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Erin Turner (Ph.D. University of TEXAS AT AUSTIN, 2003) is an assistant professor in the department of Teaching, Learning and Sociocultural Studies at the University of Arizona.
Prior to her arrival at the UA in 2006, she obtained a B.A. In Elementary Education, with a Bilingual/Esl Specialization and a M.A. in Curriculum and Instruction, with a focus on Mathematics Education, from Arizona State University. She completed her doctoral studies in Mathematics Education at the University of Texas At Austin. Prior to her doctoral work, she taught a 4th/5th grade dual-language (Spanish/English) classroom in the Phoenix urban core.
Her scholarship focuses on the critically important field of equity and social justice in mathematics education. Specifically, her work examines how mathematics instruction can draw upon children’s multiple mathematical funds of knowledge (e.g., their mathematical thinking, as well as their cultural, linguistic and/or community-based knowledge and experiences) in ways that support mathematical understanding and a sense of agency. Because of her particular interest in the mathematics education of Latino/a students, including those who are English Learners (ELs), she situates her work in the context of predominantly Latino/a communities and schools. Dr. Turner has authored and co-authored numerous publications in these research areas. Her articles have appeared in the top journals of mathematics education, including the Journal For Research In Mathematics Education, Educational Studies In Mathematics, and the International Journal Of Mathematical Thinking And Learning. She has also published in top journals related to bilingual education and Latino/a students, such as Latinos And Education and the Bilingual Research Journal.
She is a Principal Investigator for numerous externally funded research and professional development initiatives, including TEACH MATH (Teachers Empowered to Advance Change in Mathematics, a NSF-funded research grant that focuses on how preservice teachers learn to integrate children’s multiple mathematical funds of knowledge in their instruction, ATI (Arizona Teachers Institute), an NSF-funded Math Science Partnership that focuses on the preparation and development of middle school mathematics teacher leaders in the Tucson Unified School District, and SAZMI (Southern Arizona Mathematics Initiative) which brings together mathematicians and mathematics educators from the College of Education and the Department of Mathematics to offer over 104 hours of mathematics content and pedagogy focused professional development to 140 elementary and middle school teachers in high-need hard to reach schools in the Southern Arizona Region. Additionally, she serves as senior personnel on other research initiatives, such as the NSF-funded grant, Beyond Bridging: Co-education of pre-service and in-service elementary teachers in science and mathematics, and a NOYCE Master Teacher Grant.Show Less

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##### Courses

- EMSMCElementary and Middle School Mathematics Curriculum
- TLEMDSFTCTeaching & Learning Elementary Mathematics in Diverse Settings: Focus on Teaching & Curriculum
- RBPPILMResearch-Based Practices, Pedagogy and Instructional Leadership in Mathematics
- TESMTATeaching Elementary School Mathematics in a Technological Age
- MCAMathematics Classroom Assessment
- TMTYCTeaching Mathematics/Technology for Young Children
- TLEMDSFSTeaching and Learning Elementary Mathematics in Diverse Settings: Focus on Students
- TSCSThe School Curriculum: Science
- ESJMSEEquity and Social Justice in Math/Science Education

##### Grants

- STEM, Growth Mindset, and Sports: Investigating STEM Program Design Features that Impact Youth Engagement
Co-Investigator (COI)

2020

###### $1.9M

Active - Collaborative Research: Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling
Principal Investigator (PI)

2020

###### $615.6K

Active - Collaborative Research: Parents, Teachers, and Multilingual Children Collaborating on Mathematics Together
Co-Investigator (COI)

2020

###### $587.3K

Active - Collaborative Proposal: Mathematical Modeling with Cultural and Community Contexts
Principal Investigator (PI)

2016

###### $694.2K

- Leadership in Mathematics in Elementary Schools Part 2
Principal Investigator (PI)

2016

###### $188.9K

- LIMES: Leadership Institute in Mathematics for Elementary Schools
Principal Investigator (PI)

2015

###### $355.9K

- Mathematical Modeling in the Middle Grades (M3)
Co-Investigator (COI)

2015

###### $111.8K

- SAZMI (Southern Arizona Mathematics Initiative)
Principal Investigator (PI)

