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Lynn L. Hodge, Ph.D.

Dr. Hodge’s research interests focus on issues of equity and identity in mathematics education. In particular, I am interested in investigating how classroom practices create opportunities for all students to develop both an appreciation and a deep understanding of mathematics. In doing so, the research that I conduct contributes to efforts that delineate what “equitable” classrooms look like and how they might develop over time. Equity then involves the opportunities that are created within the classroom to afford students’ access to important math knowledge and identities as learners of math. Additionally, I seek to understand experiences that support the increased participation of women and minorities in mathematics, science, and engineering related professions. This involves understanding the students’ perspective on their classroom experiences and how students’ various communities in-school and out-of-school provide support for their academic endeavours.

Ph.D. in Education and Human Development from Vanderbilt University, 2002

  • Postdoctoral fellow with the Learning Sciences Institute at Peabody College, 2002-2004
  • Assistant Professor in Mathematics Education,
    The University of Alabama, 2004-2006
  • Assistant Professor in Mathematics Education,
    The University of Tennessee, 2006-present

Selected Publications

Hodge, L. (in press). Student roles and competence in two contrasting elementary classes. Mathematics Education Research Journal.

Hodge, L. (in press). Learning from students’ thinking in the context of statistical data analysis. Mathematics Teacher.

Cobb, P., Gresalfi, M. & Hodge, L. (in press). An interpretative scheme for analyzing the identities that students develop in mathematics classrooms. Journal for Research in Mathematics Education.

Cobb, P. & Hodge, L. (2007). Identity, culture, and mathematical learning. In N. Nasir and P. Cobb (Eds.). Improving Access to Mathematics (159-172). New York, NY: Teachers College Press.

Hodge, L. L., Zhao, Q., Visnovska, J., & Cobb, P. (2007). Revising discourse as an instructional resource: Practice that create spaces for learning and students contributions. In J. H. Woo, H. C. Lew, K. S. Park, & D. Y. Seo (Eds.), Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 41-48). Seoul, Korea: The Korea Society of Education Studies in Mathematics.

Hodge, L. L., Visnovska, J., Zhao, Q., & Cobb, P. (2007). What does it mean for an instructional task to be effective? In J. Watson & K. Beswick (Eds.), Proceedings of the 30th annual meeting of the Mathematics Education Research Group of Australoasia (Vol. 1, pp. 392-401). Hobart, TAS: MERGA.

Walker, J. M. T., Brophy, S. P., Hodge, L. L., & Bransford, J. D. (2007). Establishing experiences to develop a wisdom of professional practice. New Directions for Tteaching and Learning, 108, 49-58.

Hodge, L. (2006). An orientation on the mathematics classroom that emphasizes power: Reflecting on equity research, The Urban Review, 38(5), 373-385.

Hodge, L. (2006). Equity, resistance, and difference: Perspectives on teaching and learning in mathematics, science, and engineering classrooms, Journal of Women and Minorities in Science and Engineering, 12(2), 233-252.

Cobb, P., & Hodge, L. (2002). A relational perspective on issues of cultural diversity and equity as they play out in the mathematics classroom. Mathematical Thinking and Learning, 4, 249-284

 

 

 

 

 

 


Contact Information

Dr. Lynn Hodge
Assistant Professor
Mathematics Education

A410 Jane and David Bailey Education Complex
1126 Volunteer Boulevard Knoxville, Tennessee
37996-3442

Phone: 865-974-8778
Fax: 865-974-8718
lhodge4@utk.edu

Contact CEHHS

335 Claxton Complex 1122 Volunteer Boulevard
Knoxville, Tennessee 37996

Phone: 865-974-2201
Fax: 865-974-8718