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Burcu Alapala

Dec. 15, 2024

Burcu Alapala

Dr. Alapala is an Assistant Teaching Professor in the Department of Learning, Teaching, and Curriculum at the University of Missouri. Before joining her current position, she taught mathematics content courses and mathematics teaching methods courses at the undergraduate level. Her journey in education began as a middle school math teacher in Türkiye, where she laid the foundation of her commitment to mathematics education.   She is interested in teacher learning and the enhancement of pre-service teacher education and professional development. Her current research primarily concerns innovative methods of cultivating pre-service teachers’ noticing of children’s mathematical thinking.   She holds…
Tiffany LaCroix

Sep. 13, 2022

Tiffany LaCroix
Chuck Munter

Aug. 15, 2016

Charles Munter

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Delinda van Garderen

July 16, 2015

Delinda van Garderen

Delinda van Garderen, PhD, is a Professor of special education. Her research interests focus on students with learning disabilities, struggling learners, visual representations in mathematics word problem solving, STEM literacy, argumentation, quantitative reasoning, and teacher practice and development. Recent or current research projects include teacher professional development to integrate STEM literacy in instruction, how students and teachers use representations to solve mathematics word problems, student development and intervention in number (e.g., conservation of quantity, numerical magnitude), and use of scaffolding to plan instruction to meet the needs of diverse learners in science. She has mentored doctoral graduate students in educational…
Corey Webel

July 13, 2015

Corey Webel

Corey Webel is an Associate Professor at the University of Missouri in the Department of Learning, Teaching, and Curriculum.  He typically teaches mathematics courses for prospective elementary teachers, and is the director of the Elementary Mathematics Specialist certification program.  His research explores how individual and institutional factors can support and inhibit improvements to mathematics teaching, and he is interested in studying how online tools and school structures could be used to facilitate teacher collaboration and learning across contexts.
Samuel Otten

July 9, 2015

Samuel Otten

Samuel Otten received his Ph.D. in mathematics education and his M.S. in mathematics from Michigan State University. Prior to that, he attended Grand Valley State University and was raised in the Upper Peninsula of Michigan. His research centers on students’ participation in mathematical practices at the secondary level, with a focus on classroom discourse and instructional technology.