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CURRICULUM VITAE FOR PROMOTION AND TENUREERIN E. BALDINGERIDENTIFYING INFORMATIONAcademic Rank: Assistant ProfessorDepartment: Curriculum and InstructionOffice320E Learning and Environmental Sciences1954 Buford Ave.St. Paul, MN 55108EDUCATIONDegreeInstitutionDatePh.D.Stanford University, Stanford, CAMajor: Mathematics EducationMinor: Individually designed minor in mathematics2014Dissertation: Studying abstract algebra to teach high school algebra:Investigating future teachers’ development of mathematicalknowledge for teachingAdvisors: Jo Boaler & Pam GrossmanB.A.Tufts University, Medford, MAMajor: MathematicsSumma Cum Laude2005LICENSESPreliminary teaching certification in mathematics (grades 5 – 12), Commonwealth ofMassachusetts, 2007Preliminary teaching credential, Secondary mathematics, State of California, 2009EMPLOYMENTPositionDatesUniversity of Minnesota, Twin CitiesAssistant Professor of Mathematics EducationDepartment of Curriculum and Instruction2015Present
Baldinger CV prepared March 20, 2019Arizona State UniversityAssistant Professor of Mathematics and Teacher PreparationMary Lou Fulton Teachers College2014-2015University of San FranciscoAdjunct Instructor, Mathematics EducationSchool of Education2011-2014Stanford UniversityUniversity Supervisor, Stanford Teacher Education ProgramSupervised secondary math teacher candidates2012-20142010-2011Performance Assessment for California Teachers (PACT) Scorer (allyears) and Trainer (2014 only), Stanford Teacher Education Program2013-20142011MKT Item Design Consultant, Innovations for Poverty ActionDesigned items for assessing of secondary math teacher knowledge2014Research Assistant, Improving the Quality of English Language ArtsTeaching through the Use of an Observation ProtocolPI: Pam GrossmanInterviewed teachers and administrators, coded lessons using PLATO2011-2012STEPnet Redesign Coordinator, Stanford Teacher Education ProgramCoordinated redesign of internal website for Stanford Teacher EducationProgram; interviewed key stakeholders, connected with outside vendors2011Research Assistant, Does the pathway make a difference? Anexploratory analysis of Math for America in New York CityPI: Pam GrossmanAnalyzed data from interviews, course syllabi, and other materials2011Research Assistant & Professional Development Facilitator, Designing aninstructional leadership model of mathematics professional developmentin local contexts: A study of mutual adaptationPIs: Hilda Borko and Susan O’HaraParticipated in study design, grant writing, data collection, and analysis;co-facilitated professional development for middle school math teachers2009-2011Research Assistant, Implementing the Problem-Solving CyclePI: Hilda BorkoParticipated in data collection and analysis2008-2011Professional Development Leader, Stanford Summer Teaching InstituteDesigned and led professional development for K-12 math teachers2009-2010p. 2 of 17
Baldinger CV prepared March 20, 2019Cabrillo Middle SchoolMiddle School Mathematics Teacher, Santa Clara Unified School Districtand Stanford Teacher Education Program Joint Summer School ProgramDeveloped curriculum, taught middle school math problem solving class2009Boston’s Jewish Community Day SchoolMiddle School Mathematics TeacherTaught 5th – 8th grade mathematics, including algebra and geometry;helped develop scope and sequence of middle school math curriculum2005-2008PROFESSIONAL MEMBERSHIPSAmerican Educational Research Association (AERA)Association of Mathematics Teacher Educators (AMTE)Association for Women in Mathematics (AWM)National Council of Teachers of Mathematics (NCTM)Psychology of Mathematics Education, North America Chapter (PME-NA)HONORS AND AWARDSSIGMAA-on-RUME Meritorious Citation Award (one of the top three papersreviewed in the Best Paper Award competition)AMTE Service, Teaching, and Research (STaR) FellowAERA Division K New Faculty Pre-Conference Seminar ParticipantStanford Graduate School of Education Dissertation Support Grant ( 6000)Stanford Graduate School of Education Teaching Award NomineeDixon Fellowship Fund for Graduate Students in Education, Stanford hi Beta Kappa, Tufts University2005Marshall Hochhauser Prize, Tufts University2005p. 3 of 17
