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Wendy Smith

Wendy

Contact Information

Associate Director, Center for Science, Mathematics and Computer Education
Research Associate Professor
University of Nebraska-Lincoln
251 Avery Hall
Lincoln, NE 68588-0131 USA
wsmith5 (at) unl (dot) edu
402.472.7259

CV (updated September 2017)

About Wendy

Dr. Wendy Smith earned her PhD from the University of Nebraska-Lincoln in 2008, studying mathematics teacher change. Wendy's research interests include PK-20 mathematics education, institutional change, rural education, teacher change, teacher professional development, teacher leadership, action research, and estimating teacher professional development effects on student achievement. Wendy began her career as a middle level mathematics teacher in the Lincoln Public Schools. Wendy's bachelor's and master's degrees are in mathematics, also from the University of Nebraska-Lincoln.

Among other roles and responsibilities, I serve as the chief advisor for teachers earning their Master of Arts for Teachers (MAT) degree from the Department of Mathematics. More information about degrees for teachers in general is here, and more information about the MAT degree specifically is here.

Belief Statement

I believe learning needs to be active, and that it is time to revitalize how we educate people to become mathematics teachers. Preservice teachers need longer classroom internships, and more mathematics classes specifically designed for teachers; preservice teacher education should align with the 2017 Association of Teachers of Mathematics' Standards for the Preparation of Teachers of Mathematics. Mathematics teachers need to have very strong mathematical knowledge for teaching, knowing mathematics, teaching, and students deeply. Mathematics teachers need to see mathematics as inter-connected, and to make those connections explicit to students. Mathematics teachers need well-developed mathematical habits of mind, and the goal of teaching math should be to help students develop these habits of mind of mathematical thinkers. I see the overall goal of mathematics education as being the tool to develop reasoning and sense-making in students. It is important for elementary teachers to be trained as mathematics specialists, since elementary mathematics—as the foundation—comprise so much more than learning to add, subtract, multiply, and divide.

