Kate+Johnson

Current Research Interests and Projects

 * Identities of mathematics teachers
 * I am interested in mathematics teachers' identities as people and how that influences their work as well as their identities as mathematics teachers. So the distinction here is that people have identities based on their race, class, gender, experiences, religion, and so on, which influence what they do in a classroom AND they also have identities that are dependent on their conception of mathematics teaching and learning which directly shape who they are as mathematics teachers.
 * Teaching mathematics for social justice
 * Teaching mathematics for social justice is teaching mathematics in ways that illuminate social inequity and empower students to seek social change.
 * I am also interested (related to this idea) in studying systems of privilege and oppression in the context of schooling, generally.
 * Researcher and teacher educator positionality
 * This area of work is about studying the ways in which my identities influence the work that I do as a researcher and as a teacher educator.

Past Research and Interests

 * Teacher beliefs
 * Deaf education
 * I've done some work in this area as a researcher, but I also was a high school mathematics teacher at a school for the deaf.

Other Topics I Would be Willing to Supervise

 * Mathematics classroom discourse
 * Equity
 * This is a broad topic, but something about funds of knowledge, culturally relevant pedagogy, and so on would fall under here.
 * Something using positioning theory (Harre & van Langenhove)
 * Teacher beliefs
 * Characterizing learning in professional development
 * Special education

Current Graduate Students
Carol Wise: Mathematical identities: Examining the relationship between confidence (one's own beliefs about one's abilities in mathematics) and status (others' perceptions of one's abilities in mathematics)

Topics of Supervised Theses and Projects
At a prior institution, I worked with other grad students on projects about:
 * Positioning theory as a framework for identity in a teacher study group
 * Mathematics teachers studying their own practices as a part of a professional development program on mathematics classroom discourse