Irving Brown


Professional Title: 
Postdoctoral Research Associate
About Me (Bio): 
I am the Postdoctoral Research Associate for our DR K-12 grant project entitled, “Preservice Teachers Knowledge for Teaching Algebra for Equity in the Middle Grades” at Texas A&M University. My research area is in Mathematics Education with primary research interests in STEM education, preservice teacher education, and the use of computational technology in mathematics education. Prior to coming to TAMU I taught mathematics full-time at Huston-Tillotson University where I also worked on a U.S. Dept. of Education Minority Science and Engineering Improvement Program (MSEIP) grant project. I have over 18 years of industry experience as both a Process Controls Engineer and as a Senior Technical Instructor where I taught PLC (Programmable Logic Controller) programming courses. I’m quite thankful to be a 2010 CADRE Fellow and I look forward to working with all of you in the future as we pursue our research agendas.
North Carolina State University (NCSU)

This project is conducting a comprehensive study of professional development models designed for mathematics teachers in grades K-12. The research team will identify key constructs and frameworks within professional development programs and identify types of professional development models. The goals of the project are to encourage researchers and professional developers to reconceptualize mathematics professional development, develop a shared language, and renew discussions on effective professional development for teachers of mathematics.

Texas A&M Research Foundation

This project is using Second Life and other technology to structure carefully planned learning experiences for pre-service teachers. Virtual technologies are used to provide pre-service teachers practice in presenting and assessing problem solving activities in a virtual classroom with diverse populations. Researchers hypothesize that technology enriched strategies have the potential to deepen pre-service teachers' understanding and effectiveness in teaching emerging algebra concepts to diverse student populations.

Appalachian State University

The goals of STEM instruction are to educate a populace that is scientifically and mathematically literate and who can solve real-world problems by applying science and mathematics. This exploratory project is designed to study the effectiveness of professional development focused on the integration of mathematics and science instruction, mediated by technology tools, to improve middle school teachers' ability to teach scientific inquiry and mathematical problem solving.