Projects: Current and Past

  • Midwest Regional Noyce Dialog, AAAS (as a subaward to a Noyce grant from NSF), 5/1/2017-7/31-2017, $50,000. PI. With Co-PIs Sharon Vestal, South Dakota State University and Lindsay Augustyn at UNL. We were invited to submit this proposal to host one of six AAAS-sponsored regional dialogues about preservice STEM teacher education.
  • Student Engagement in Mathematics through an Institutional Network for Active Learning (SEMINAL), National Science Foundation collaborative award DUE-1624643 ($332,442 for Nebraska; $3,000,000 overall award), 9/1/2016-8/31/2021. PI. With Co-PIs Allan Donsig and Nathan Wakefield at UNL; collaborator institution PIs Howard Gobstein (APLU), Robert Tubbs (U. Colorado-Boulder), and Chris Rasmussen (San Diego State U.). A fundamental goal of the project is to develop a better understanding of how to enact and support institutional change for implementing active learning mathematics (ALM) in undergraduate learning environments. This project will investigate environments at six institutions that have successfully improved student learning in the Precalculus-to-Calculus 2 (P2C2) sequence by employing active learning in mathematics (ALM), as well as nine other institutions in the process of institutionalizing ALM. The results of this work will lead to important strategies for adapting, implementing, supporting, and assessing ALM in P2C2 courses.
  • Nebraska Partnership TEAMS: Teaching to Enhance Achievement in Math and Science, Department of Education Math Science Partnership, $1,062,400, 8/5/2016-7/31/2018. PI. With Co-PIs: Leilani Arthurs, Ruth Heaton, Michelle Homp, Yvonne Lai, Elizabeth Lewis, Lorraine Males, Mindi Searls, Amanda Thomas, Julie Thomas. This service grant allows us, in cooperation with a corps of teacher leaders, to create and offer professional development to K-12 math and science teachers statewide (at multiple locations) in summer 2017 and across the 2017/18 school year. The project will also seek to strengthen the statewide professional community of K-12 math and science teachers.
  • UNL-LPS Title I Professional Development Partnership, 2014-2017, Lincoln Public Schools Title I Professional Development Funds (4 one-year grants, May 2014-Aug 2017), $538,246 (2014), $553,196 (2015), $219,007 (2016), $28,178 (2017). These grants are for UNL and LPS to partner in offering one cohort each of Primarily Math (grades K-3) and Math in the Middle (grades 4-8) to teachers in LPS Title I buildings. The 2016 and 2017 awards include funds for teachers in grades 4-6 at Title I buildings to take one mathematics course for teachers.
  • Women in Science, 2017, NSF-EPSCoR, $20,000, 1/1/2017-6/30/2018. These funds support an annual event for high school girls to come to Lincoln, Nebraska for a 2-day conference, Women in Science. Starting with a plenary speaker by a female scientist, the workshop is mostly hands-on sessions the girls attend both on and off campus to engage in scientific activities.
  • Active Learning Mathematics Research Action Cluster. Association of Public Land-grant Universities (APLU), $70,283, 12/2013-3/2015. Co-PI. PI: Jim Lewis, Co-PI Allan Donsig. This grant is a subaward to the larger, $1,049,368 grant awarded to APLU, PIs Howard Gobstein and Gary Martin, from the Helmsley Charitable Trust. This pilot project research grant studies reforms to college freshmen-level mathematics courses. Five universities are collaborating on this project. This project is part of the larger Mathematics Teacher Education Partnership project.
  • NebraskaNOYCE Phase II, National Science Foundation, DUE 1439867 $299,878, 9/1/2014-8/31/2017. PI. With Co-PIs: Yvonne Lai, Lorraine Males. This research grant allows us to conduct research about the impact of the Noyce Master Teaching Fellows and Teaching Fellows supported by the NebraskaNOYCE grant.
  • Midwest Regional Robert Noyce Connections 2014-2016, National Science Foundation, DUE 1405512 $799,420, 2/1/2014-1/31/2017. PI. With Co-PIs: W. Hunter (Illinois State), R. Post (Wittenberg University), Kim Nguyen (IUPUI). This grant is for our team to host the Midwest Regional Noyce Conference, and also to conduct other community-building and informational activities throughout 2014 and 2015, including webinars, local workshops, and building an online community among Noyce project personnel and Noyce Scholars in 15 Midwest states. In 2016, the Midwest Regional Noyce Conference was held at the Kennedy Space Center in Florida.