Baldinger CV prepared March 20, 2019RESEARCH AND SCHOLARSHIPGRANTS AND CONTRACTSExternal sourcesReceived at the University of Minnesota:Investigator status: PIName of PI: Erin Baldinger, with Eileen Murray, Josh Hertel, Diana WhiteExternal agencies: National Science Foundation Improving Undergraduate STEMEducation (IUSE) Conference GrantProject title and dates: Connections between Advanced and Secondary Mathematics:Exploring the Impact of Abstract Algebra on the Teaching and Learning of SecondaryMathematics, 94,952, January 2019 – December 2019Investigator status: co-PIName of PI: Kathleen CramerExternal agencies: Generation Next; Foundation grant from the Campbell Family; Officeof the President, University of MinnesotaProject title and dates: GopherMath, 110,000, August 2016 – August 2017Grants submitted but not funded2017 James S. McDonnell Foundation: Teachers as Learners program, Researchingteachers learning to use core practices for ambitious mathematics instruction: Casestudies of embedded professional learning cycles ( 10% proposals accepted)2016 Spencer Foundation Small Grant, Learning to respond to student errors:Investigating pedagogies of practice that support novice mathematics teachers’facilitation of classroom discussion ( 10% proposals accepted)PUBLICATIONSRefereed Journal ArticlesBaldinger, E. E., Lai, Y. (accepted March 2019). Pedagogical context and proof validation: Therole of positioning as a teacher or student. Journal of Mathematical Behavior.Baldinger, E. E., Campbell, M. P., & Graif, F. (accepted October 2018). Sorting out definitions.Mathematics Teacher: Learning and Teaching PreK-12 (formerly Mathematics Teacher).Sun, K. L., Baldinger, E. E., & Humphreys, C. (2018). Number talks: Gateway to sense making.Mathematics Teacher, 112(1), 48–54. er/2018/Vol112/Issue1/Number-Talks -Gateway-to-Sense-Making/Murray, E., Baldinger, E. E., Wasserman, N. H., Broderick, S., & White, D. (2017). Connectingadvanced and secondary mathematics. Issues in the Undergraduate MathematicsPreparation of School Teachers, 1(August), 1–10. nowledge/volume.shtmlp. 4 of 17
Baldinger CV prepared March 20, 2019Baldinger, E. E., Selling, S. K., & Virmani, R. (2016). Supporting novice teachers to leaddiscussions that reach a mathematical point: Defining and clarifying mathematical ideas.Mathematics Teacher Educator, 5(1), 8–28. ed Book ChaptersBaldinger, E. E. (2018). Learning mathematical practices to connect abstract algebra to highschool algebra. In N. H. Wasserman (Ed.), Connecting Abstract Algebra to SecondaryMathematics, for Secondary Mathematics Teachers (pp. 211–239). New York: SpringerInternational Publishing. http://doi.org/10.1007/978-3-319-99214-3 11Murray, E., & Baldinger, E. E. (2018). Impact of abstract algebra on teachers’ understanding ofand approaches to instruction in solving equations. In N. H. Wasserman (Ed.), ConnectingAbstract Algebra to Secondary Mathematics, for Secondary Mathematics Teachers (pp.403–429). New York: Springer International Publishing. http://doi.org/10.1007/978-3-31999214-3 19Manuscripts Under ReviewBaldinger, E. E., Staats, S., Covington Clarkson, L. M., Gullickson, E., Norman, F., & Akoto, B.(under review, submitted January 2019). Returning voice to the silent M: A review ofconceptions of mathematics in integrated STEM education. Submitted to J. Anderson, & Y.Li (Eds.), Integrated Approaches to STEM Education: An International Perspective.Baldinger, E. E., Campbell, M. P., & Graif, F. (under review, submitted January 2019). Learningto respond to student errors: Examining the use of planted errors in an approximation ofpractice. Submitted to Journal of Teacher Education.Baldinger, E. E., & Selling, S. K. (under review, submitted November 2018). Reasoning abouttelling in rehearsals of discussions: Considering what, when, and how to tell. Submitted toJournal of Teacher Education.Baldinger, E. E. (under review, revision submitted November 2018). Reasoning about studentwritten work through self-comparison: How pre-service secondary teachers use their ownsolutions to analyze student work. Submitted to Mathematical Thinking and Learning.Refereed Conference ProceedingsBaldinger, E. E., Campbell, M. P., & Graif, F. (2018). Examining