Department of Teaching & Learning

Annie Garrison Wilhelm

Associate Professor



Ph.D., Vanderbilt University
6401 Airline Rd
Suite 301
Dallas, 75205
214-768-2347
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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, including (1) understanding teachers’ instructional practice; (2) understanding relations among teachers’ knowledge, conceptions, and practice; and (3) understanding teachers’ advice-seeking interactions. 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 Boston University focused on understanding how elementary teachers focus on both disciplinary understandings and equity in the context of classroom discussion. We are partnering with a pubic school in Boston 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. We 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. We will utilize 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 is also heavily involved in the design of a West Dallas STEM-focused school, a collaborative project between Dallas ISD, Southern Methodist University, and Toyota. She serves as the SMU co-lead for the professional learning design team—a team charged with designing a professional learning system to support the emerging needs of adults (e.g., teachers, school leaders, non-profit service providers) affiliated with the West Dallas STEM School.

Dr. Wilhelm also contributes to in-service teachers’ ongoing learning by co-directing the Mathematics Specialization in the Masters of Education program.

Selected Publications

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

Kuster, G., Johnson, E., Rupnow*, R., & Wilhelm, A. G. (2019). The inquiry oriented instructional measure. International Journal of Research in Undergraduate Mathematics Education. 1-22. https://doi.org/10.1007/s40753-019-00089-2

Gibbons, L. K., Wilhelm, A. G., & Cobb, P. (2019). Coordinating Leadership Supports for Teachers’ Instructional Improvement. Journal of School Leadership. https://doi.org/10.1177/1052684619836824

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., & Berebitsky, D. (2017). Validation of the mathematics teachers' sense of efficacy scale. Investigations in Mathematics Learning. doi:10.1080/19477503.2017.1375359

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.

Boston, M., & Wilhelm, A. G. (2017). Middle school mathematics instruction in instructionally focused urban districts. Urban Education, 52(7), 829-861. doi:10.1177/0042085915574528

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., & Kim, S. (2015). Generalizing from observations of mathematics teachers’ instructional practice using the Instructional Quality Assessment. Journal for Research in Mathematics Education, 46(3), 270-279.

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., Wilhelm, A. G., 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 [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.