Dr. Jonee Wilson, a former high school mathematics teacher for Baltimore County Public Schools, is an assistant professor of mathematics education in the Department of Teacher Education and Learning Sciences at North Carolina State University. Dr. Wilson earned her PhD in Mathematics Education at Vanderbilt University. Upon completing her PhD, she secured funding from NSF for a post-doctoral position to support her in developing the Equity and Access Rubrics for Mathematics Instruction, which is a set of rubrics designed to assess the extent to which teachers are implementing practices that support increased participation and achievement particularly among African American students.
Dr. Wilson’s research focuses on examining and outlining instructional practices that support and honor historically marginalized students specifically in the context of inquiry-oriented mathematics classrooms. Her research also focuses on professional development opportunities that support teachers in learning, developing, and implementing such practices. Dr. Wilson is currently the Principal Investigator of an NSF-funded grant project entitled the Validation of the Equity and Access Rubrics for Mathematics Instruction (VEAR-MI) project.
Doctor of Philosophy in Mathematics Education from Vanderbilt University
Master of Science in Mathematics Education from Towson University
Bachelor of Science in Mathematics from Loyola University
- MAT: DE Track: Elementary Education
- Doctoral: Program Area of Study: Mathematics & Statistics Education
Program Area of Study: Elementary Education in Mathematics and Science
Delivery Method: On Campus
- Mathematics Cohort
Selected Scholarly Publications
- Wilson, J. (Accepted). Initial steps in developing classroom observation rubrics designed around instructional practices that support equity and access in mathematics learning environments with potential for “success”. Teachers College Record: Special Issue.
- 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.
- Wilson, J. and Kelley, D. (2018). Supplemental Supports for Currently Struggling Students. In P. Cobb, K. Jackson, E. Henrick, & T. Smith (Eds.), Systems for Instructional Improvement: Creating coherence from the classroom to the district office. Harvard Education Press.
- Andrews-Larson, C., Wilson, J., & Larbi-Cherif, A. (2017). Instructional improvement and teachers' collaborative conversations. The Teachers College Record, 119(3).
- Horn, I. S., Kane, B. D., & Wilson, J. (2015). Making Sense of Student Performance Data Use Logics and Mathematics Teachers’ Learning Opportunities. American Educational Research Journal, 0002831215573773.
- 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. doi: 10.1007/s11858-014-0652-5
- ELM 557 Data Analysis and Measurement: K-5 Classroom Interactions
- ELM 574 Methods for Teaching Elementary Mathematics for Initial License
- ELM 654 Inquiry Project/Internship in Elementary Education
- ECI 709 Examining Researchers and Teacher Educators as Learners
Honors and Awards
- AERA Early Career Publication Award of the Special Interest Group for Research in Mathematics Education (received at the 2020 Annual Meeting of the American Educational Research Association)