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Curriculum Vitae

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Education

Michigan State University, East Lansing, MI

Ph.D., Mathematics Education - May 2020

Dissertation Committee: Tonya Bartell, Beth Herbel-Eisenmann, Amy Parks, Lynn Fendler

 

M.S., Professional Science Master’s in Industrial Mathematics - May 2013

Certificate in Project Management

 

Lock Haven University, Lock Haven, PA

B.S., Mathematics - May 2011

 

Peer-Reviewed Papers and Presentations​

  • Koestler, C., Whipple, K., & Dubbs, C. (2019). Using Vignettes to Prepare Mathematics Teachers to Advocate for LGBTQQ+ Students, Families, and Colleagues. Presentation at the 2019 Association of Mathematics Teacher Educators Conference. Orlando, FL: AMTE.

  • Tunstall, L., Dubbs, C., & Osibodu, O. (2018). Possibilities for symbolic power in mathematics: Necessitating a critical awareness of dehumanizing quantification. Presentation at the 2018 Annual Meeting of the American Educational Research Association. New York, NY: AERA.

  • Koestler, C., Whipple, K., Dubbs, C., & Jacobs, J. (2018). Mathematics teacher educators’ responsibilities and roles in advocating for LGBTQQ+ students, teachers, and university colleagues. Workshop offered at the 2018 Association of Mathematics Teacher Educators Conference. Houston, TX: AMTE.

  • Dubbs, C. (2016). A Queer Turn in Mathematics Education Research: Centering the Experience of Marginalized Queer Students. In Proceedings of the 38th Conference of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). Tucson, AZ: PME-NA.

 

Editorials

  • Crespo, S., Bieda, K., & Dubbs, C. (2018). Developing a Reading Habit: Preparing for and Contributing to a Research Community. Mathematics Teacher Educator, 7(1), 3-7. doi: 10.5951/mathteaceduc.7.1.0003

  • MTE Editorial Board. (2018). What makes us different makes us stronger: A statement by the MTEEditorial Board. Mathematics Teacher Educator, 6(2), 3. doi: 10.5951/mathteaceduc.6.2.0003

  • Crespo, S., Martínez, J. M., Dubbs, C., & Bieda, K. (2017). Too Little, Too Much, Just Right!—Articulating Shared Problems in the Practice of Mathematics Teacher Educators. Mathematics Teacher Educator, 6(1), 3-8. doi:10.5951/mathteaceduc.6.1.0003

 

Manuscripts in Preparation

  • Dubbs, C. (under review). Which ethics? Towards clarifying ethicsin mathematics education research [working title].

  • Dubbs, C. (in preparation). “Conversation with others in the fight”: A critical metaphor analysis of anti-Common Core discourse.

  • Dubbs, C. (in preparation). Learner, Student, Mathematician: What Researchers Call the Subjects of Mathematics Education.

  • Dubbs, C. (in preparation). Police Order and Divisions: Consensus as the Purpose of Education Research[working title]

  • Dubbs, C. (in preparation). The Explicative Logic of Pedagogy: Psychologistic Perspectives of Mathematics Learning as Stultifying Projects.

 

Funding Awarded

  • Glenda Lappan, Elizabeth Phillips, and William Fitzgerald (Lappan-Phillips-Fitzgerald) Fellowship (Total Award: $15,000; $3000 per annum) - Fall 2015 - Present

  • College of Natural Science Dissertation Continuing Fellowship (Total Award: $24,000; $6000 per annum) - Summers 2016, 2017, 2018, 2019

  • Dr. Marilyn Zweng Endowment Fellowship (Award: $3,200) - Summer 2019

 

Editorial and Review Work

  • Editorial Assistant, Mathematics Teacher Educator (MTE) - Fall 2016 – Spring 2018 

  • Reviewer, Journal of Teacher Education (JTE) - Spring 2016 – Present 

  • Reviewer, Association of Mathematics Teacher Educators Conference (AMTE) - 2018 – Present

  • Language Editor, Molecular Based Mathematical Biology (MBMB) - Fall 2012 – Spring 2014

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Leadership and Service

  • Student Representative, Comprehensive Examination Committee - Fall 2018 – Present 

  • Student Representative, Course and Curriculum Committee - Fall 2016 – Present 

  • Graduate Employee Union Steward, Program in Mathematics Education - Fall 2015 – Summer 2016

