Faculty Profiles

Work Steven C. Beering Hall of Liberal Arts and Education 100 N. University Street West Lafayette Indiana 47907-2098 BRNG 4166work Work Phone: (765) 494-2357work Work Email: esuazo@purdue.eduINTERNET

Categories: CATALYST, Curriculum and Instruction, Mathematics Education

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Elizabeth Suazo-Flores

Research Associate for CATALYST and Curriculum & Instruction Mathematics EducationCurriculum and Instruction

– Profile

I am a mathematics teacher educator who is interested in learning about different ways people know and teach mathematics. In my dissertation study, I explored the area of teachers’ practical knowledge (Elbaz, 1981) using narrative inquiry methodology (Clandinin & Connelly, 2000). Learning about the role of practical knowledge took me to be interested in the teaching of teaching mathematics and collaborate with researchers from other disciplines. I also explored learners’ ways of knowing mathematics in activities defined as landscapes of investigations (Skovsmose, 2001). Some research questions I am interested in exploring are: How do teachers build from their experiences to teach mathematics? In what ways do people bring mathematics to landscapes of investigations? In what ways do mathematics education researchers engage in interdisciplinary collaborations?

+ Education

+ Research and Publications

Selected Publications

Suazo-Flores, E., & Roetker, L. (June, 2021). Pack a truck: Decontextualizing and contextualizing a task. Mathematics Teacher: Learning and Teaching PK-12, 6(114), 468-472. https://doi.org/10.5951/MTLT.2020.0289
Siverling, E., Moore, T., Suazo-Flores, E., Mathis, C., & Guzey, S. (April, 2021). What initiates evidence-based reasoning?: Situations that prompt students to support their design ideas and decisions. Journal of Engineering Education, 10(2), 294-317. https://doi.org/10.1002/jee.20384
Suazo-Flores, E., Alyami, H., Walker, W. S., III, Aqazade, M., & Kastberg, S. E. (February, 2021). A call for exploring mathematics education researchers’ interdisciplinary research practices. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-021-00371-0
Gardner, S., Suazo-Flores, E.,Abraham, J. K., Karippadath, A., Meir, E., & Maruca, S., (January, 2021). Biology undergraduate students’ graphing practice in digital versus pen-and-paper graphing environments. Journal of Science Education and Technology, 30, 431-446. https://doi.org/10.1007/s10956-020-09886-w
Chapman, O., Kastberg, S. E., Suazo-Flores, E., Cox, D., & Ward, J. (2020). Mathematics teacher educators’ inquiry into their practice. In Beswick, K. & Chapman, O. (Eds.), International Handbook of Mathematics Teacher Education. 2^nd Edition. Volume 2: The mathematics teacher educator as a developing professional (pp. 157-187). Brill-Sense Publishers.
Suazo-Flores, E., Walker, W. S., III, Aqazade, M., Alyami, H., & Kastberg, S. E. (2019). Mathematics education researchers’ interdisciplinary collaboration practices. In Otten, S., de Araujo, Z., Candela, A., Munter, C., & Haines, C. (Eds.) Proceedings of the 41^st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. St. Louis, MO.
Siverling, E. A., Suazo-Flores, E., Mathis, C. A., Moore, T. J. (2019). Students’ use of STEM content in design justifications during engineering design-based STEM integration. School Science and Mathematics Journal, 119(8), 457-474. https://doi.org/10.1111/ssm.12373
Kastberg, S. E., Suazo-Flores, E., & Richardson, S. E. (2019). Mathematics educator teacher stories. Revista Brasileira de Pesquisa (Auto) Biografica, 4(10), 48-67.
Kersey, E., Max, B., Akarsu, M., Bloome, L., Suazo, E., & Hoffman, A. J. (2019). Use of written curriculum in applied calculus. International Journal of Research in Education and Science (IJRES), 5(2), 457-467.
Suazo-Flores, E. (2018). Students’ understanding of area: Combining practical and mathematical knowledge with a real world task. International Journal for Research in Mathematics Education, 8(1), 23-37.
Suazo-Flores, E. (2016). Working together: A caring relation between a teacher and a mathematics educator. Purdue Journal of Service-Learning and International Engagement, 3(1), 34-37.