Jennifer A. Wolfe (she/her) is a biracial Asian American cisgender woman, daughter of a Thai immigrant, first generation college graduate, and has been in mathematics teacher education for over 20 years. While her primary focus is on grades 6-12 mathematics teacher preparation, she has taught a variety of undergraduate and graduate mathematics and mathematics education courses, mentored grades 6-12 student teachers, and facilitated professional development workshops for in-service teachers in rural Appalachia and across the country. She also has extensive experience in working with K-16 students both within and outside the classroom setting.  As an Associate Professor of Mathematics Education at the University of Arizona, her work focuses on the use of equitable teaching practices through Complex Instruction, a research-based form of collaborative learning that centers on dismantling hierarchies of competence and shifting power and resources to historical and presently excluded and marginalized folx of the global majority. She supports pre-service and in-service secondary mathematics teachers in learning to co-create identity affirming spaces that center student voice, collaboration, community, equity, radical love, and joy. She is a recipient of the 2015 UArizona AAU Undergraduate STEM Teaching Excellence Award, the 2022 College of Science Innovation in Teaching Award, and the 2022 Department of Mathematics David Lovelock Innovation in Education Award for effectively implementing research-based equitable teaching practices for engaging students in collaborative groupwork. She has served as Co-PI/Senior Personnel on two NSF grants aimed at the (1) recruiting, supporting, and retaining secondary mathematics teachers and (2) investigating preservice and beginning teachers views on equity and classroom implementation of equitable mathematics teaching practices. She has served in leadership roles for Association for Mathematics Teachers Educators (AMTE), the National Council of Teachers of Mathematics (NCTM), and the Psychology of Mathematics Education-North American Chapter (PMENA). She served as co-editor for the Informing Practice Department of the NCTM Mathematics Teaching in the Middle School journal and for the Ear to the Ground Department of the NCTM Mathematics Teacher: Learning and Teaching PK-12 journal. She is a former Fellow of The Center for Inquiry and Equity in Mathematics, The Teaching Well, and the Institute for Teachers of Color Committed to Racial Justice. She is currently a co-host of the AMTE Teaching Math Teaching podcast and a mentor for the AMTE Service, Teaching, & Research (STaR) fellowship program, an early career induction program for faculty in mathematics education. Dr. Wolfe holds a Bachelor of Science and a Master of Arts in Mathematics, and a PhD in Mathematics Education from the University of Kentucky.


    Methods of Teaching Mathematics in Secondary Schools

  • RTM
    Research on the Teaching of Mathematics

    Curriculum & Assessment in Secondary School Mathematics

  • UEMB
    Understanding Elementary Mathematics (B)

  • Funding agency logo
    Preparation of Mathematics Majors to Become Highly Qualified Mathematics Teachers

    Co-Investigator (COI)


Publications (23)
  • Entangling and Disentangling Inquiry and Equity: Voices of Mathematics Education and Mathematics Professors


  • span style= font-size:11pt; Preservice and beginning teachers’ perspectives on equity. /span


  • Teaching Is a Journey: A Journey in Becoming


  • span style= font-size:11pt; Entangling and disentangling inquiry and equity: Voices of mathematics education and mathematics professors /span


  • Issues of equity when teaching and learning mathematics in a pandemic


  • Developing Theory, Research, and Tools for Effective Launching: Developing a Launch Framework.


  • Using history to model with mathematics: The German tank problem.


  • Developing theory, research, and tools for effective launching.


  • Pre-service and in-service teachers' perspectives about launch a problem


  • Supporting secondary mathematics teacher preparation: A collaborative tetrad model.


  • Learning to facilitate groupwork through complex instruction.


  • Sin Fronteras: Questioning Borders with(in) Mathematics Education. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, Arizona, November 3-6, 2016).


  • Challenging transitions and crossing borders: Preparing novice mathematics teacher educators to support novice K-12 teachers


  • Challenges and strategies for assessing mathematical knowledge for teaching


  • Mathematical connections and their relationship to mathematics knowledge for teaching geometry


  • Developing a psychometric ruler: An alternative presentation of rasch measurement output


  • An investigation of novice mathematics teacher educators' experiences in transition from doctoral student to faculty member.


  • Parallel transitions: Challenges faced by new mathematics teachers and new mathematics teacher educators.


  • Exploring mathematical connections of prospective middle-grades teachers through card-sorting tasks


  • Transforming practices by understanding the connections between new mathematics teacher educators and new K-12 mathematics Teachers


  • Exploring community college faculty perceptions of student outcomes: Findings of a pilot study


  • Prospective middle grades teachers' mathematical connections and its relationship to their mathematics knowledge for teaching.


  • What constitutes good educational research? A consideration of ethics, methods, and theory.