  • Actively Learning Mathematics Research Action Cluster. The Association of Public and Land-Grant Universities (APLU) has funded this 16-month (Dec 2013-March 2015), $70,283 pilot project to study reforms to college freshmen-level mathematics courses. Five universities are collaborating on this project. The project is part of the Mathematics Teacher Education Partnership.
  • Omaha Public Schools Teacher Leader Academy. The NebraskaMATH: Strengthening the OPS-UNL Partnership grant is a $5,455,811 grant from The Sherwood Foundation® and the Lozier Foundation, 5/1/2013-7/31/2016 and $1,829,433, 8/1/2016-8/31/2017. The grant is focused on improving K-12 student mathematics outcomes in OPS through investing in teacher professional development, including five cohorts of primary teachers in Primarily Math, two cohorts of upper elementary teachers in ITEAM, two cohorts of middle level teachers in Math in the Middle, an Algebra Initiative for high school teachers, and ongoing courses for K-12 teachers as part of the Nebraska Math and Science Summer Institutes. The grant also includes a large research project to measure the program impact on teachers and students.
  • Data Connections: Developing a Coherent Picture of Mathematics Teaching and Learning, National Science Foundation, $1,264,400, 6/1/10-5/31/15. Co-Principal Investigator. This grant proposes to develop, refine, and disseminate statistical models that develop a coherent picture of mathematics teaching and learning, particularly in regard to Math Science Partnership programs.
  • NebraskaNOYCE, National Science Foundation, 3,000,000, 08/15/2010-08/31/2016. Principal Investigator. This grant created Robert Noyce NSF Teacher Scholarship programs both for people to become new secondary mathematics teachers in high need Nebraska secondary schools, and for master mathematics teachers in Nebraska to be funded to further their education and take on added leadership roles in Nebraska mathematics instruction in high need schools.
  • NebraskaMATH, National Science Foundation, $9,235,417, 01/01/2009-12/31/2014. Co-Principal Investigator. This grant supports a partnership among UNL, Lincoln Public Schools, Grand Island Public Schools, Papillion-La Vista Public Schools, the Omaha Public Schools and all 14 rural Educational Service Units. The partnership works to educate and support students and teachers at critical junctures, with an overall goal of improving achievement in mathematics for all students and narrowing achievement gaps of at-risk populations. The grant funds three programs: (1) Primarily Math, an initiative for K-3 teachers, (2) Nebraska Algebra, an initiative for Algebra I teachers, and (3) New Teacher Network, an initiative for new secondary teachers of mathematics.
  • Nebraska Math and Science Summer Institutes. These summer graduate courses for K-12 math and science teachers are offered on compressed schedules (usually 1- or 2-weeks long) at locations across Nebraska and online.
  • Math in the Middle, National Science Foundation, $5,900,000, 2004-2011. Senior Personnel. This grant supported a partnership among UNL, Lincoln Public Schools, Omaha Public Schools, and ESUs 6 and 13. The grant educated and supported teams of outstanding middle-level (grades 5-8) mathematics teachers to become leaders in their schools, districts and Educational Service Units.
  • 2012 Learning Network Conference, National Science Foundation, $249,864, 9/1/2011-6/30-2012. Co-PI. This grant was for our team to plan and carry out NSF’s annual Math Science Partnerships Learning Network Conference in Washington, D.C., January 22-24, 2012, and then to oversee a broader dissemination effort of selected conference presentations. A special issue of articles related to Math Science Partnerships was published in July 2013; I was a co-guest editor of the special issue.
  • 2011 Learning Network Conference, National Science Foundation, $141,383, 11/15/2010-10/31/2011. Co-PI. This grant was for our team to plan and carry out NSF’s annual Math Science Partnerships Learning Network Conference in Washington, D.C., January 23-25, 2011, and then to oversee a broader dissemination effort of selected conference presentations.

