米歇尔摩根,博士

Photo of Michelle Morgan

数学教育助理教授

教育
b.s.,伯米吉州立大学,数学教育,普通/应用数学和技术教育,2008年
m.a.,北科罗拉多大学,数学(教学),2012
博士,北科罗拉多大学,教育数学,2019年
电话
970.943.7061
电子邮件
mmorgan@western.edu
办公地点
克劳福德大厅102

Dr. Michelle Morgan has a passion for both teaching and learning that she hopes to pass to her students. At Western, she is excited to work with both the 教育 and 数学 & Computer Science 部门 to develop future teachers with a special focus on elementary and secondary mathematics. Dr. Morgan joins the teams with over five years of teaching experience at the K-12 level in rural Northern Minnesota.

课程授课

  • educ 603:内容区域学习
  • educ 682:塑造学校系统
  • 数学140:大学代数
  • 数学209:小学教师的数学我

出版物

  • Morgan, M., & Powers, R. (2018). Traditional versus standards-based grading: A comparison of the teaching practices of secondary mathematics teachers. In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), Proceedings of the 40th annual meeting of the North American chapter of the international group for the psychology of mathematics education (pp. 1146). Greenville, SC: University of South Carolina & Clemson University.
  • Troudt, M. L., Parker, C. F, Lee, A., Morgan, M., Reiten, L., Novak, J. (2018). High school teachers’ mathematical knowledge for teaching exponential functions: MKT as decision-making. In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), Proceedings of the 40th annual meeting of the North American chapter of the international group for the psychology of mathematics education (pp. 512-515). Greenville, SC: University of South Carolina & Clemson University.
  • Morgan, M. (2017). Mastery-based grading: An exploration of one teacher’s implementation of reform grading practices. In E. Galindo, & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American chapter of the international group for the psychology of mathematics education (pp. 1230-1233). Indianapolis, IN: Hoosier Association of 数学 Teacher Educators.
  • Morgan, M., & Powers, R. (2016). Facilitating classroom discourse: A project designed to help preservice teachers implement high-cognitive demand tasks. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American chapter of the international group for the psychology of mathematics education (pp. 955). Tucson, AZ: The University of Arizona.
  • Morgan, M. (2015). Learning from failure: A case study of repeating a mathematics course for preservice elementary teachers. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th annual meeting of the North American chapter of the international group for the psychology of mathematics education (pp. 558-561). East Lansing, MI: Michigan State University.

外部专业从属关系

  • 科罗拉多数学教师理事会(cctm)
  • 全国数学教师理事会(nctm)
  • 数学教师教育者协会(amte)