Julie Amador, Ph.D.
College of Education
Curriculum and Instruction
Assistant Professor
Campus Locations: Coeur d'Alene
With UI Since 2012
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Ph.D. University of Nevada, Reno, Curriculum, Teaching, and Learning--Mathematics Education, 2010
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M.Ed. University of Nevada, Reno, Educational Leadership--K-12 Administration
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B.A. California State University, Frenso, Liberal Studies--Elementary Education
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Elementary Mathematics Education--Lesson Planning, Student Thinking, Lesson Study
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Julie Amador is an Assistant Professor of elementary/middle school mathematics and technology education, in the College of Education's Department of Curriculum and Instruction.
Dr. Amador came to northern Idaho from Indiana University, Bloomington, where she worked as a Postdoctoral Fellow at the Center for Research on Learning and Technology. She has taught in elementary and in university classrooms, served as an instructional coach for new mathematics teachers, trained adult volunteers to serve as tutors, and has served on district and state department of education boards, shaping district and state teaching standards and policies.
Her research focuses on the design and enactment of mathematics lessons with an emphasis on student thinking and reasoning. She is specifically interested in how practicing and preservice teachers construct models of student mathematical thinking and engage in Lesson Study.
Dr. Amador holds a doctoral degree in Curriculum, Teaching, and Learning and a Master's Degree in Educational Leadership, both from the University of Nevada, Reno, and a Bachelor's Degree in Elementary Education from California State University, Fresno.
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- Amador, J., & Lamberg, T. (in press). Learning trajectories, lesson planning, affordances, and constraints in the design and enactment of mathematics teaching. Mathematical Thinking and Learning, 15.
- Weiland, I., Hudson, R., & Amador, J. (in press). Preservice formative assessment interviews: The development of competent questioning. International Journal of Science and Mathematics Education.
- White, G., & Amador, J. (2013). Indiana University raises the bar for trainee teachers with Mediacore. Mediacore. http://mediacore.com/files/case-studies/Indiana_University.pdf
- Amador, J., Vesperman, C., & Weibke, H. (2012). Eliciting geometric student thinking through questioning techniques. Wisoncon Teacher of Mathematics, 63, 7-10.
- Amador, J., & Galindo. E. (2011). From methods courses to student teaching: Examining the effect of an innovative field experience. Proceedings from the joint meeting of the 33rd Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. (Reno, NV October 20- October 23, 2011).
- Amador, J., & Lamberg, T. (2011). Lesson planning influences: Testing as a mediating aspect. Proceedings from the joint meeting of the 33rd Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. (Reno, NV October 20- October 23, 2011).
- Bertolone-Smith, C., Lamberg, T., & Amador. J. (2011). Examining shifts in teachers’ classroom practices. Proceedings from the joint meeting of the 33rd Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. (Reno, NV October 20- October 23, 2011).
- Amador, J., & Lamberg, T. (2010). Discussion of learning goals and student development during a collectively planned division lesson. Proceedings from the joint meeting of the 32rd Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. (Columbus, OH October 28- October 31, 2010).
- Lamberg, T., & Amador, J. (2009). Mediating influences on teachers jointly planning a lesson. Proceedings from the joint meeting of the 31st Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. (Atlanta, GA September 23- 26, 2009).
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Grants: - Principal Investigator. (2013). Amador, J. Coeur d'Alene Tribe. Student Centered Mathematics: Implementing the Common Core State STandards in Grades 3-5. ($10,370)
- Co-Principal Investigator. (2012). Miller, B., & Amador, J. Integrating Technology in Teaching: Faculty Innovation. Integrating Technology in Teaching: Redesign oof Technology Tools for Teaching and Learning. ($9,700)
- Consultant. (2012). Galindo, E., Norton, A., Akerson, V., & Park Rogers, M. National Science Foundation-DRK-12, Design Research K-12, Iterative Model Building. ($1,430,000)
- Postdoctoral Fellow. (2010-2012). Galindo, E., Norton, A., Akerson, V., & Park Rogers, M. National Science Foundation-DRK-12, Design Research K-12, Iterative Model Building. ($1,430,000)
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- Idaho Mathematics Steering Committee, Idaho State Department of Education
- Coeur d'Alene School District Mentor Project, Coeur d'Alene, Idaho