Anne E. Adams, Ph.D.
Anne E. Adams, Ph.D.
College of Education; Department of Curriculum & Instruction
P.O. Box 443082
Moscow, ID 83844-3082
- Ph.D., University of Idaho, Education, Mathematics Education 2009
- M.A., University of California, Davis, Developmental Psychology, Cognitive Development, Mathematical Reasoning 1982
- B.S., Psychology, University of California, Davis 1975
- Secondary Teaching Credentials in Mathematics in Idaho, California.
Anne Adams has an ongoing interest in the development of mathematical reasoning. Her work focuses on teachers’ role in developing and supporting student reasoning. She is involved in a collaborative research and professional development project, Making Mathematics Reasoning Explicit, with colleagues Rob Ely at UI and Libby Knott and Jo Clay Olson at WSU. This project is funded by The National Science Foundation and aims to create a cadre of mathematics teacher leaders in small rural school districts with a focus on mathematical reasoning, justification and generalization and will study changes in teacher practice and student mathematical reasoning.
Her ongoing work focuses on working with teachers to enhance strategies for teaching and learning mathematics with understanding for all students. From 2007 to 2011, her collaborative project, Literacy Instruction in Mathematics and Science for Secondary Teachers, (with Jerine Pegg, University of Alberta) worked with secondary teachers to integrate literacy strategies into instruction to support students in reasoning and making meaning of the mathematics and science they are learning. In the context of this project she studied teacher and student use of literacy strategies in mathematics and science.
Adams works with pre-service and in-service teachers while still allowing conversations with K-12 students about their mathematical thinking.
How teachers and students learn to make mathematics reasoning explicit.
Use of content literacy strategies for sense-making in mathematics.
An NSF Math Science Partnership
This project is developing mathematics teacher leaders to serve as school and district-based intellectual leaders and master teachers in a set of small rural school districts in Eastern Washington and Northern Idaho. Ongoing work with teacher leaders combines in-depth mathematical content knowledge focused on reasoning, justification, and generalization of mathematical ideas with purposeful, supported professional development.
June 1, 2011 to May 31 , 2015.
Literacy Instruction for Mathematics and Science Secondary Teachers (LIMSST). This project provides professional development for mathematics and science teachers in grades 6-12 from high need school districts in rural northern Idaho. The project focuses on infusing literacy strategies into the mathematics and science curriculum in order to support student reasoning and improve student achievement in mathematics, science, and literacy. It provides teachers with a variety of literacy strategies, aimed at increasing student understanding of the content areas and engaging learners in instructional activities focused on making meaning of science and mathematics content and connecting it to their lives.
April 2007 – September 2011.
Culturally Responsive Teaching: An Integrated Field Experience at the Coeur d’Alene Tribal School. This project takes elementary methods students to a practicum/service learning experience at the Coeur d’Alene Tribal School. Students plan and implement integrated, hands–on mathematics, science, and social studies lessons designed to pique student interests in the world around them. This experience allows methods students to have a short but intense teaching experience with a culture different from their own.
Making Mathematics Reasoning Explicit. Funded by The National Science Foundation, . [PI: Libby Knott, Washington State University; CoPI’s: Anne Adams, Rob Ely, Jennifer Johnson-Leung, University of Idaho; Tom Asaki, Jo Clay Olson, Washington State University; and Jim Kowalkowski, Davenport School District, WA]. June 1, 2011 – May 31, 2015. In the context of professional development to develop a cadre of mathematics teacher leaders in rural school districts, this project is investigating changes in mathematics teacher practice and in student mathematical reasoning.
Literacy Instruction for Mathematics and Science Secondary Teachers (LIMSST). Funded by the Idaho State Board of Education through a Title IIA grant. [PI: Anne Adams; co-PI’s: Jerine Pegg, Rodney McConnell] April 2007-September 2011. In the context of professional development for rural secondary teachers of mathematics and science, this project studied teachers’ and students’ use of literacy strategies in mathematics and science.
Adams, A.E. & Pegg, J. (2012). Teachers' enactment of content literacy practices in secondary science and mathematics classes. Journal of Adolescent and Adult Literacy, 56(2), 151-161.
Pegg, J. & Adams, A.E. (2012). Reading for claims and evidence: Using Anticipation guides in science. Science Scope October, 80-84.
Ely, R. & Adams, A.E. (2012). Unknown, placeholder, or variable: What is x? Mathematics Education Research Journal, 24(1), 19-38.
Adams, A. (2010). Rehearsal or reorganization: Two patterns of literacy strategy use in secondary mathematics classes. The Montana Mathematics Enthusiast, 7, 371-390.