Pelin Jackson

Doctoral Student

Pelin Jackson is a doctoral student in Educational Studies, specializing in Mathematics and Science Education, at Boston University’s Wheelock College of Education & Human Development. Her research focuses on designing mathematics curricula that offer aesthetically rich experiences, foster students’ affection for mathematics, and create opportunities for productive struggle. Grounded in commitments to culturally responsive teaching and equity, her work explores the affective and aesthetic dimensions of mathematics education, particularly how teachers’ emotions and experiences shape instructional decision-making.

Pelin is also involved in co-designing digital clinical simulations with students of color and investigating how these tools can support teacher professional learning, coaching, and ambitious, equitable mathematics instruction.

During her graduate studies at Lesley University, Pelin examined humanizing and equitable approaches to mathematics education, including assessment, culturally responsive teaching, and fostering students’ affection for mathematics. Her work also addressed supporting multilingual learners, students with disabilities, and gifted students; gender identity and equity; productive struggle and high expectations; and the inequities created by tracking and other limiting educational practices.

Before Boston University, Pelin taught high school mathematics and served as an academic advisor at Walnut Hill School for the Arts, where she helped develop a discussion-based, integrated, and spiraling mathematics curriculum emphasizing engagement, reasoning, and conceptual understanding

pronouns: she/her

Education

MEd in Mathematics Education, Lesley University
BSc in Industrial Engineering, Ozyegin University

Selected Publications

Jackson, P., Barno, E., Ayana, J. I., Vargas, A., Benoit, G., & Freeman, C. (in press). “I feel like I have a say”: Student co-designer experiences in creating digital clinical simulations to support ambitious and equitable mathematics instruction. School Science and Mathematics. https://doi.org/10.1111/ssm.70065

Benoit, G., Silva, L., Jackson, P., Renfrow-Symon, E., Vargas, A., & Ayala, J. (in press). The math discourse adventure: Navigating discussion paths. Mathematics Teacher: Learning & Teaching PK–12. https://doi.org/10.5951/MTLT.2026.0015

Satyam, V. R., & Jackson, P. (accepted for publication). Sensibilities of mathematical beauty for mathematics education. In M. Malgorzata, B. Czarnocha, R. Möller, Y. Ayalew, & S. Thornton (Eds.), Exploring richness of being human through philosophy of mathematics education.

Dietiker, L., Keyes, M., Dailey, A., & Jackson, P. (2025). Maintaining or enhancing curricular complexity: The case of Mr. Mitchell. Proceedings of the 47th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). State College, PA.

Dailey, A., Dietiker, L., Jackson, P., & Keyes, M. (2025). Influences on teachers’ attending to mathematics textbooks: Patterns in lesson planning. In Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development. Trondheim, Norway.

Jackson, P., & Dietiker, L. (2024). An asset-based approach for ELLs in mathematics. Mathematics Teacher: Learning and Teaching PK-12, 117(10), 729-736. Retrieved Feb 6, 2025, from https://doi-org.ezproxy.bu.edu/10.5951/MTLT.2024.0027

Dietiker, L., Jackson, P., & Smith, T. (2024). “I had this routine in my head”: The influence of instructional orientations and curricular conceptions. The proceedings of the Annual Conference of the Psychology of Mathematics Education - North American Chapter (PME-NA).

Selected Presentations

Jackson, P., Barno, E., Ayala, J., Vargas, A., & Benoit, G. (2026, April). What are student designers taking away from the process of making AEM sims? [Poster presentation]. American Educational Research Association Annual Meeting, Los Angeles, CA. https://doi.org/10.3102/IP.26.2281110

Barno, E., Jackson, P., Vargas, A., Ayala, J., & Benoit, G. (2026, April). Co-designing digital clinical simulations with students of color to support equitable mathematics instruction [Poster presentation]. American Educational Research Association Annual Meeting, Los Angeles, CA. https://doi.org/10.3102/2281109

Bialik, M., Jackson, P., & Dietiker, L. (2026, April). AI predicting lesson plans: The influence of teacher and textbook[Poster presentation]. American Educational Research Association Annual Meeting, Los Angeles, CA. https://doi.org/10.3102/IP.26.2283825

Jackson, P. (2025, November). An asset-based approach for ELLs in mathematics [Invited talk]. ME 558, Boston University Wheelock College of Education & Human Development. https://doi.org/10.5951/MTLT.2024.0027

Ilhan, A., Dietiker, L., & Jackson, P. (2025, April 18). International education and research [Invited talk]. Silk Road Career Expo, Inonu University, Turkey. https://ipekyolukaf.inonu.edu.tr/index.html

Jackson, P., & Dietiker, L. (2024, November). An asset-based approach for multilingual learners in mathematics[Webinar]. National Council of Teachers of Mathematics (NCTM). https://www.nctm.org/online-learning/Webinars/Presenter/652

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