- Mathematics for Elementary Teachers (Undergraduate; EDUC 170)
- Teaching and Learning in Numeracy (Elementary Teacher Education Program; EDTEP 521 & 522)
- Qualitative Methods of Educational Research (Graduate; EDPSY 587)
- Pedagogies of Professional Education (Graduate; EDC&I 527)
- Click here to listen to a podcast about this research.
My work as a mathematics educator is principally concerned with understanding how we can improve mathematics teaching and learning – especially in the middle-grades – to support youth from historically underserved communities to participate substantially in and identify with academically rigorous mathematics.
In an earlier line of inquiry, I investigated relations between processes of social identification and opportunities to learn mathematics across school and home. I found that teachers’ views of their students’ mathematical capabilities, families, and communities profoundly shaped how mathematics was constructed in classrooms and, therefore, the identities available for students to develop in the context of school mathematics (see, e.g., Jackson, 2009; 2011). This work suggested the importance of attending to teachers’ views of their students’ mathematical capabilities, families and communities in instructional improvement efforts in addition to, for example, teachers’ mathematical knowledge for teaching.
In a second, more recent line of inquiry, I have focused on specifying concrete forms of teaching practice that advance equity. An example is research I led to detail how complex tasks can be introduced in middle-grades classrooms to provide access to students without lowering the cognitive demand of the task (Jackson, Garrison, Wilson, Gibbons, & Shahan, 2013).
In a third line of inquiry, I focus on understanding how to improve the quality of mathematics teaching and learning at scale. Colleagues and I have partnered with districts pursuing ambitious reform in middle-grades mathematics in an effort to generate an empirically-grounded theory of action for instructional improvement at the scale of large, urban districts in the US (see, e.g., Cobb & Jackson, 2011). As part of this work, I have engaged in design-based research aimed at supporting the development of district and school leaders’ capacity to support instructional improvement at scale (see, e.g., Jackson, Cobb, Wilson, Webster, Dunlap, & Appelgate, 2015).
I am currently pursuing the latter two lines of investigation described above in the following projects:
Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale (2011-2016)
The goal of this project, funded by the National Science Foundation, is to understand what it takes to support instructional improvement in middle-grades mathematics at the scale of large, urban districts. It involves a four-year collaboration with two districts (that participated in Phase 1 of this project, 2007-2011) and educational researchers at Vanderbilt University, University of Washington, University of California - Riverside, and Michigan State University.
Collaborating for Success: Practice-based Learning Communities for Improvement in Secondary Mathematics (2013-2016)
This project, funded by the Ministre de l’Enseignement supérieur, de la Recherche, de la Science et de la Technologie, is based in Québec, Canada and is a collaboration between two school boards and mathematics education researchers at McGill University. The goal of this design-based research project is to learn how to support mathematics consultants to facilitate practice-based learning communities that, in turn, support teacher and student learning.
I teach courses in the undergraduate, professional learning, and graduate divisions:
Prior to UW
Prior to joining the University of Washington College of Education, I was an assistant professor of mathematics education at McGill University in Montreal, Quebec, and prior to that, a post-doctoral research fellow at Vanderbilt University in Nashville, Tennessee. I worked as a mathematics specialist serving both youth and their families in Philadelphia, Pennsylvania and as a secondary mathematics teacher, grades 8-12, in Vanuatu, South Pacific.
PhD in Education, Culture, and Society; University of Pennsylvania Graduate School of Education
BA in Mathematics, Secondary Concentration in Education; Bates College
Jackson, K., Cobb, P., Wilson, J., Webster, M., Dunlap, C., & Appelgate, M. (2015). Investigating the development of mathematics leaders' capacity to support teachers' learning on a large scale. ZDM Mathematics Education, 47(1), 93-104.
Jackson, K., Garrison, A., 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, 44(4), 646-682.
Jackson, K., Shahan, E., Gibbons, L., & Cobb, P. (2012). Launching complex tasks. Mathematics Teaching in the Middle School, 18(1), 24-29.
Jackson, K., & Wilson, J. (2012). Supporting African American students’ learning of mathematics: A problem of practice. Urban Education, 47(2), 354-398.
Cobb, P., & Jackson, K. (2012). Analyzing educational policies: A learning design perspective. The Journal of the Learning Sciences, 21(4), 487-521.
Wortham, S., & Jackson, K. (2012). Relational education: Applying Gergen’s work to educational research and practice. Psychological Studies, 57(2), 164-171.
Jackson, K. (2011). Approaching participation in school-based mathematics as a cross-setting phenomenon. The Journal of the Learning Sciences, 20(1), 111-150.
Cobb, P., & Jackson, K. (2011). Assessing the quality of the Common Core State Standards for Mathematics. Educational Researcher, 40(4), 183-185.
Cobb, P., & Jackson, K. (2011). Towards an empirically grounded theory of action for improving the quality of mathematics teaching at scale. Mathematics Teacher Education and Development, 13(1), 6-33.
Cobb, P. & Jackson, K. (2008). The consequences of experimentalism in formulating recommendations for policy and practice in mathematics education. Educational Researcher, 37(9), 573-581.
Remillard, J.T. & Jackson, K. (2006). Old math, new math: Parents’ experiences with Standards-based reform. Mathematical Thinking and Learning, 8(3), 231-259.
Henrick, E., Cobb, P., & Jackson, K. (2015). Educational design research to support system-wide instructional improvement. In A. Bikner-Ahsbahs, C. Knipping & N. C. Presmeg (Eds.), Approaches to qualitative research in mathematics education: Examples of methodology and methods (pp. 497-530). Dordrecht: Springer.
Russell, J., Jackson, K., Krumm, A., & Frank, K. (2013). Theories and research methodologies for design-based implementation research: Examples from four cases. In B. J. Fishman, W. R. Penuel, A.-R. Allen & B. H. Cheng (Eds.), Design based implementation research: Theories, methods, and exemplars. National Society for the Study of Education Yearbook (Vol. 112, Issue 2, pp. 157-191). New York: Teachers College.
Cobb, P., Jackson, K., Smith, T., Sorum, M., & Henrick, E. (2013). Design research with educational systems: Investigating and supporting improvements in the quality of mathematics teaching and learning at scale. In B. J. Fishman, W. R. Penuel, A.-R. Allen & B. H. Cheng (Eds.), Design based implementation research: Theories, methods, and exemplars. National Society for the Study of Education Yearbook (Vol. 112, Issue 2, pp. 320-349). New York: Teachers College.
Jackson, K., & Cobb, P. (2013). Coordinating professional development across contexts and role groups. In M. Evans (Ed.), Teacher education and pedagogy: Theory, policy and practice (pp. 80-99). Cambridge, UK: Cambridge University Press.
Jackson, K. (2009). The social construction of youth and mathematics: The case of a fifth grade classroom. In D.B. Martin (Ed.), Mathematics teaching, learning, and liberation in the lives of Black children (pp. 175-199). New York: Routledge.
Wortham, S. & Jackson, K. (2008). Educational constructionisms. In J. A. Holstein & J. F. Gubrium (Eds.), Handbook of constructionist research (pp. 107-127). New York: The Guilford Press.