:” Mexican-American prospective elementary teachers noticing issues of status and participation while learning to teach mathematics. In Schack, E., & Wilhelm, J. (Eds.), Teacher Noticing: A Hidden Skill of Teaching. Monograph Springer Series of Research in Mathematics Education, Cham: Springer International Publishing. [Research Line 1 2 3] Link to Document
Journal Articles
Kalinec-Craig, C. A., Prasad, P. V., & Luna, C. (2018, accepted). Geometric transformations and Talavera tiles: A culturally responsive approach to teacher professional development and mathematics teaching. Journal of Mathematics and the Arts.
Diamond, J., Kalinec-Craig, C. A., & Shih, J. (2018, in press). The problem of Sunny’s pennies: A multi-institutional study about elementary preservice teachers’ knowledge of content and students. Mathematics Teacher Education and Development.
Bannister, N., Kalinec-Craig, C.A., Bowen, D., & Crespo, S. (2018). Learning to notice students’ mathematical strengths: A Digital experience. Journal of Technology and Teacher Education. Link to document.
Kalinec-Craig, C.A. (2017). The Rights of the Learner: A sociocultural framework for promoting equity through formative assessment in mathematics classrooms. Democracy and Education Journal. 25(2), Article 5. Link to document.
Kalinec-Craig, C.A. (2017). #OscarsSoWhite and Not So Right. Mathematics Teaching in the Middle School. 23(1), 64. Link to document.
Kalinec-Craig, C. A. (2015). Uncovering the complexities and opportunities for teaching equivalent fractions through mariachi music. Journal of Mathematics Education. 8(2), 4-21. [Research Line 1 3] Link to Document
Kersting, N., Sutton, T., Kalinec-Craig, C. A., Stoehr, K., Heshmati, S., Lozano, G., & Stigler, J. (2015). Usable knowledge for teaching mathematics: Further exploration of the Classroom Video Analysis (CVA) Instrument. ZDM: International Journal of Mathematics Education. 48(1-2), 97-109. Springer: Berlin Heidelberg. [Research Line 1] Link to Document
Kalinec-Craig, C. A. (2014). Examining my window and mirror: A pedagogical reflection from a white mathematics teacher educator about her experiences with immigrant Latina pre-service teachers. Association of Mexican American Educators Journal, 8(2), 45-54. [Research Line 1 2 3] Link to Document
Good, T., Wood, M., Sabers, D., Olson, A., Lavigne, A., Sun, H., & Kalinec-Craig, C. A. (2013). Strengthening grade 3-5 students’ foundational knowledge of rational numbers. Teachers College Record, 115(7), 1-45. [Research Line 1] Link to Document
Aguirre, J. M., Turner, E. E., Bartell, T. G., Kalinec-Craig, C.A., Foote, M. Q., McDuffie, A. R., & Drake, C. (2012). Making Connections in Practice How Prospective Elementary Teachers Connect to Children’s Mathematical Thinking and Community Funds of Knowledge in Mathematics Instruction. Journal of Teacher Education, 64 (2), 178-192. [Research Line 1] Link to Document
Wood, M. B., & Kalinec, C. A. (2012). Student talk and opportunities for mathematical learning in small group interactions. International Journal of Educational Research, 51, 109-127. [Research Line 1 2 3] Link to Document
Conference Proceedings
Kalinec-Craig, C. A. (2015). A Phenomenological study about teachers’ experiences creating lessons in the Te’ ALaMo Project (Teachers, Art in Latin@ cultures, and Mathematical Modeling.) Psychology and Mathematics Education North America Chapter, Lansing, MI. Kalinec-Craig 2015 PMENA Proceeding
Posters
Kalinec-Craig, C.A. (2016). The Rights of the Learner: A Sociocultural Framework for Promoting Equity Through Formative Assessment in Mathematics Classrooms. North American Chapter of the International Group for the Psychology of Mathematics Education, Tucson, AZ. [Research Line 1, 2]. RoTL Poster_PMENA
