| abstract
| - The School of Education at the University of Michigan seeks to appoint a tenure track assistant professor in mathematics education with a research focus on students' mathematical thinking and learning. We seek a scholar who investigates students' mathematical cognition, experiences, learning, or thinking in school classrooms; and who has a demonstrated interest in leveraging these investigations to advance the learning opportunities of students who have been historically marginalized. We seek a candidate whose work is theoretically grounded, who studies the development and use of measures of students' mathematical thinking or learning, and who employs a set of qualitative and/or quantitative research methods appropriate to the program of research. Also of interest are candidates who use technological tools to support and study mathematics learning. The successful candidate will be expected to contribute to the teaching of undergraduate and master’s level teacher education courses as well as to the doctoral specialization in mathematics education. Candidates should have strong disciplinary knowledge of mathematics and teaching experience in K-12 or college mathematics. Candidates should be prepared to participate actively in the School’s endeavors to transform initial teacher preparation in mathematics as well as to help grow the school's instructional offerings in mathematics education. The School of Education has an ambitious and coherent agenda focused on the study and improvement of practice and the advancement of diversity and equity. We seek to understand what is entailed in equitable instruction and to help professionals learn to enact it in contexts that are demographically diverse and institutionally underserved. In addition to a strong commitment to teaching in our teacher preparation programs, the successful candidate should, through their research, teaching, and/or service, contribute to the development of professionals who have the skills necessary to teach mathematics effectively in a society that is racially, ethnically, socio-economically, and linguistically diverse and whose schools are inequitably resourced. Successful candidates will have: · A doctorate in mathematics education, or demonstrable equivalent · Strong mathematics content knowledge · Experience teaching at the college level, including mathematics teaching methods or equivalent · A developing or established program of research and publication in mathematics education with clear connections to students' mathematical thinking and learning · Working knowledge of a range of approaches to the development and use of assessments of students' mathematical thinking or learning · A demonstrated interest or commitment in advancing equity in the teaching and learning of mathematics in demographically diverse and/or underserved settings · A sustained interest in collaborating with different constituencies in the School of Education, schools, communities, and the university to engage in design, instruction, and research in a coherent, practice-based teacher education program · A sustained interest in collaborating with a similar set of constituencies to design and engage in research projects · Commitment to research and publication that informs teaching and learning in under-resourced schools with a diverse student body · Familiarity with and capacity for developing and securing grants to support research · Inclination and experience facilitating inclusive classroom practices as part of one’s own instruction. Desired qualifications include: · Experience teaching mathematics in K-12 schools or colleges serving demographically diverse or historically marginalized communities · The ability to make connections to other departments and organizations on campus
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