teacher candidates’ responsesto errors during whole-class discussions through written performance tasks. In T. E.Hodges, G. J. Roy, & A. M. Tyminski (Eds.), Proceedings of the 40th annual meeting of theNorth American Chapter of the International Group for the Psychology of MathematicsEducation. Greenville, SC: University of South Carolina & Clemson University.Baldinger, E. E., & Lai, Y. (2018). How positioning as teacher or student may change validationof the same proofs. In A. Weinberg, C. L. Rasmussen, J. M. Rabin, M. Wawro, & S. Brown(Eds.), Proceedings of the 21st Annual Conference on Research in UndergraduateMathematics Education (pp. 31–45). San Diego, CA: Special Interest Group of thep. 5 of 17
Baldinger CV prepared March 20, 2019Mathematical Association of America for Research in Undergraduate MathematicsEducation.This paper received the SIGMAA-on-RUME Meritorious Citation Award, making it one ofthe top three papers reviewed in the Best Paper Award competition for 2018.Baldinger, E. E., & Lai, Y. (2018). Validating proofs in parallel mathematical and pedagogicaltasks. In A. Weinberg, C. L. Rasmussen, J. M. Rabin, M. Wawro, & S. Brown (Eds.),Proceedings of the 21st Annual Conference on Research in Undergraduate MathematicsEducation (pp. 1331–1337). San Diego, CA: Special Interest Group of the MathematicalAssociation of America for Research in Undergraduate Mathematics Education.Baldinger, E. E., Campbell, M. P., Selling, S. K., & Graif, F. (October 2017). Investigatingpractice through rehearsals: How teacher candidates respond to student contributions inwhole-class discussions. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annualmeeting of the North American Chapter of the International Group for the Psychology ofMathematics Education (pp. 925-928). Indianapolis, IN: Hoosier Association ofMathematics Teacher Educators.Campbell, M. P., Baldinger, E. E., Selling, S. K., & Graif, F. (October 2017). Responding tostudents during whole-class discussions: Using written performance tasks to assessteacher candidate practice. In E. Galindo & J. Newton (Eds.), Proceedings of the 39thannual meeting of the North American Chapter of the International Group for thePsychology of Mathematics Education (pp. 977-980). Indianapolis, IN: Hoosier Associationof Mathematics Teacher Educators.Campbell, M. P., Elliott, R., Baldinger, E. E., Selling, S. K., Webb, J., & Wieman, R. (October2017). Advancing pedagogies of enactment in mathematics professional education:Implications for research and practice. In E. Galindo & J. Newton (Eds.), Proceedings of the39th annual meeting of the North American Chapter of the International Group for thePsychology of Mathematics Education (pp. 1454-1463). Indianapolis, IN: HoosierAssociation of Mathematics Teacher Educators.Selling, S. K., & Baldinger, E. E. (November 2016). Reasoning about telling in rehearsals ofdiscussions: Considering what, when, and how to “tell”. In M. B. Wood, E. E. Turner, M.Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North AmericanChapter of the International Group for the Psychology of Mathematics Education (pp. 905908). Tucson, AZ: The University of Arizona.Baldinger, E. E., Murray, E., White, D., Broderick, S., & Wasserman, N. (November2016). Exploring connections between advanced and secondary mathematics. In M. B.Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting ofthe North American Chapter of the International Group for the Psychology of MathematicsEducation (pp. 1633-1640). Tucson, AZ: The University of Arizona.Campbell, M., Selling, S. K., Aaron, W. R., Van Zoest, L., Ghousseini, H., Elliott, R., Freeburn,B., Baldinger, E. E., Wieman, R., Lesseig, K., Knapp, M., Virmani, R., & Garcia, N.(November 2016). Designing and researching pedagogies of rehearsal and enactment forsecondary mathematics teacher development. In M. B. Wood, E. E. Turner, M. Civil, & J. A.Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of thep. 6 of 17
