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Dr. Christine Andrews-Larson is an Assistant Professor of Mathematics Education in the College of Education at Florida State University. Her research focuses on teacher learning, with a particular emphasis on teacher workgroups and professional networks. Her dissertation focused on student thinking, modeling, and history of mathematics with an eye toward instructional design in the context of undergraduate linear algebra. Her post-doctoral research focused on opportunities for teacher learning through site-based professional development and teachers’ professional networks in the context of working to improve middle school math instruction at scale. She is currently working to coordinate these two lines of research for the purpose of understanding how to scale up inquiry-oriented instruction with a focus on post-secondary mathematics.
Dr. Andrews-Larson’s work has been accepted for publication in national and international peer-reviewed journals including Zentralblatt für Didaktik der Mathematik, For the Learning of Mathematics, and Teachers College Record. She has served as a reviewer for multiple journals including the Journal for Research in Mathematics Education; Journal of Mathematical Behavior; Mathematical Thinking and Learning; Educational Researcher; Problems, Resource, and Issues in Mathematics Undergraduate Studies (PRIMUS).
Dr. Andrews-Larson has taught a wide variety of mathematics and education courses in university and community college settings. These include math content courses (e.g. remedial algebra, college algebra, trigonometry, calculus, linear algebra) and courses for primary and secondary mathematics and science pre-service teachers (e.g. elementary math methods, field experiences, educational psychology). She was the recipient of the Florence Black Excellence in Teaching Award, awarded by the University of Kansas Department of Mathematics in 2004.
Dr. Andrews-Larson’s training included a post-doctoral research fellowship in Vanderbilt University’s Peabody School of Education. She earned her undergraduate and master’s degrees in mathematics from the University of Kansas, and her Ph.D. in Mathematics Education and Learning Sciences from Indiana University.