Lynn Liao Hodge, Ph.D.
My 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 for and a deep understanding of mathematics. The research that I conduct contributes to efforts that delineate what “equitable” classrooms look like, how they might develop over time, and how they support students’ math and academic identities. This involves understanding students’ perspectives on their classroom experiences and how various communities in-school and out-of-school support student learning.
- 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
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
Dr. Lynn Hodge
A410 Jane and David Bailey Education Complex
1122 Volunteer Boulevard Knoxville, Tennessee
Contact the Department of Theory and Practice in Teacher Education
A204 Jane and David Bailey Education Complex
1122 Volunteer Boulevard