Publications

  1. Smith, W. M., Webb, D. C., Bowers, J., & Voigt, M. (2017). SEMINAL. In W. Smith, B. Lawler, & J. Bowers (Eds.), Proceedings of the Sixth Annual Mathematics Teacher Education Partnership. Washington, DC: Association of Public and Land grant Universities.
  2. Bowers, J., Smith, W. M., Ren, L., & Hanna, R. (accepted). Integrating active learning labs in a college-based pre-calculus lecture class: Measuring the value added. Investigations in Mathematics Learning.
  3. Ren, L., & Smith, W. M. (accepted). Teacher characteristics and contextual factors: Links to early primary teachers’ mathematical beliefs and attitudes. Journal of Mathematics Teacher Education.
  4. Smith, W. M. (2016). Active learning mathematics at the University of Nebraska-Lincoln. In B. R. Lawler, Ronau, R. N., & M. J. Moh-Schroeder (Eds.), Proceedings of the fifth annual Mathematics Teacher Education Partnership conference (pp. 121-128). Washington, DC: Association of Public Land-grant Universities.
  5. Bowers, J., & Smith, W. M. (2016). Getting college ready for “college ready” students. In B. R. Lawler, Ronau, R. N., & M. J. Moh-Schroeder (Eds.), Proceedings of the fifth annual Mathematics Teacher Education Partnership conference (pp. 116-120). Washington, DC: Association of Public Land-grant Universities.
  6. Lai, Y., Smith, W. M., Wakefield, N. P. Miller, E. R., St. Goar, J., Groothuis, C. M., & Wells, K. M. (2016). Characterizing mathematics graduate student teaching assistants’ opportunities to learn from teaching. In J. Dewar, P. Hsu, & H. Pollatsek (Eds.) Mathematics education: A spectrum of work in mathematical sciences departments (Chapter 6, pp. 73-88), Association for Women in Mathematics Series. Switzerland: Springer International Publishing. DOI 10.1007/978-3-319-44950-0_6
  7. Wakefield, N., & Smith, W. M. (2016). Enriching Student’s Online Homework Experience in Pre-Calculus Courses: Hints and Cognitive Supports. In Fukawa-Connolly (Ed.), Proceedings of the 19th Research in Undergraduate Mathematics Education Conference, Pittsburg, PA.
  8. Kutaka, T. S., Albano, A. D., Smith, W. M., Edwards, C. P. Ren, L., & Beattie, H. F. (2017). Connecting teacher professional development and student mathematics achievement: A 4-year study of an Elementary Mathematics Specialist Program. Journal of Teacher Education, 68(5), 140-154. DOI 10.1177/0022487116687551 JTE also interviewed us for a blog post related to this manuscript.
  9. Kutaka, T. S., Ren, L., Smith, W. M., Beattie, H. F., Edwards, C. P., Green, J. L., Chernyavskiy, P., Stroup, W., Heaton, R. M. & Lewis. W. J. (2016). Examining change in K-3 teachers’ mathematical knowledge, attitudes, and beliefs: The case of Primarily Math. Journal of Mathematics Teacher Education, 19(5) [online first]. DOI 10.10007/x10857-016-8355-x
  10. Males, L. M., Flores, M., Ivins, I., Smith, W. M., Lai, Y., & Swidler, S. A. (2016). Planning with curriculum materials: An analysis of teachers’ attending, interpreting, and responding. In M. B. Wood, E. E. Turner, M. Civil and J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, (pp. 81-88). Tucson, AZ: The University of Arizona.
  11. Ren, L., Green, J. L., & Smith, W. S. (2016). Using the Fennema-Sherman Mathematics Attitude Inventory with lower primary teachers: An adaptation and validation study. Mathematics Education Research Journal, 28(2), 303-326. DOI 10.1007/s13394-016-0168-0
  12. Beattie, H., Ren, L., Smith, W. M., & Heaton, R. M. (2017). Measuring elementary mathematics teachers’ noticing: Using child studies as a vehicle. In E. O. Schack, M. H. Fisher, and J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts and frameworks. Part of the Research in Mathematics Education Monograph series; Springer.
  13. Aaberg, S., Vitosh, J., & Smith, W. M. (2016). The legend of the Indian wrapper. Mathematics Teacher, 110(2), 134-141.