  • Mentor, Elementary Mathematics for Teachers Teaching Assistants - Fall 2015 – Spring 2016 

 

Research Experience

Mathematics Discourse in Secondary Classrooms (M-DISC)

Faculty Advisor: Beth Herbel-Eisenmann

  • Research assistant investigating longitudinal changes in discourse practice after exposure to the M-DISC professional development materials; longitudinal frame includes nine observations of three teachers across four years (3 each)

Conceptualizations of Equity in Mathematics Education

Faculty Advisor: Niral Shah

  • Research assistant on the meta-analysis of the conceptualization of equity in mathematics education literature; literature defined as research which includes the key words mathematicsand equity(or any derivative forms, e.g., mathematical or equitable) and has implications for equity research in mathematics education

 

Teaching Experience

Michigan State University – East Lansing, MI

Professional Roles and Mathematics Teaching Practice (TE801) - Fall 2016 – Present 

  • Core pedagogical areas: Measurement, Data, Geometry; Unit Cohesion

  • Taught the second of two elementary mathematics methods courses to first year graduate elementary PSTs

  • Designed three course projects that supported elementary interns with understanding their students’ multiple mathematical knowledge bases, constructing groupworthy mathematical tasks, and unit planning

  • Explicit focus of connecting to children’s social, academic, cultural, and linguistic backgrounds

  • Discussed teacher discourse moves for facilitating whole group, small group, and individual student interactions

  • Integrated numerous elementary curricula with the Van de Walle and colleagues text on elementary mathematics

Teaching of Mathematics to Diverse Learners: Elementary (TE406) - Spring 2017 – Present 

  • Core pedagogical areas: Number and Operations, Fractions; Evaluating Tasks

  • Taught the first of two elementary mathematics methods courses to senior undergraduate elementary PSTs

  • Designed three course projects that supported PSTs in case studying the mathematical problem solving of one focal child, in the planning and implementation of whole class number talks, and the planning and teaching of a single mathematics lesson

  • Integrated the Bridgescurriculum with the Van de Walle and colleagues text on elementary mathematics

Elementary Mathematics for Teachers: Algebra(MTH201) - Fall 2012

Elementary Mathematics for Teachers: Geometry(MTH202) - Springs 2012, 2013, 2015, 2019; Fall 2019

  • Topics taught included the number system (counting, positive and negative integers, rational numbers with an emphasis on fractions); arithmetic algorithms; proportions; percentages; dimensional analysis; angles; shapes; measurement (length, area, volume); and algebraic expressions, equations, and word problems

  • Coordinated standardized exams with the instructors of the other sections of the same course

  • Leveraged several computer-based algebra and geometry suites

Survey of Calculus I (MTH124) - Fall 2018

  • Mentored two first-time graduate teaching assistants via classroom observations and meetings

  • Instructor of record for one 36 student section with a focus on the business applications of calculus

  • Led a final examination review session for approximately 200 students

College Algebra (MTH103) - Fall 2011

  • Instructor of record for two sections of general education college algebra which included equations; graphing; functional notations; linear, polynomial, and rational inequalities; absolute values; linear, polynomial, and rational functions; polynomial division and roots; exponents and logarithms; and applications of algebra

  • Provided accommodations for students with IEPs such as extended time or printed notes

 

Professional Memberships

  • American Educational Research Association (AERA)

  • Association of Mathematics Teacher Educators (AMTE)

  • North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA)

  • National Council of Teachers of Mathematics (NCTM)

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Industrial Mathematics Experience

Fiat Chrysler Automobiles/Chrysler Group, LLC – Auburn Hills, MI

Virtual Analysis Simulation Engineer - June 2013 – August 2015 

  • Authored both conference and technical papers for publication at national conferences:

    • Makam, S., Dubbs, C., Roosien, Y., Lin, F., & Resh, W. (2015). Analytical Study of Thermal Management: A Case Study of Underhood Configurations (No. 2015-01-0335). SAE Technical Paper.

  • Consulted with various teams to provide mathematics and statistical guidance regarding methods and limitations

  • Using recurrence relations, simplified incremental computations to a closed-form solution

  • Generated technical reports documenting mathematical methods, new standardized procedures, and results

  • Coordinated team efforts to ensure continued development and capability improvements

  • Provided learning sessions to engineers which condensed complex mathematics into applicable methods

© 2019 by Christopher Dubbs. 

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