Annie Garrison Wilhelm
Teaching & Learning
Ph.D., Vanderbilt University
6401 Airline Rd
Dr. Annie Wilhelm is an Associate 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, a M.A. in Mathematics from the University of Washington, and a 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.
Dr. Wilhelm's research examines supports for teacher learning, with research in four closely-related categories: 1) supporting teacher learning, 2) teachers’ instructional practice, 3) relations between teachers’ knowledge, conceptions, and practice, and 4) research methods and tools. Several current projects exemplify these different research emphases.
First, the Understanding How Elementary Teachers Take Up Discussion Practice to Promote Disciplinary Learning and Equity project is a collaborative project with researchers at the University of Delaware, University of Pennsylvania, and Boston University focused on understanding how elementary teachers focus on both disciplinary understandings and equity in the context of classroom discussion. They are partnering with a public elementary school in Delaware to design professional learning opportunities to help teachers develop classroom discussion practice across disciplines that serve to develop disciplinary understandings and address issues of power in the classroom. They are also interested in how such a school-wide professional development effort can have an impact on teacher collaboration across the school.
Second, the Validation of the Equity and Access Rubrics for Mathematics Instruction project is a collaborative project with researchers at NC State University, funded by the National Science Foundation, focused on validating a set of rubrics designed to support teachers and researchers in understanding practices that add to the set of high quality mathematics teaching practices, to directly support equity and access in the mathematics classroom. They are utilizing existing videos of elementary and middle school mathematics instruction to describe mathematics teaching practices that advance equity and access, and link those instructional practices to other measures of teacher knowledge and conceptions.
Dr. Wilhelm also contributes to pre- and in-service teachers’ ongoing learning by serving as co-PI of the Dallas Noyce Scholars Program and co-directing the Mathematics Specialization in the Masters of Education program.
Reinholz, D. & Wilhelm, A. G. (in press). Race-gender D/discourses in mathematics education: (Re)-producing inequitable participation patterns across a diverse, instructionally-advanced urban district. Urban Education.
Pruitt-Britton, T., Wilhelm, A. G., & Wilson, J. (2022). Nurturing students through social interactions. Phi Delta Kappan, 103(5), 18-23.
Cobb, P & Wilhelm, A. G. (2022). Classroom Teaching and Learning as the Focus of Improvement Research. Foundational Handbook of Improvement Research in Education.
Munter, C. & Wilhelm, A. G. (2020). Mathematics teachers’ knowledge, networks, practice, and change in instructional visions. Journal of Teacher Education, 72(3), 342-354 doi: 10.1177/0022487120949836
Wilson, J., Nazemi, M., Jackson, K., & Wilhelm, A. G. (2019). Investigating Teaching in Conceptually-Oriented Mathematics Classrooms Characterized by African American Student Success. Journal for Research in Mathematics Education 50(4). 362-400. https://doi.org/10.5951/jresematheduc.50.4.0362
Wilhelm, A. G., Gillespie Rouse, A., & Jones, F. (2018). Exploring Differences in Measurement and Reporting of Classroom Observation Inter-Rater Reliability. Practical Assessment, Research & Evaluation, 23(4). Available online: http://pareonline.net/getvn.asp?v=23&n=4
Wilhelm, A. G., Munter, C., & Jackson, K. (2017). Examining relations between teachers’ explanations of sources of students’ difficulty in mathematics and students’ opportunities to learn. The Elementary School Journal, 117(3), 345-370.
Wilhelm, A. G., Chen, I., Smith, T. M., & Frank, K. A. (2016). Selecting expertise in context: Middle school mathematics teachers' selection of new sources of instructional advice. American Educational Research Journal, 53(3), 456-491.
Wilhelm, A. G. & Andrews-Larson, C. (2016). Why don’t teachers understand our questions? Reconceptualizing teachers’ “misinterpretation” of survey items. AERA Open, 2(2), 1-13.
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.
Jackson, K. J., Garrison [Wilhelm], 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(4), 646-682.