  14. Schmid, K. K., Blankenship, E. E., Kerby, A., Green, J. L., & Smith, W. S. (2014). The development and evolution of a course for in-service middle-level mathematics teachers. Journal of Statistics Education, 22(3) [published online first].
  15. Colton, C., & Smith, W. M. (2014). Successfully transitioning to linear equations. Mathematics Teacher, 107(6), 452-457.
  16. Ren, L., & Smith, W. M. (2013). Using the Mathematics Belief Scales short form with K-3 teachers: Validating the factor structure. In M. Martinez, & A. Castro Superfine, (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, pp. 857-860. Chicago, IL: University of Illinois at Chicago.
  17. Smith, W. M., Lewis, W. J., & Heaton, R. M. (2013). Ensuring mathematics learning in rural schools through investments in teacher knowledge. Great Plains Research, 23, 185-197.
  18. Heaton, R. M., & Smith, W. M. (2013). Developing effective mathematics teachers through National Science Foundation funded Math and Science Partnership grants. The Mathematics Enthusiast, 10(3), 509-518.
  19. Larson, M. R., & Smith, W. S. (2013). Distributed leadership, professional development, and district coherence: Improving primary students' mathematics achievement. Journal of Mathematics Education at Teachers College, 4, 26-33.
  20. Smith, W. M., & Heaton, R. M. (2013). Learning from practice about improving the quality of mathematics teacher research. Mathematics Teacher Educator, 1(2), 148-161.
  21. Heaton, R. M., Lewis, W. J., & Smith, W. M. (2013). The Math in the Middle Institute: Strengthening middle level teachers’ mathematical and pedagogical capacities. In C. Beaver, L. Burton, M. Fung, & K. Kruczek, Eds., Resources for Preparing Middle School Mathematics Teachers, pp. 47-58. MAA Notes Series.
  22. Heaton, R. M., Lewis, W. J., Homp, M. R., Dunbar, S. R., & Smith, W. M. (2013). Challenging and rigorous yet accessible and relevant mathematics courses for middle level teachers. In C. Beaver, L. Burton, M. Fung, & K. Kruczek, Eds., Resources for Preparing Middle School Mathematics Teachers, pp. 181-201. MAA Notes Series.
  23. Smith, W. M., Graupner, S., Hayek, L. M., & Welker, J. L. (2012). Essential elements for building community: The New Teacher Network. In California Mathematics Project (Ed.), Monograph: Mathematics Teacher Retention, pp. 124-129. Los Angeles, CA: California Mathematics Project.
  24. Petit Cunningham, E., Smith, W. M., & Yang, Y. (2012). Exploring the impact of professional development on K-3 teachers’ practices and their students’ understanding. In L. R. Van Zoest, J.-J. Lo, & J. L. Kratky, (Eds.), Proceedings of the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Kalamazoo, MI: Western Michigan University.
  25. Smith, W. M. (2012). Exploring relationships among teacher change and uses of contexts. Mathematics Education Research Journal, 24(3), 301-321. DOI 10.1007/s13394-012-0053-4
  26. Heaton, R. M., Lewis, W. J., & Smith, W. M. (2009). Building middle level mathematics teachers’ capacities as teachers and leaders: The Math in the Middle Institute Partnership. The Journal of Mathematics and Science: Collaborative Explorations, 11, 1-18.
  27. Smith, W. M. (2008). Exploring how three middle level mathematics teachers use their experiences in an ambitious professional development program. Unpublished doctoral dissertation, Lincoln, NE.
  28. Heaton, R. M., Smith, W. M., Kromminga, R., & Hartman, D. (2008). Understanding the meaning of rural within a middle school mathematics professional development and research project in Nebraska. Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM) Working Paper #40.
  29. Heaton, R. M., Smith, W. M., Kromminga, R., & Hartman, D. (2008). The ambiguity of rural. Rural Mathematics Educator, 7(1).