2012

###### $626.2K

- Teachers Empowered to Advance Change in Mathematics (TEACH MATH)
Principal Investigator (PI)

2011

###### $535.9K

- Arizona Master Teachers of Mathematics (AZ-MTM)
Co-Investigator (COI)

2010

###### $1.7M

##### Books

- Proceedings of the 38th Annual North American Chapter of the International Group for the Psychology of Mathematics Education
2016

- Common Core Standards in Mathematics for English Learners
2014

- Empowering Mathematics and Science Education in Urban Schools
2012

##### News

- UA Offering Math Training for Teachers in Three Counties
2012

- Math Teacher Training Program to Launch with $1.8M Grant
2010

##### Publications (32)

Recent

- Engaging children’s mathematical knowledge bases with math modeling tasks in elementary classrooms
2020

- Engaging Children’s Multiple Mathematical Knowledge Bases with Mathematics Modeling Tasks in Elementary Classrooms
2019

- A Didactic Approach in Mathematical Modeling: Raising Critical Consciousness within Social and Culturally Relevant Contexts
2017

- Creating Inequalities from Real-World Experiences
2016

- Proceedings of the 38th Annual North American Chapter of the International Group for the Psychology of Mathematics Education
2016

- Prospective and Mentor Teachers Perspectives on Co-Learning Spaces.
2015

- Teachers empowered to advance change in mathematics (TEACH MATH).
2015

- Mathematics in the Real World: One early career teachers' learning trajectory
2015

- One Teacher's Understandings and Practices for Making Real-World Connections in Mathematics
2015

- Learning to Leverage Students’ Multiple Mathematical Knowledge Bases in Mathematics Instruction: Prospective Teachers’ Use of Mathematics Case Studies
2015

- Supporting New K-8 Teachers of Mathematics to be Culturally Responsive Using a Lesson Analysis Tool
2015

- Three Strategies for Opening Curriculum Spaces: Building on Children’s Multiple Mathematical Knowledge Bases While Using Curriculum Materials
2015

- Early Career Elementary Teachers Noticing related to Language and Mathematics
2015

- Bringing the teacher into teacher preparation: learning from mentor teachers in joint methods activities
2015

- A review of research on prospective teachers’ learning about children’s mathematical thinking and cultural funds of knowledge
2015

- Use of Video Analysis to Support Prospective K–8 Teachers’ Noticing of Equitable Practices
2014

- Secondary teachers’ discourse about connecting the school mathematics and science curriculum to the “real world”
2014

- Using video analysis to support prospective K-8 teachers' noticing of students' multiple mathematical knowledge bases
2014

- Secondary teachers’ discourse about connecting the school mathematics and science curriculum to the “real world”
2014

- Making Connections in Practice: How Prospective Elementary Teachers Connect to Children's Mathematical Thinking and Community Funds of Knowledge in Mathematics Instruction
2013

- Latino/a bilinguals and their teachers developing a shared communicative space
2013

- English learners' participation in mathematical discussion: Shifting positionings and dynamic identities
2013

- Identifying curriculum spaces for connecting to children's multiple mathematical knowledge bases in elementary mathematics.
2013

- Orientations of prospective teachers toward students' family and community
2013

- Explícame tu Respuesta : Supporting the Development of Mathematical Discourse in Emergent Bilingual Kindergarten Students
2012

- Promoting equity in mathematics teacher preparation: A framework for advancing teacher learning of children's multiple mathematics knowledge bases
2012

- Prospective teachers’ perceptions, beliefs, and dispositions toward students’ family, community, and culture.
2012

- Student Participation in Collective Problem Solving in an After-School Mathematics Club: Connections to Learning and Identity
2011

- Problem Solving and Mathematical Discourse among Latino/a Kindergarten Students: An Analysis of Opportunities to Learn.
2011

- Everything is math in the whole world : Integrating critical and community knowledge in authentic mathematical investigations with elementary Latina/o students
2009

- The emergence of multiplicative thinking in children's solutions to paper folding tasks
2006

- Fractions as the coordination of multiplicatively related quantities: A cross-sectional study of children's thinking
2006

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