Baldinger CV prepared March 20, 2019International Group for the Psychology of Mathematics Education (pp. 1664-1672). Tucson,AZ: The University of Arizona.Baldinger, E. E. (November 2015). Pre-service secondary teachers learning to engage inmathematical practices. In T. G. Bartell, Bieda, K. N., Putnam, R. T., Bradfield, K., &Dominguez, H. (Eds.), Proceedings of the 37th annual meeting of the North AmericanChapter of the International Group for the Psychology of Mathematics Education. EastLansing, MI: Michigan State University.Murray, E., Baldinger, E. E., Wasserman, N., Broderick, S., White, D., Cofer, T., Stanish, K.(November 2015). Exploring connections between advanced and secondary mathematics.In T. G. Bartell, Bieda, K. N., Putnam, R. T., Bradfield, K., & Dominguez, H. (Eds.),Proceedings of the 37th annual meeting of the North American Chapter of the InternationalGroup for the Psychology of Mathematics Education. East Lansing, MI: Michigan StateUniversity.Hallinen, N., Baldinger, E. E., & Selling, S. K. (July 2014). The role of examples and nonexamples in defining. In P. Liljedahl, Nicol, C., Oesterle, S., Allan, D. (Eds.), Proceedings ofthe 38th Conference of the International Group for the Psychology of MathematicsEducation and the 36th Conference of the North American Chapter of the Psychology ofMathematics Education. Vancouver, BC.Baldinger, E. E. (November 2013). Connecting abstract algebra to high school algebra. In M.Martinez & Castro Superfine, A. (Eds.), Proceedings of the 35th annual meeting of the NorthAmerican Chapter of the International Group for the Psychology of Mathematics Education.Chicago, IL: University of Illinois, Chicago.Baldinger, E. E. (November 2012). Studying abstract algebra to teach high school algebra. InL. Van Zoest, J. Lo, & J. Kratky (Eds.), Proceedings of the 34th annual meeting of the NorthAmerican Chapter of the International Group for the Psychology of Mathematics Education.Kalamazoo, MI: Western Michigan University.Other PublicationsWaller, P. P., Id-Deen, L., Sun, K. L., & Baldinger, E. E. (2017, December 15). AMTE STaR:Supporting young scholars in forging connections and collaborations around equitablepractices, AMTE Connections! Newsletter laborations).Baldinger, E. E. (2017, April 21). How to better prepare math teachers for success, ImprovingLives CEHD Vision 2020 Blog e-mathteachers-success/).Baldinger, E. E., Broderick, S., Murray, E., Wasserman, N., & White, D. (2015, December 10).Exploring connections between abstract algebra and high school algebra: A fewconnections worth exploring, AMS Blog, On Teaching and Learning g/#sthash.13SyS1Ah.dpbs).p. 7 of 17
Baldinger CV prepared March 20, 2019PRESENTATIONSInternational Conferences, Peer-ReviewedHallinen, N., Baldinger, E. E., & Selling, S. K. (July 2014). The role of examples and nonexamples in defining. Paper presented at the annual meeting of the Psychology ofMathematics Education International Group and North America Chapter, Vancouver, BC.Hedrick, B. & Baldinger, E. E. (July 2012). Beliefs about tracking: Comparing American andFinnish prospective teachers. Paper presented at 12th International Congress onMathematics Education, Seoul, South Korea.National Conferences, InvitedBieda, K., Baldinger, E. E., & Selling, S. K. (April 2017). Contributing to the knowledge base ofmathematics teacher educators: How successful MTE authors address reviewers' feedbackand the revise and resubmit process. Session presented at the National Council ofTeachers of Mathematics Research Conference, San Antonio, TX.National Conferences, Peer-ReviewedWasserman, N. H., Zazkis, R., Baldinger, E. E., Marmur, O., & Murray, E. (March 2019). Pointsof connection to secondary teaching in undergraduate mathematics courses. Paperpresented at the 22nd annual conference on Research on Undergraduate MathematicsEducation, Oklahoma City, OK.Id-Deen, L., Baldinger, E. E., Sun, K. L., & Waller, P. (February 2019). Advancing middle andsecondary prospective mathematics teachers’ understanding of teaching mathematics forsocial justice. Session presented at the annual meeting of the Association of MathematicsTeacher Educators, Orlando, FL.Campbell, M. P., & Baldinger, E. E. (February 2019). Planted errors in coached rehearsals:Attending to the authenticity of an approximation of practice. Session presented at theannual meeting of the Association of Mathematics Teacher Educators, Orlando, FL.Baldinger, E. E., Campbell, M. P., & Graif, F. (November 