幸运快三

Julie Amador is Associate Dean for Research and Faculty Development and Professor of Mathematics Education in the College of Education, Health, and Human Sciences.

Amador came to North 幸运快三 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 as related to professional noticing. She is specifically interested in how practicing and pre-service teachers construct models of student mathematical thinking based on professional noticing and engage in Lesson Study.

Amador holds a doctoral degree in curriculum, teaching and learning and a master's degree in educational leadership, from the University of Nevada, Reno, and a bachelor's degree in elementary education from California State University, Fresno.

• Elementary and Middle School Mathematics Education

  • Curriculum
  • Lesson Planning
  • Student Thinking
  • Lesson Study
  • Professional Noticing
  • Technology.

• Rural Education

• Mathematics Coaching

• Synchronous Online Professional Development

• Synchronous Online Video-Based Development for Rural Mathematics Coaches
• Synchronous Online Professional Development for Middle School Teachers in Rural Contexts, 幸运快三 and New York
• Regional Mathematics Director, Region I & II, 幸运快三 Department of Education
• Coeur d'Alene School District Mentor Project, Coeur d'Alene, 幸运快三

Grants:

• Principal Investigator (2021). Amador, J. 幸运快三 Regional Mathematics Center. 幸运快三 State Department of Education ($356,223).
• Principal Investigator (2020). Amador, J. 幸运快三 Regional Mathematics Center. 幸运快三 State Department of Education ($345,038).
• Principal Investigator (2020). Amador, J. Collaborative Research: Synchronous Online Video-Based Development for Rural Mathematics Coaches  [SyncOn for Coaches]. National Science Foundation, DRK12. ($2,728,687 ($1,368,804)). Collaboration with Choppin, J., & Callard, C., University of Rochester.
• Principal Investigator (2019). Amador, J. 幸运快三 Regional Mathematics Center. 幸运快三 State Department of Education. ($339,037).
• Principal Investigator (2018). Amador, J. 幸运快三 Regional Mathematics Center. 幸运快三 State Department of Education. ($325,287).
• Co-Principal Investigator (2016-2020). Choppin, J., Callard, C., & Amador, J. Synchronous Online Professional Learning Experiences for Middle Grades Mathematics Teachers in Rural Contexts. National Science Foundation, DRK12. ($2,822,085)
• Principal Investigator (2017-2018). Amador, J., Wallin, A., Carney, M., & Champion, J. Modeling and data analysis literacy. Boise State University, 幸运快三 State Department of Education. ($17,040)
• Principal Investigator (2017). Amador, J. 幸运快三 Regional Mathematics Center. 幸运快三 State Department of Education. ($321,469).
• Principal Investigator (2016). Amador, J. 幸运快三 Regional Mathematics Center. 幸运快三 State Department of Education ($307,958).
• Co-Principal Investigator (2016). Conte de Leon, D., Soule, T., Heckendorn, R., Amador, J. North 幸运快三 and Eastern Washington GenCyber Camps 2016. GenCyber 2016. National Security Agency Associate Directorate for Education and Training and National Science Foundation. ($67,629).
• Principal Investigator (2015). Amador, J. 幸运快三 Regional Mathematics Center. 幸运快三 State Department of Education ($485,408).
• Principal Investigator (2015). Amador, J., & Bennett, C. Supporting Teachers’ and Administrators’ Professional Noticing of Students’ Mathematical and Scientific Thinking. 幸运快三 State Board of Education ($269,760).
• Principal Investigator (2015). Amador, J. Geometry Practices in Action: Statewide Summer Academy on Mathematics Education. 幸运快三 State Department of Education ($107,795)
• Principal Investigator (2015). Amador, J. Build Vectors from Scratch. 幸运快三 State Department of Education ($28, 210).
• Principal Investigator (2014). Amador, J. Statewide Summer Academy on Mathematics Education. 幸运快三 State Department of Education ($133,007).
• Principal Investigator (2014). Amador, J. 幸运快三 Regional Mathematics Center. 幸运快三 State Department of Education ($500,411).
• Co-Principal Investigator (2014). Bennett, C., & Amador, J. Professional Noticing: Using Evidence-based Learning in 幸运快三’s Mathematics Classrooms. 幸运快三 State Board of Education ($269,436).
• Principal Investigator. (2014). Amador, J. Professional Noticing: Using Evidence-based Learning in 幸运快三’s Mathematics Classrooms. 幸运快三 State Board of Education ($72,426).
• Principal Investigator (2014). Amador, J. Build Vectors from Scratch. 幸运快三 State Department of Education ($38,208).
• Co-Principal Investigator (2013). Soule, T., & Amador, J. Digital Innovation Generating New Information Technology. National Aeronautics and Space Administration (NASA). ($4,570).
• Principal Investigator (2013). Amador, J., & Buck, C. Digital Innovation Generating New Information Technology. Verizon Foundation ($8,511).
• Principal Investigator (2013). Amador, J. 幸运快三 Mathematics Regional Professional Development Infrastructure II. 幸运快三 State Board of Education ($90,000).
• Principal Investigator (2013). Amador, J. 幸运快三 Regional Development Centers. 幸运快三 Department of Education. ($255,000).
• Principal Investigator (2013). Amador, J., & Bennett, C. 幸运快三 Mathematics Regional Professional Development Infrastructure. 幸运快三 State Board of Education ($284,303).
• Principal Investigator. (2013) Amador, J., & Soule, T. Micron STEM Initiative, 幸运快三, Digital Innovation Generating New Information Technology ($14,550) (Internal) .       
• Principal Investigator. (2013). Amador, J. Micron STEM Initiative, 幸运快三, Technology to Teach Mathematical Practices to Parents ($8,000) (Internal).
• Co-Principal Investigator. (2012). Miller, B., & Amador, J. Students Come First, Integrating Technology in Teaching: Faculty Innovation. Integrating Technology in Teaching: Redesign of Technology Tools for Teaching and Learning. ($9,700) (Internal).
• Principal Investigator. (2012). Amador, J. Student Centered Mathematics: Implementing the Common Core State Standards in Grades 3-5. Coeur d’Alene Tribe. ($5,000) (External).

