Mary Mueller'S research interests include the development of mathematical ideas and reasoning over time.
Mary Mueller specializes in Mathematics Education. She was a NYC public school teacher for 12 years and uses this experience to prepare future teachers to be successful in a diverse society. Her research interests include the development of mathematical ideas and reasoning over time. She also is interested in tracing the co-construction of mathematical ideas as students work collaboratively on problem solving tasks. In addition, she focuses on in pre-service and in-service teacher preparation and development in mathematics. Her current research project, Cyber-enabled Design Research to Enhance Teachers' Critical Thinking Using a Major Video Collection, involves using well-designed teaching interventions based on a study of videos of children's expressed thinking to increase teachers' performance on measures of expertise that involve discussing and analyzing children's thinking and math content knowledge, and beliefs about mathematics and children's thinking.
- Ed.D., Rutgers University, 2007, Mathematics Education
- M.Ed., Bank Street College of Education, 1995, Mathematics Leadership
- B.S., State University of New York, 1989, Physics Management Information Systems
- University Research Council Award, 2008, Seton Hall University
- Teacher Interventions in Promoting Mathematical Reasoning and Understanding, 2008.
- An analysis of the factors that influence preservice elementary teachers’ developing dispositions about teaching all children.
Issues in Teacher Education. Education, 20(1), 17-35.,
- Promoting Equity through Reasoning
Teaching Children Mathematics, 16(9), 540- 547,
- Convincing and Justifying in Middle School Mathematical Reasoning
Mathematics Teaching in the Middle School, 15(2), 108- 116,
- An examination of preservice teachers’ development of dispositions and the factors that influence them.
Teacher Education and Practice, 22(2), 145-164.,
- Measuring Social Consciousness: Using Multiples of Evidence to Examine Teacher Dispositions
Journal of Ethnographic Qualitative Research, 2, 129- 137,
- Tracing middle school students' construction of arguments
In T. de Silva Lamberg and L. R. Weist (Eds.), "Proceedings of the 29th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education," Lake Tahoe, Nevada: University of Nevada, Reno, 581- 587,
- The co-construction of arguments by middle school students
In T. de Silva Lamberg and L. R. Weist (Eds.), "Proceedings of the 29th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education," Lake Tahoe, Nevada: University of Nevada, Reno, 708- 710,
- Lesson Study in a Professional Development School
Journal of Education for Teaching: International Research and Pedagogy, 33(1), 119- 120,
- Teachers in Action
Academic Exchange Quarterly, 10(3), 203- 205,