Kalinec-Craig, C. A. (2011). “Pre-service teachers’ of color experiences in utilizing a child’s home and community knowledge,” North American Chapter of the International Group for the Psychology of Mathematics Education, New Orleans, LA. [Research Line 1, 2, 3]
Kalinec-Craig, C. A. (2011). “A case study on pre-service Latina/o elementary teachers experiences to learn to teach mathematics for understanding and with relevance,” American Educational Research Association Division K Graduate Dissertation Seminar, New Orleans, LA. [Research Line 1, 2, 3]
Papers Presented
Diamond, J., Kalinec-Craig, C. A., & Shih, J. (2017). ” The Impact of a Multi-Institutional Study on the Activities Used in Preservice Elementary Methods Courses. Association of Mathematics Teacher Educators, Orlando, FL. [Research Line 1]
Kalinec-Craig, C. A. & Prasad, P. (2017). ” Refining the Work of Unpacking Preservice Teachers’ Algorithmic Strategies for Multi-Digit Addition Problems,” Association of Mathematics Teacher Educators, Orlando, FL. [Research Line 1]
Crespo, S., Bannister, N., & Kalinec-Craig, C. A. (2016). “Lesson Sketch: Learning to notice students’ mathematical competence,” National Council of Teachers of Mathematics Research Pre-Session, San Francisco, CA. [Research Line 2]
Diamond, J., Kalinec-Craig, C. A., & Shih, J. 2016). “Elementary mathematics pre-service teachers’ knowledge of content and students: A multi-institutional study,” Association of Mathematics Teacher Educators, Irvine, CA. [Research Line 1]
Walls, C. (doctoral student), Kalinec-Craig, C. A., Prasad, P., & Vallines-Mira, R. (2016). “Rethinking elementary pre-service teachers’ addition strategies,” National Council of Teachers of Mathematics Research Pre-Session, San Francisco, CA. [Research Line 1]
Kalinec-Craig, C. A., (2015). “A Phenomenological study about teachers’ experiences creating lessons in the Te’ ALaMo Project (Teachers, Art in Latin@ cultures, and Mathematical Modeling,” Psychology and Mathematics Education North America Chapter, Psychology and Mathematics Education North America Chapter, Lansing, MI. [Research Line 1]
Kalinec-Craig, C. A., & Saldamando, D. (2015). “Hearing the “whole” song: bilingual third grade children learning about equivalent fractions through mariachi music,” Association of Mathematics Teacher Educators, Association of Mathematics Teacher Educators, Orlando, FL. [Research Line 1]
Kersting, N. B., Sutton, T., Kalinec-Craig, C. A., Chen, M-K., Heshmati, S., Stoehr, K. J., Thomas, M., & Goswami, G. (2014).”Understanding the relationship between teacher value-added scores, instructional quality, and independent measures of student learning,” American Educational Research Association, Philadelphia, PA. [Research Line 1]
Kalinec-Craig, C. A. (2013). “Latina/o pre-service teachers’ (mis) conceptions of teaching mathematics for students from minoritized populations,” American Educational Research Association, San Francisco, CA. [Research Line 1, 2, 3]
Stoehr, K. J., Kalinec-Craig, C. A., & Turner, E. E. (2013). “Pre-service teachers’ beliefs about the role of children’s home and community knowledge in teaching and learning mathematics,” American Educational Research Association, San Francisco, CA. [Research Line 1, 2, 3]
Sutton, T., Stoehr, K., & Kalinec-Craig, C. A. (2012).”Using video clips of classroom instruction to measure knowledge of teaching mathematics,” Association of Mathematics Teacher Educators, Fort Worth, TX. [Research Line 1]
Arnot-Hopffer, E., Mercado, V., Kalinec-Craig, C. A., & Valenzuela, F. (2008). “Teaching math through mariachi music,” Prepárate Conference on Education of Latinos, Chicago, IL. [Research Line 1]
Embracing Life With Major Revisions 