Selected Presentations

  1. Smith, W. M., Webb, D. C., Bowers, J., & Voigt, M. (June, 2017). SEMINAL. Presentation to the annual conference of the Math Teacher Education Partnership, New Orleans, LA.
  2. Males, L. M., Flores, M., Smith, W. M., & Setniker, A. (April, 2017). At the intersection of curriculum use and planning: How do teachers plan? Presentation to the annual Research Conference of the National Council of Teachers of Mathematics, San Antonio, TX.
  3. Smith, W. M., Donsig, A., & Wakefield, N. (February, 2017). Precalculus course transformation at the University of Nebraska-Lincoln. Presentation at the John N. Gardner Institute Gateway Course Experience Conference, Las Vegas, NV.
  4. Beattie, H., Smith, W. M., Ren. L., & Heaton, R. M. (February, 2017). Learning from practice: Developing elementary mathematics teachers’ noticing. Presentation at the annual meeting of the Association of Mathematics Teacher Educators, Orlando, FL.
  5. Lai, Y., & Smith. W. M. (January, 2017). Mathematical knowledge for teaching and mathematical habits of mind in the NebraskaNOYCE program. Presentation at the Joint Math Meetings, Atlanta, GA.
  6. Smith, W. M., Augustyn, L. C., Vitosh, J., Katt, S., & Goodell, J. (July, 2016). Noyce teacher leadership: Opportunities and leadership trajectories. Presented at the national Noyce conference, Washington, DC.
  7. Smith, W. M. (June, 2016). Active learning mathematics at the University of Nebraska-Lincoln. Presented at the annual meeting of the Mathematics Teacher Education Partnership, Atlanta, GA.
  8. Bowers, J., & Smith, W. M. (June, 2016). Getting college ready for “college ready” students. Presented at the annual meeting of the Mathematics Teacher Education Partnership, Atlanta, GA.
  9. Tatto, M. T., & Smith, W. M. (April, 2016). Learning to teach mathematics: A cross-national study as a follow-up of TEDS-M. Symposium presented at the Annual Meeting of the National Council of Teachers of Mathematics, San Francisco, CA.
  10. Ren, L., Smith, W. M., Beattie, H., & Heaton, R. M. (April, 2016). Using child studies to promote K-3 teacher noticing. Center for Research on Children, Youth, Families and Schools’ 2016 Summit on Research in Early Childhood, Lincoln, NE.
  11. Tatto, M. T., & Smith, W. M. (January, 2016). Learning to teach mathematics: Methodological challenges in a cross-national study of novice mathematics teachers. Paper presented at the Annual Meeting of the Association of Mathematics Teacher Educators, Irvine, CA.
  12. Smith, W. M. (April, 2015). Novice mathematics teachers’ enacted practices: Developing an observation protocol to use in international settings. Symposium paper presentation at the annual meeting of the American Educational Research Association, Chicago, IL.
  13. Kutaka, T. S., Smith, W. M., Albano, A. D., & Kang, C. (April, 2015). Differences in beliefs and knowledge for teaching mathematics: An international study of future teachers. Symposium paper presentation at the annual meeting of the American Educational Research Association, Chicago, IL.
  14. Smith, W. M. (February, 2015). Discussing the development of a mathematically-focused observation instrument. Presentation at the annual meeting of the Association of Mathematics Teacher Educators, Orlando. FL.
  15. Bankov, K., Smith, W. M., & Tatto, M. T. (November, 2014). Learning to teach: Building global research capacity for evidence-based decision making. Presentation at the annual meeting of the World Educational Research Association, Edinburgh, Scotland.
  16. Smith, W. M., Edwards, C. P., Heaton, R. M., & Homp, M. R. (April, 2014). Translating teacher learning in professional development to classroom practice. Presentation at the annual meeting of the American Educational Research Association, Philadelphia, PA. (also co-Chair of this Symposium)
  17. Swidler, S. A., Smith, W. M., & Heaton, R. M. (February, 2014). Practitioner inquiry in preservice mathematics teacher education. Presentation at the annual meeting of the Association of Mathematics Teacher Educators, Irvine, CA.
  18. Smith, W. M., Males, L. M., Swidler, S. A., Larson, B., & Pinquoch, B. (February, 2014). Preparing better teachers: Multiple perspectives on secondary mathematics certification. Symposium presentation at the annual meeting of the Association of Mathematics Teacher Educators, Irvine, CA.
  19. Sutton, J. T., Smith, W. M., & Good, B. (October, 2013). Data management: Do it right from the outset or do it again and again. Presentation at the annual American Evaluation Association, Washington, D.C.
  20. Smith, W. M., Sutton, J. T., & Good, B. (October, 2013). Data management: Do it right from the outset or do it again and again. Invited presentation for the Research Education Lab (REL) Central Online Seminar series.
  21. Ren, L., & Smith, W. M. (April, 2013). Investigating the impact of credential level on growth in teachers’ mathematical knowledge for teaching after participating in professional development. Poster presented at the bi-annual meeting of the Society for Research in Child Development. Seattle, WA.
  22. Kutaka, T. S., Fleharty, H., Smith, W. S., & Green, J. L. (April, 2013). Connections between teachers’ mathematical knowledge for teaching and school-level poverty. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
  23. Fleharty, H., Kutaka, T. S., Smith, W. S., Green, J. L., & Edwards, C. P. (April, 2013). Primary teachers’ mathematical knowledge and student achievement gains: A longitudinal study. Poster presented at the bi-annual meeting of the Society for Research in Child Development. Seattle, WA.
