Dawn Woods

Professional Title
Assistant Professor of Elementary Mathematics Education
Organization/Institution
Oakland University
About Me (Bio)
Dawn M. Woods is an Assistant Professor of Elementary Mathematics Education in the Department of Teaching and Learning at Oakland University. Her research, teaching, and service centers on supporting undergraduate students and practicing teachers to develop the skills and dispositions needed to humanize mathematics. Because of this focus, she passionately investigates how educators design (and bring to life) learning spaces that advance justice and foster agency so that each student identifies as a doer of mathematics.
Keywords
Discourse
Mathematics
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)

Woods, D. & Salem, W. (2024). Cultivating students’ agency by infusing number talks with notice and wonder. Investigations in Mathematics Learning, 1-17. https://doi.org/10.1080/19477503.2024.2321041 

Woods, D. (2023). How number talks assist students in becoming doers of mathematics. In K. M. Robinson, D. Kotsopoulos & A. Dubé (Eds.), Mathematical Teaching and Learning: Perspectives on Mathematical Minds in Elementary and Middle School Years (pp. 133-150). Springer. 

Woods, D. (2022). Building a math-talk learning community through number talks. Journal of Mathematical Behavior, 68, Article 100995. https://doi.org/10.1016/j.jmathb.2022.100995

Woods, D. (2022). Number talks: Engaging students in mathematical reasoning. In P. Jenlink (Ed.), Mathematics as the Science of Patterns: Making the Invisible Visible through Teaching (pp. 205-228). Information Age Publishing.

Woods D. (2021). Enacting number talks in a simulated classroom environment: What do preservice teachers notice about students? International Journal of Technology Education (IJTE) 4(4), 772-795. https://doi.org/10.46328/ijte.148

 

CAREER: Sparking "Number Talks" to Strengthen Mathematical Identities

Oakland University
06/01/2024

This project will contribute knowledge about cultivating and strengthening productive mathematical identities of early childhood and elementary students. The project has the potential to improve kindergarten to third grade mathematics education for students from historically and persistently marginalized groups by intentionally leveraging (and confirming) resources for productive mathematical identity development. Further, this project will also equip educators to design number talks building upon students’ funds of knowledge and to also support their efforts to positively develop students’ mathematical identities.