My primary research interest is in the teaching norms and instructional strategies of both secondary and post-secondary mathematics instructors, with a focus on Inquiry-Based Learning, Differentiation, and STEM Education. I plan to continue this research agenda with the objective of improving post-secondary mathematics education by teaching and modeling effective practice for the next generation of mathematics instructors, and by implementing Inquiry into advanced mathematics courses.
My teaching philosophy is aligned with my research interests. As a constructivist, I believe in engaging students in inquiry and active learning, cultivating a classroom environment that promotes productive struggle, and setting high expectations for pre-service teachers’ mastery of content in mathematics. I model effective practice in teaching in my own courses, with the hope that our pre-service teachers implement engaging activities, differentiate their lessons, and seek reflections and feedback as lifelong learners.
Ph.D. Curriculum & Instruction, Kent State University, 2019
M.S. Pure Mathematics, Kent State University, 2014
BSc. Secondary Education & Integrated Mathematics, Ohio University, 2004
Improving the quality of undergraduate mathematics instruction through graduate student training to increase retention in STEM related fields; Inquiry Based and Active learning, and Differentiation, facilitating these methods of instruction in High School and University Mathematics courses; Mathematics and Science students’ perceptions of effective practice in teaching; STEM and Cross-Curricular projects and instruction; Number Theory
Selected Publications and Presentations:
Nurnberger-Haag, J., Singh, R., Wernet, J., Alexander, A. N. (2021). “Books I used as a child were mathematically incorrect”: Reasons to use children’s shape-related books as a resource to improve MKT. International Electric Journal of Mathematics Education
Nurnberger-Haag, J., Alexander, A. N., & Powell, S. R. (2020). What counts in number books? A content-domain specific typology to evaluate children’s books for mathematics. Mathematical Thinking and Learning, 1-25.
Alexander, A. N. (2019). The perceptions of alignment between Advanced Placement Calculus AB and college calculus I: A mixed methods study of instructional strategies, curriculum, and assessment (Doctoral dissertation). Retrieved from http://www.ohiolink.edu/etd/
Alexander, A. N. (2018). The differences in how calculus textbooks introduce the concept of derivative could impact conceptual understanding. In Hodges, T.E., Roy, G. J., & Tyminski, A. M. (Eds.). Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p.125). Greenville, SC: University of South Carolina & Clemson University.
Alexander, A. N. (2017). Teaching norms for the concept of derivative in high school and college level calculus courses. In E. Galindo & J. Newton, (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 1,272). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.
Other Notes of Interest:
I enjoy teaching people how to solve a Rubik’s Cube.