  24. Smith, W. M., Sutton, J. T., & Good, B. (April, 2013). Data management: Do it right from the outset or do it again and again. Invited presentation for the MSPnet Academy webinar series.
  25. Smith, W. M., & Males, L. M. (March, 2013). Navigating teaching from the beginning: Two cases of first year teachers accessing and utilizing resources. Paper presented at the Trends in Mathematics Education Reform Conference, Prague, Czech Republic.
  26. Smith, W. M. (March, 2013). Studying Nebraska’s new mathematics teachers. Poster presented at the Trends in Mathematics Education Reform Conference, Prague, Czech Republic.
  27. Smith, W. M., Sutton, J. T., & Good, B. (February, 2013). Data management: Do it right from the outset or do it again and again. Presentation at the Math Science Partnerships Learning Network Conference, Washington, D. C.
  28. Smith, W. M. (January, 2013). Preservice teachers’ investigations of struggling students: Developing more equitable mathematics teaching practices. Presentation at the Annual Meeting of the Association of Mathematics Teacher Educators, Orlando, FL.
  29. Smith, W. M. (Nov., 2012). Studying Nebraska’s new mathematics teachers. Poster presented at the Trends in Mathematics Education Conference, Cork, Ireland.
  30. Edwards, C. P., & Smith, W. M. (April, 2012). Improving math education in Nebraska primary classrooms through teacher professional development: The NebraskaMATH project. CYFS Summit on Research in Early Childhood, Lincoln, NE.
  31. Kutaka, T. S., Edwards, C. P., & Smith, W. M. (April, 2012). Math competence beliefs in the early childhood years. Paper presented at the Annual Meeting of the American Educational Research Association, Vancouver, BC.
  32. Smith, W. M., & Shen, Y. (February, 2012). Examining K-3 teacher change trajectories across participation in a longitudinal mathematical professional development program. Paper presented at the Annual meeting of the Association of Mathematics Teacher Educators, Fort Worth, TX.
  33. Smith, W.M. (October, 2011). Enacting standards for mathematical practices in NebraskaMATH. Invited presentation given at the Enacting Standards for Mathematical Practices Conference, Lincoln, NE.
  34. Smith, W. M., Millerd, P., Sand, G., & Welker, J. (October, 2011). NebraskaMATH: Developing and supporting professional communities of mathematics teachers in Nebraska. Invited presentation at the fourth forum of the Conference Board of Mathematical Sciences, Reston, VA.
  35. Smith, W. M., Heaton, R. M., & Petit Cunningham, E. (April, 2011). How deep analysis of student work can improve instruction. Paper presented at the Annual Meeting of the National Council of Teachers of Mathematics, Indianapolis, IN.
  36. Fleharty, H., Green, J. L., Kutaka, T., & Smith, W. M. (October, 2011). Investigating middle level teachers’ mathematical content knowledge for teaching. Poster presented at the Annual Meeting of the Psychology of Mathematics Education-North America conference, Reno, NV.
  37. Smith, W. M. & Homp, M. R. (April, 2011). NebraskaMATH courses related to CCSS-M. Presentation at the Gearing up for the Common Core Standards in Mathematics Conference, Tucson, AZ.
  38. Smith, W. M., Homp, M. R., & Lewis, W. J. (April, 2011). Developing Mathematical Habits of Mind in Mathematics Teachers. Presentation at the Gearing up for the Common Core Standards in Mathematics Conference, Tucson, AZ.
  39. Kutaka, T. S., Edwards, C. P., Smith, W. M., & Shen, Y. (April, 2011). Exploring How Accurately K-3 Children Assess Their Mathematical Competencies. Poster presented at the Research Pre-session of the Annual Meeting of the National Council of Teachers of Mathematics, Indianapolis, IN.
  40. Heaton, R. M., & Smith, W. M. (2011). Action research about facilitating high quality teacher action research. Paper presented at the Annual meeting of the Association of Mathematics Teacher Educators, Irvine, CA.
  41. Smith, W. M. (2011). NebraskaMATH: Primarily Math research design. Paper presented at the Math Science Partnership program’s annual Learning Network Conference, Washington, DC.
  42. Green, J. L., & Smith, W. M. (2011). Connecting the pieces: Methodology for developing student achievement trajectories from different instruments. Paper presented at the Math Science Partnership program’s annual Learning Network Conference, Washington, DC.
  43. Green, J., Smith, W. M., Heaton, R. M., Shuo, J., & Stroup, W. (2010). Estimating the impact of a professional development program on student learning using a value-added model. Paper presented at the Annual Meeting of the American Educational Researcher Association, Denver, CO.
  44. Smith, W. M. (April 2009). Exploring how three middle level mathematics teachers use their experiences in an ambitious professional development program. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego.

Classes Taught

  • Math 896 Capstone Course: Math in the Middle
  • EDPS 892 Introduction to Assessment for Teachers
  • TEAC 800 Inquiry into Teaching and Learning
  • TEAC 801 Curriculum Inquiry
  • TEAC 808J Middle Level Teaching and Learning Using Mathematical Trajectories
  • TEAC 888 Teacher as Scholarly Practitioner
  • TEAC 889 Master’s Seminar/Math in the Middle Capstone Course
  • TEAC 890 Responsive Instruction in the Elementary Mathematics Classroom
  • TEAC 923 Mathematics Education Seminar: Research in Teaching and Learning
  • TEAC 949A Mathematics Education Seminar: Trends and Issues in Mathematics Teaching and Learning