Annie Garrison Wilhelm
Ph.D., Vanderbilt University
6401 Airline Rd
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Dr. Annie Wilhelm is an Assistant Professor of Mathematics Education in the Department of Teaching and Learning at Southern Methodist University. She holds B.S. degrees in Mathematics and Computer Science from Santa Clara University, an M.A. degree in Mathematics from the University of Washington, and an M.Ed and a Ph.D. degree in Curriculum and Instructional Leadership and Mathematics Education, respectively, from Vanderbilt University. Prior to attending Vanderbilt University, Dr. Wilhelm taught high school mathematics, ranging from Algebra 1 to AP Calculus, for four years in the Seattle area.
As a doctoral student at Vanderbilt University, Dr. Wilhelm was an IES Pre-Doctoral Fellow, which provided training in research methodology and the opportunity to participate in several large research projects. For the majority of her doctoral career, she worked on an NSF funded project (PIs: Paul Cobb, Thomas Smith, Erin Henrick, Kara Jackson, Ilana Horn, and Kenneth Frank) investigating how large, urban school districts can support middle school math teachers to improve their practice. Her role on the project included data collection and analysis for 120 teachers' classroom practice and teachers' social networks within their schools. She continues to collaborate with the members of this research team. In addition, Dr. worked on an IES-funded evaluation of the Math Recovery tutoring intervention, designing a measure of fidelity of implementation for the un-prescribed tutoring intervention.
Dr. Wilhelm's scholarly interests focus on mathematics teachers' knowledge and practice, supports for teacher development, and measuring complex practices. She is particularly interested in studying teachers' opportunities for on-the-job learning. These interests and her combined math and education background align with her teaching responsibilities in the Master Math Teacher program, in which she works with in-service teachers to build their mathematical knowledge for teaching and skills as teacher leaders.
Wilhelm, A. G. & Kim, S. (In press). Generalizing from observations of mathematics teachers’ instructional practice using the Instructional Quality Assessment. Journal for Research in Mathematics Education.
Boston, M., & Wilhelm, A. G. (2015). Middle school mathematics instruction in instructionally-focused urban districts. Urban Education. DOI: 10.1177/0042085915574528.
Wilhelm, A. G. (2014). Mathematics teachers' enactment of cognitively demanding tasks: Investigating links to teachers’ knowledge and conceptions. Journal for Research in Mathematics Education, 45(5), 636-674.
Sun, M., Wilhelm, A. G., A., Larson, C. & Frank, K. (2014). Exploring colleagues’ professional influence on mathematics teachers’ learning. Teachers College Record, 116(4), 1-30.
Munter, C., Garrison, A., Cobb, P., & Cordray, D. S. (2014). Assessing fidelity of implementation of an unprescribed, diagnostic mathematics intervention. Journal for Research on Educational Effectiveness, 7(1), 83-113.
Jackson, K. J., Garrison, A. L., Wilson, J., Gibbons, L., & Shahan, E. (2013). Exploring relationships between setting up complex tasks and opportunities to learn in concluding whole-class discussions in middle-grades mathematics instruction. Journal for Research in Mathematics Education, 40
Wilhelm, A. G., Chen, I., Smith, T., & Frank, K. (2014, April) Understanding Mathematics Teachers’ Advice-Seeking Networks: What Influences from Whom Teachers Seek Advice on Teaching Mathematics?
Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
Rosenquist, B., Smith, T., Wilhelm, A. G. (2014, April). The Instructional Quality Assessment and Value Added: Predictiveness and Differential Impacts to Inform Instruction. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
Wilhelm, A. G., Munter, C., & Jackson, K. (2014, April). Exploring Relationships between Measures of Mathematics Teachers’ Knowledge, Perspectives, and Practice. Symposium paper presented at the National Council of Teachers of Mathematics- Research Conference, New Orleans, LA.
Jackson, K. & Wilhelm, A. G. (2014, April). Enacting Cognitively Demanding Tasks in Middle-Grades Classrooms.
Symposium paper presented at the National Council of Teachers of Mathematics- Research Conference, New Orleans, LA.
Garrison, A. & Munter, C. (2013, April). Exploring Relationships between Teachers’ Visions of High-Quality Mathematics Instruction, Views of Students’ Mathematical Capabilities and Existing Measures of Teachers’ Knowledge and Practice. Roundtable presentation at the annual meeting of the American Educational Research Association, San Francisco, CA.
Smith, T. M., Schmidt, R., Berebitsky, D., Garrison, A., Larbi-Cherif, A., & Cobb, P. (2012, April) Relationship Between School and District Supports for Adopting an Inquiry-Oriented Curriculum and Change in the Quality of Teaching. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC.
Katterfeld, K., Schmidt, R., Garrison, A., Berebitsky, D., & Smith, T. (2012, April) A Comparison of Classroom Observation Instruments for Middle School Mathematics. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC.
Garrison, A. (2012, April). Investigating relationships between teachers’ visions of high quality mathematics instruction and their instructional practices. Poster presented at the annual meeting of the American Educational Research Association, Vancouver, BC, Canada.
Garrison, A. (2011, September). The cognitive demand of mathematical tasks: Investigating links to teachers characteristics and contextual factors. Symposium paper presented at the annual meeting of the Society for Research in Educational Effectiveness, Washington, D.C.