Anne Garrison Wilhelm

Professional Title
Associate Professor
About Me (Bio)
Dr. Annie Wilhelm is an Associate Professor of Mathematics Education in the Department of Mathematics and Statistics at Washington State University. She holds B.S. degrees in Mathematics and Computer Science from Santa Clara University, an M.A. degree in Mathematics from the University of Washington, and an M.Ed and a Ph.D. degree in Curriculum and Instructional Leadership and Mathematics Education, respectively, from Vanderbilt University. Prior to attending Vanderbilt University, Dr. Wilhelm taught high school mathematics, ranging from Algebra 1 to AP Calculus, for four years in the Seattle area.

As a doctoral student at Vanderbilt University, Dr. Wilhelm was an IES Pre-Doctoral Fellow, which provided training in research methodology and the opportunity to participate in several large research projects. For the majority of her doctoral career, she worked on an NSF funded project (PIs: Paul Cobb, Thomas Smith, Erin Henrick, Kara Jackson, Ilana Horn, and Kenneth Frank) investigating how large, urban school districts can support middle school math teachers to improve their practice. Her role on the project included data collection and analysis for 120 teachers' classroom practice and teachers' social networks within their schools. She continues to collaborate with the members of this research team. In addition, Dr. Wilhelm worked on an IES-funded evaluation of the Math Recovery tutoring intervention, designing a measure of fidelity of implementation for the un-prescribed tutoring intervention.

Dr. Wilhelm's scholarly interests focus on mathematics teachers' knowledge and practice, supports for teacher development, and measuring complex practices. She is particularly interested in studying teachers' opportunities for on-the-job learning. These interests and her combined math and education background align with her teaching responsibilities in the Master Math Teacher program, in which she works with in-service teachers to build their mathematical knowledge for teaching and skills as teacher leaders.
Vanderbilt University

MIST is a five-year study of four large, urban districts implementing ambitious mathematics reform initiatives in the middle grades.  The study uses a mixed-methods research design to investigate how changes in the school and district settings in which mathematics teachers work influence their instructional practices, students' learning opportunities, and student achievement.  

Vanderbilt University

The goals of this project are to 1) develop methods for analyzing data collected to document the institutional setting of mathematics teaching that are specific to equity and access for all middle school students to high quality mathematics instruction; and 2) develop an instrument for assessing the quality of mathematics instruction that focuses specifically on the extent to which all students are supported to substantially participate in academically rigorous mathematics.

University of Washington (UW)

This project focuses on developing anti-racist mathematics teaching and learning practices that have led to inequitable school experiences for Black, Indigenous, and Latinx students. This study is a partnership with school and central office leaders from one district and educational researchers from three universities with expertise in both educational leadership and mathematics education. Partnership activities include documenting how leaders learn and develop anti-racist leadership practices and then measuring the impact on teachers’ instruction and students’ experiences.

University of Virginia (UVA)

The main goal of this project is to validate a set of rubrics that attend to the existence and the quality of instructional practices that support equity and access in mathematics classes. The project team will clarify the relationships between the practices outlined in the rubrics and aspects of teachers' perspectives and knowledge as well as student learning outcomes.