Clinical Associate Professor
Dr. Alejandra Salinas (she/her) is a Clinical Associate Professor of mathematics education where she teaches both undergraduate and graduate-level courses in mathematics content and methods, with a specialization in STEM teaching in urban schools. She is also the Practicum Director for the Mathematics Education program and the PI for the Enacting Curriculum Through Engaging Discourse Math Project, an NSF-funded, Noyce Scholarship program aimed at training qualified math teachers to teach in high need schools. Her broad research interest is the improvement of teacher quality in mathematics. More specifically, she works towards supporting teachers in teaching math in a way that develops all student’s mathematical identities and empowers students to advocate for themselves and their community through mathematics.
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
To help close the persistent opportunity gap in mathematics education between the group comprised of students of color and students from low-socioeconomic background and their White, middle-class counterparts, there is a need to equip preservice teachers with the knowledge necessary to better educate this student population. In order to do this effectively, research-based curricular materials that help secondary mathematics preservice teachers have high expectations of all students, practice thoughtful pedagogy, and have a sense of social responsibility must be developed.Visit Dr. Salinas' Faculty Profile
Professor Salinas Publishes Chapter in Cases on Technology Integration in Mathematics Education
Professor Salinas Accepted into the STaR Program
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 Psychology 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