2018). Examining teacher candidates’responses to errors during whole-class discussions through written performancetasks. Paper presented at the annual meeting of the Psychology of Mathematics Education,North America Chapter, Greenville, SC.Baldinger, E. E., Campbell, M. P., & Graif, F. (April 2018). Responding to student errors duringclassroom discussion: Deliberate opportunities to support teacher candidatedevelopment. Paper presented as part of the Responding to student thinking symposium atthe annual meeting of the American Educational Research Association, New York, NY.Baldinger, E. E., Campbell, M. P., Dyer, E., Freeburn, B., Graif, F., Rougée, A., Van Zoest, L.(discussant), & Boaler, J. (chair) (April 2018). Responding to student thinking in secondarymathematics classrooms: Studying and supporting teaching practice. Symposiumpresented at the annual meeting of the American Educational Research Association, NewYork, NY.p. 8 of 17
Baldinger CV prepared March 20, 2019Baldinger, E. E. & Lai, Y. (February 2018). Validating proofs in parallel mathematical andpedagogical tasks. Paper presented at the 21st annual conference on Research onUndergraduate Mathematics Education, San Diego, CA.Waller, P., Sun, K. L., Baldinger, E. E., & Id-Deen, L. (February 2018). Addressing access andequity in secondary methods courses. Session presented at the annual meeting of theAssociation of Mathematics Teacher Educators, Houston, TX.Baldinger, E. E., Campbell, M. P., Selling, S. K., & Graif, F. (October 2017). Investigatingpractice through rehearsals: How teacher candidates respond to student contributions inwhole-class discussions. Paper presented at the annual meeting of the Psychology ofMathematics Education, North America Chapter, Indianapolis, IN.Campbell, M. P., Baldinger, E. E., Selling, S. K., & Graif, F. (October 2017). Responding tostudents during whole-class discussions: Using written performance tasks to assessteacher candidate practice. Paper presented at the annual meeting of the Psychology ofMathematics Education, North America Chapter, Indianapolis, IN.Campbell, M. P., Elliott, R., Baldinger, E. E., Selling, S. K., Webb, J., & Wieman, R. (October2017). Advancing pedagogies of enactment in mathematics professional education:Implications for research and practice. Working group presented at the annual meeting ofthe Psychology of Mathematics Education, North America Chapter, Indianapolis, IN.Selling, S. K., & Baldinger, E. E. (April 2017). Supporting novice teachers to reason abouttelling: Leveraging problems of practice in rehearsals of discussions. Paper presented atthe annual meeting of the American Educational Research Association, San Antonio, TX.Sun, K. L., Baldinger, E. E., Id-Deen, L., & Waller, P. (April 2017). Beyond “Mickey Mousemath”: Access and equity in secondary methods courses. Session presented at theNational Council of Teachers of Mathematics Research Conference, San Antonio, TX.Baldinger, E. E., & Wyberg, T. (February 2017). Number talk professional learningcommunities: Scaling up through online professional development facilitation. Sessionpresented at the annual meeting of the Association of Mathematics Teacher Educators,Orlando, FL.Campbell, M., Baldinger, E. E., & Selling, S. K. (February 2017). Investigating pedagogies ofpractice that support novices’ responding to student errors during classroomdiscussion. Session presented at the annual meeting of the Association of MathematicsTeacher Educators, Orlando, FL.Selling, S. K., & Baldinger, E. E. (November 2016). Reasoning about telling in rehearsals ofdiscussions: Considering what, when, and how to “tell”. Paper presented at the annualmeeting of the Psychology of Mathematics Education, North America Chapter, Tucson, AZ.Baldinger, E. E., Murray, E., White, D., Broderick, S., & Wasserman, N. (November2016). Exploring connections between advanced and secondary mathematics. Workinggroup presented at the annual meeting of the Psychology of Mathematics Education, NorthAmerica Chapter, Tucson, AZ.p. 9 of 17
