Alejandra Salinas is an assistant professor of mathematics education where she teaches both undergraduate and graduate-level courses in mathematics content and methods. She is also the Practicum Director for the Mathematics Education program. Her broad research interest is the improvement of teacher quality in mathematics. Currently, she is working on developing a framework to define worthwhile Equitable Mathematics Pedagogy Tasks. These tasks are activities comprised of either single or multiple prompts that have a particular set of learning and interaction parameters focused on a specific idea within equitable pedagogies of the teaching and learning of mathematics. As a mathematics education and professional development specialist on PBS’ Ready to Learn initiative, she is also involved in developing professional development materials to help early childhood educators effectively implement technology such as video games, multimedia, and interactive whiteboards in their classrooms. Lastly, Dr. Salinas is also a Co-PI for the Elementary Pre-Service Teachers of Mathematics Project (EMP), and NSF-funded project aimed at developing and implementing problem-based mathematical tasks in pre-service elementary mathematics content courses.
- CAS MA 107 – Mathematical Reasoning in the Elementary Grades: Number Systems
- CAS MA 108 – Mathematical Reasoning in the Elementary Grades: Algebra, Geometry, and Statistics
- SED ME 503 – Mathematical Reasoning in the Elementary Grades: Number Systems
- SED ME 506, 507, 508, & 509 – Practicum and Half Practicum for Teaching Mathematics (Grades 5-8 and 8-12)
- SED ME 525 – Assessment in Mathematics
- SED ME 530 – Equitable Pedagogies in Mathematics Education
- SED ME 546 – Methods of Teaching Mathematics: Middle School
- Salinas, A. & Ly, C. (in press). Mathematics Gaming in Early Childhood: Describing teacher moves for effective and appropriate implementation. In D. Polly (Ed.) Cases on technology integration in mathematics education. IGI Global.
- Salinas, A., Jackson, C., & Roberts, S. (2013). Preservice teachers’ emergent conceptions of equity. In M.V. Martinez, & A.C. Superfine (Eds.) Proceedings of the Thirty-fifth Annual Meeting of PME-NA – The North American Chapter of the International Group for the Pyschology of Mathematics Education (pp. 865-869). Chicago, IL.
- Buxton, C., Salinas, A., Mahotiere, M., Lee, O. & Secada, W. G. (2013). Leveraging cultural resources through teacher reasoning: Teachers analyze English language learners’ problem solving in science. Teaching and Teacher Education, 32, 31-42.
- Roberts, S., Jackson, C., & Salinas, A. (2012) Secondary Pre-Service Mathematics Teachers’ Conceptions of Equity. In L.R. Van Zoest, J.J. Lo, & J.L. Kratky (Eds.), Proceedings of the Thirty-fourth Annual Meeting of PME–NA – The North American Chapter of the International Group for the Psychology of Mathematics Education (pp.363-366), Western Michigan University, Kalamazoo, MI.
- Lee, O., Mahotiere, M., Salinas, A., Penfield, R. D., & Maerten-Rivera, J. (2009). Science writing achievement among English language learners: Results of three-year intervention in urban elementary schools. Bilingual Research Journal, 32(2), 153-167.
- Salinas, A. (2013, April). Supporting preservice teachers’ mathematical learning through argumentation. Presentation at the 2013 Research Presession of the National Council for Teachers of Mathematics, Denver, CO.
- Roberts, S., Jackson, C. & Salinas, A. (2012; November) Secondary Pre-Service Mathematics Teachers’ Conceptions of Equity. Research presented at the thirty-fourth Annual Meeting of PME–NA – The North American Chapter of the International Group for the Psychology of Mathematics Education, Kalamazoo, MI