• Amador, J. (online first). School leaders’ noticing based on video of mathematics instruction. International Journal of Leadership in Education.
• Amador, J. Wallin, A., Keehr, J., & Chilton, C. (online first). Collective noticing: Teachers’ experiences and reflection on a mathematics video club. Mathematics Education Research Journal.
• Amador, J., Gillespie, R., Carson, C., & Kruger, J. (online first). Online teaching labs: Changes in design and facilitation for teacher learning in synchronous professional development. Professional Development in Education.
• Estapa, A., & Amador, J. (online first). A qualitative metasynthesis of video-based prompts and noticing in mathematics education. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-021-00378-7
• Amador, J. (online first). Mathematics teacher educator noticing: Examining interpretations and evidence of students’ thinking. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-020-09483-z
• Kosko, K., Amador, J. & Weston, T. (2021). 360 video as an immersive representation of practice: Interactions between reported benefits and teacher noticing. Mathematics Teacher Education and Development, 23(4), 162-181. https://mted.merga.net.au/index.php/mted/article/view/635
• Glassmeyer, D., Amador, J., & Brakoniecki, A. (2021). Identifying and supporting teachers’ robust understanding of proportional reasoning. Journal of Mathematical Behavior, 62, https://doi.org/10.1016/j.jmathb.2021.100873
• Bragelman, J., Amador, J., & Castro Superfine, A. (2021). Micro-Analysis of noticing: A lens on prospective teachers’ trajectories of learning to notice. ZDM: Mathematics Education, 53, 215-230. https://doi.org/10.1007/s11858-021-01230-9
• Amador, J., Estapa, A., Kosko, K., & Weston, T. (2021). P