Baldinger CV prepared March 20, 2019Campbell, M., Selling, S. K., Aaron, W. R., Van Zoest, L., Ghousseini, H., Elliott, R., Freeburn,B., Baldinger, E. E., Wieman, R., Lesseig, K., Knapp, M., Virmani, R., & Garcia, N.(November 2016). Designing and researching pedagogies of rehearsal and enactment forsecondary mathematics teacher development. Working group presented at the annualmeeting of the Psychology of Mathematics Education, North America Chapter, Tucson, AZ.Baldinger, E. E. (April 2016). Assessment and evaluation: Pre-service secondary mathematicsteacher evaluation of student written work. Paper presented at the annual meeting of theAmerican Educational Research Association, Washington, DC.Selling, S. K., & Baldinger, E. E. (January 2016). Planning for and facilitating coachedrehearsals of secondary novice mathematics teachers leading class discussions. Sessionpresented at the annual meeting of the Association of Mathematics Teacher Educators,Irvine, CA.Baldinger, E. E. (November 2015). Pre-service secondary teachers learning to engage inmathematical practices. Paper presented at the annual meeting of the Psychology ofMathematics Education, North America Chapter, East Lansing, MI.Murray, E., Baldinger, E. E., Wasserman, N., Broderick, S., Cofer, T., White, D., & Stanish, K.(November 2015). Exploring connections between advanced and secondarymathematics. Working group presented at the annual meeting of the Psychology ofMathematics Education, North America Chapter, East Lansing, MI.Baldinger, E. E. (April 2015). Interpreting student work: What secondary teacher candidatesbring to preparation. Paper presented at the National Council of Teachers of MathematicsResearch Conference, Boston, MA.Baldinger, E. E., Selling, S. K., & Virmani, R. (February 2015). Supporting novice teachers tolead discussions that reach a mathematical point. Session presented at the Association ofMathematics Teacher Educators Annual Conference, Orlando, FL.Selling, S. K., & Baldinger, E. E. (February 2015). The (potential) role of non-examples insupporting novice teacher learning of core instructional practices. Session presented at theAssociation of Mathematics Teacher Educators Annual Conference, Orlando, FL.Baldinger, E. E. (April 2014). Secondary mathematical knowledge for teaching: Challenges inmeasurement. Paper presented at the National Council of Teachers of MathematicsResearch Conference, New Orleans, LA.Baldinger, E. E. & Selling, S. K. (February 2014). Reasoning with and about definitions:Learning opportunities afforded by rehearsal in a secondary methods course. Sessionpresented at the annual meeting of the Association of Mathematics Teacher Educators,Irvine, CA.Baldinger, E. E. (November 2013). Connecting abstract algebra to high school algebra. Paperpresented at the annual meeting of the Psychology of Mathematics Education, NorthAmerica Chapter, Chicago, IL.Baldinger, E. E. (April 2013). Mathematical practices and mathematical knowledge forteaching: Unpacking the mathematical thinking of future secondary teachers. Paperp. 10 of 17
Baldinger CV prepared March 20, 2019presented at the annual meeting of the American Educational Research Association, SanFrancisco, CA.Hedrick, B. & Baldinger, E. E. (April 2013). Beliefs about tracking: Comparing American andFinnish prospective teachers. Paper presented at the annual meeting of the AmericanEducational Research Association, San Francisco, CA.Baldinger, E. E. (November 2012). Studying abstract algebra to teach high school algebra.Paper presented at the annual meeting of the Psychology of Mathematics Education, NorthAmerica Chapter, Kalamazoo, MI.Baldinger, E. E. (April 2011). Modifying rich mathematical tasks in the problem-solving cycle:Teachers’ specialized knowledge. Paper presented at the research pre-session of theannual meeting of the National Council of Teachers of Mathematics, Indianapolis, IN.Baldinger, E. E. (April 2011). Modifying rich mathematical tasks in the problem-solving cycle:Helping teachers adapt instruction to promote mathematical thinking. Paper presented at theresearch pre-session of the annual meeting of the National Council of Teachers ofMathematics, Indianapolis, IN.Baldinger, E. E., Borko, H., Jacobs, J., Koellner, K., & Selling, S. K. (April 2011). Modificationsto mathematical tasks in the problem-solving cycle. Paper presented at the annual meetingof the American Educational