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Lynn Liao Hodge, Ph.D.

My research focuses on equity as it plays out in math classrooms. Equity is then concerned with how instructional practices and resources open up spaces for students' to learn and to develop and appreciation for math. This view of equity is in contrast to a perspective that focuses solely on students' membership in groups based upon race, economic class, or gender. Statistics based on such categories have been useful in providing evidence of inequities in math education, but they have done little to reveal how the dynamics of race, class, and gender play out specifically in math classrooms.

Therefore, one strand within this research is to focus on classroom practices and how they afford or limit students' opportunities to learn. A second strand is related to understanding common educational practices such as standardized tests and their implications for students' math identities. One common criticism of equity research has been that it is often content-free. My intent is to examine equity at the level of the specific practices in order to pay serious attention to mathematical content. These three strands are significant because they also inform my learning about how to support pre-service teachers' learning.

An additional area of interest is that of building partnerships with schools, families, and the community in supporting different views of math in students' everyday lives. These partnerships involve Family Math nights as part of University coursework and the local high school curriculum. Informal spaces such as public libraries and museums can also serve as contexts in which partnerships can develop and families can become part of the mathematical conversation.

Education and Relevant Professional Experience

  • Ph.D. in Education and Human Development from Vanderbilt University, 2002
  • Postdoctoral fellow with the Learning Sciences Institute at Vanderbilt University, 2002-2004
  • Assistant Professor of Math Education, The University of Alabama, 2004-2006
  • Assistant Professor of Math Education, The University of Tennessee, 2006-2011
  • Associate Professor of Math Education, The University of Tennessee, 2011-present

Selected Publications

Hodge, L., & Cobb, P. (in press). Two views of culture and their implications for mathematics teaching and learning. Urban Education.

Cobb, P., & Hodge, L. (2011).Culture, identity, and equity. In E. Yackel, K.Gravemeijer, and A. Sfard (Eds.),  A journey into mathematics education research: Insights from the work of Paul Cobb (pp. 179-195). New York: Springer.

Aydeniz, M., & Hodge, L. L. (2011). Identity: A complex structure for researching students’ academic behavior in science and mathematics. Cultural Studies of  Science Education, 6(2), 509-523.

Hodge, L., & Wright, V. (2010).  Using digital storytelling in teacher learning: Weaving common threads.  Journal of Technology Integration in the Classroom, 2(1), 25-35.

Hodge, L. & Cobb, P. (2009). Competence and engagement: Investigating identity and access in the classroom. Journal of Women and Minorities in Science and Engineering, 14(4), 339-360.

Hodge, L. (2009). Learning from students’ thinking in the context of statistical data analysis. Mathematics Teacher, 102(8), 586-591.

Cobb, P., Gresalfi, M., & Hodge, L. (2009). An interpretative scheme for analyzing the identities that students develop in mathematics classrooms. Journal for Research in Mathematics Education, 40(1), 40-68.

Hodge, L. (2008). Student roles and competence in two contrasting elementary classes. Mathematics Education Research Journal, 20(1), 32-50.

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

Papers Published in Refereed Conference Proceedings

Wagener, L. & Hodge, L. (2009). Is social isolation necessary in the Doctoral Study of Mathematics? Proceedings of the 31st Annual Meeting of the International Group of the Psychology of Mathematics Education, North American Chapter.

Hodge, L., Botzakis, S., Groenke, S., & Stairs, A. (2008). No one 'right' way: The informative possibilities of identity in understanding individual and collective experience in educational settings. Online Proceedings of the Seventh Congress of the International Society for Cultural and Activity Research. http://iscar2008.com/Home.html

Hodge, L., Zhao, Q., Visnovska, J., & Cobb, P. (2007). Revising discourse as an instructional resource: Practice that create spaces for learning and student 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., 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 Australasia (Vol. 1, pp. 392-401). Hobart, TAS: MERGA.

Gresalfi, M., Hand, V., & Hodge, L. (2006). Creating opportunities for all: Unpacking equitable practices in mathematics classrooms. In S. Alatorre, J. Cortina, and A. Mendez (Eds.), Proceedings of the 28th Annual International Conference for the North American Chapter of the Psychology of Mathematics Education (Vol. 2, pp. 515-518).Merida, Mexico: Universidad Pedagogica Nacional.

Artiles, A., Hodge, L., & Palmer, J. (2005).Composing uncertain identities: Story, culture, and history in emergent constructions of social justice educators. Paper published in the Proceedings of the Sixth Congress of the International Society for Cultural Research and Activity Theory. Seville, Spain: ISCAR.

Brophy, S., Hodge, L., & Bransford, J. (2004). Work in progress - adaptive expertise: Beyond apply academic knowledge. Paper published in the Proceedings of the 34th ASEE/IEEE Frontiers in Education Conference, Savannah, GA.

Cobb, P. & Hodge, L. (2002). Learning, Identity, and Statistical Data Analysis. Paper published in B. Phillips (Ed.), Proceedings of The Sixth International Conference on the Teaching of Statistics. Cape Town, Voorburg, The Netherlands: International Statistical Institute.

Hodge, L. (1999). Supporting students' statistical development in a technology-intensive classroom. In F. Hitt, & M. Santos (Eds.), Proceedings of the Twenty-third International Conference for the Psychology of Mathematics Education North American Chapter (Vol.2, p. 512). Cuernavaca, Morelos, Mexico. Universidad Autonoma Del Estado de Morelos.

Hodge, L. (1998). Relating equity to classrooms which promote understanding: Identifying relevant issues. In S. Berenson, K. Dawkins, M. Blanton, W. Coulombe, J. Kolb, K. Norwood & L. Stiff (Eds.), Proceedings of the Twenty-first International Conference for the Psychology of Mathematics Education North American Chapter (Vol. 2, pp. 549 - 554). Raleigh, North Carolina: North Carolina State University.

Hodge, L. & Stephan, M. (1998). Relating culture and mathematical activity: An analysis of sociomathematical norms. In A. Olivier & K. Newstead (Eds.), Proceedings of the Twenty-second International Conference for the Psychology of Mathematics Education (Vol. 3, pp. 49-55). Stellenbosch, South Africa: The University of Stellenbosch.

Refereed Book Chapters

Cobb, P., Hodge, L. & Gresalfi, M. (2011). Diversity and equity. In E. Yackel, K. Gravemeijer, and A. Sfard (Eds.), A journey into mathematics education research: Insights from the work of Paul Cobb. New York: Springer.

Hodge, L. (2009). What I learned from my mentor: Supporting mathematics teachers. In G. Zimmerman (Ed.), Empowering mentors of experienced mathematics teachers (pp. 15-16). National Council of Teachers of Mathematics. Reston, VA.

McClain, K., McGatha, M., & Hodge, L. (2002). Improving data analysis through discourse. In Teppo, A. (Ed.), Reflecting on NCTM's principles and standards in elementary and middle school mathematics (pp. 96-101). Reston, VA: NCTM.


Contact Information

Dr. Lynn Hodge
Associate Professor
Mathematics Education

A410 Jane and David Bailey Education Complex
1122 Volunteer Boulevard Knoxville, Tennessee
37996-3442

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

Contact the Department of Theory and Practice in Teacher Education

A204 Jane and David Bailey Education Complex
1122 Volunteer Boulevard
Knoxville, Tennessee
37996-3442

Phone: 865-974-6228
Fax: 865-974-6302
tallmon@utk.edu