Research Association, New Orleans, LA.Borko, H., O’Hara, S., Selling, S. K., & Baldinger, E. E. (April 2011). Designing an instructionalleadership model of mathematics professional development in local contexts: A study ofmutual adaptation. Paper presented at the annual meeting of the American EducationalResearch Association, New Orleans, LA.Borko, H., Koellner, K., Jacobs, J., Roberts, S., Baldinger, E. E., & Risley, R. (April 2010).Preparing instructional leaders to facilitate mathematics professional development. Paperpresented at the annual meeting of the American Educational Research Association,Denver, CO.Local and Regional Conferences, Peer-ReviewedBaldinger, E. E. (April 2016). Leading discussions that reach a mathematical point. Sessionpresented at the Minnesota Council of Teachers of Mathematics Spring MathematicsConference, Duluth, MN.Baldinger, E. E. (November 2015). Mathematical practices: Connecting abstract algebra to highschool algebra. Paper presented at the National Council of Teachers of MathematicsRegional Conference & Exposition, Minneapolis, MN.Other PresentationsBaldinger, E. E. (October 2016). Leading mathematical discussions. Invited presentation for theCollege in the Schools Algebra by Inquiry professional development session, University ofMinnesota, Minneapolis, MN.p. 11 of 17
Baldinger CV prepared March 20, 2019Brown, J. C., Chen, B., & Baldinger, E. E. (November 2015). New directions in STEM and LTfaculty research. Invited panel presentation for Curriculum and Instruction faculty andgraduate students, University of Minnesota, St. Paul, MN.Baldinger, E. E., & Selling, S. K. (March 2015). Beginning careers as math educationresearchers. Invited presentation for math education graduate students, Purdue University,West Lafayette, IN.POSTERSNational Conferences, Peer-ReviewedLai, Y. & Baldinger, E. E. (March 2019). Writing explanations: Provoking different knowledgebases by context. Poster presented at the 22nd annual conference on Research onUndergraduate Mathematics Education, Oklahoma City, OK.Other PostersBaldinger, E. E., Staats, S., Covington Clarkson, L. M., Gullickson, E. C., Norman, F., & Akoto,B. (March 2019). Returning voice to the ‘silent M:’ A review of conceptions of mathematicsin integrated STEM education. Poster presented at the College of Education and HumanDevelopment Research Day, Minneapolis, MN.Cramer, K., Baldinger, E. E., Varma, K., Codding, R., Mazzocco, M., Fagerlund, C., &Brandjord, S. (March 2017). Gopher math. Poster presented at the College of Educationand Human Development Research Day, Minneapolis, MN.Baldinger, E. E., Campbell, M. P., Selling, S. K., & Graif, F. (November 2016). Learning torespond to student contributions during whole class discussions: Using written performanceassessments to assess teacher candidate practice. Poster presented at the Designing andResearching Pedagogies of Rehearsal and Enactment for Secondary MathematicsTeacher Development working group at the annual meeting of the Psychology ofMathematics Education, North America Chapter, Tucson, AZOTHER RESEARCH DISSEMINATIONSun, K. L., Baldinger, E. E., & Humphreys, C. (December 5, 2018). Twitter Chat for the articleNumber talks: Gateway to sense making. Mathematics Teacher, 112(1), 48–54. #MTChatBaldinger, E. E., Id-Deen, L., Waller, P., & Sun, K. L. (October 28, 2018). What about thecontroversy? Addressing social justice issues in secondary mathematics methods. AMTEWebinar. ULTY DEVELOPMENT ACTIVITIES REGARDING RESEARCHAssociation of Mathematics Teacher Educators, STaR Fellowship, June 11-16, 2016.University of Michigan, Specialized Content Knowledge Institute, June 2-4, 2016.p. 12 of 17
Baldinger CV prepared March 20, 2019TEACHING AND CURRICULUM DEVELOPMENTUniversity of MinnesotaCourses, seminars, and instructional units taughtCI 5186: PracticumMTHE 5021: Algebraic Structures in School MathematicsMTHE 5031: Geometric Structures in School Mathematic
Preliminary teaching credential, Secondary mathematics, State of California, 2009 EMPLOYMENT Position . Santa Clara Unified School District . University of South Carolina & Clemson University. Baldinger, E. E., & Lai, Y. (2018). How positioning as teacher or student may change validation
