Dr. Judith Quander
Dr. Judith Quander
Professor, Associate Vice President for Faculty Affairs and Faculty DevelopmentMathematics and StatisticsBiography
After completing a master's degree in Mathematics, I became a middle school mathematics teacher in Tucson, Arizona. That experience influenced my decision to pursue mathematics education as a career. I earned my Ph.D. in Mathematics Education with a focus on looking at differences in instructional style in tracked high school mathematics classrooms. I looked at how high school mathematics teachers changed their instructional focus and style depending on the perceived ability level of the students. I have also worked as the Director of Research at the National Council of Teachers of Mathematics where I focused on making research findings accessible to practicing teacher.
Degrees Earned
- Ph.D., Mathematics Education, University of Georgia
- MS, Mathematics, University of Arizona
- Bachelor of Art, Plan II, The University of Texas
- Bachelor of Science, Mathematics, The University of Texas
Courses Taught
Math 3321 Mathematics Concepts 1
Math 3322 Mathematics Concepts 2
Math 3303 Geometry for Secondary Teachers
Math 3313 Mathematics Topics for Secondary Teachers
Experience Qualifications
Dr. Quander has a Ph.D. in Mathematics Education. She is currently the Associate Vice President for Faculty Affairs and Faculty Development. She has been at UHD since Fall 2010 and is a Professor of Mathematics Education in the Department of Mathematics and Statistics.
More Information
Publications
Sack, J., Quander, J., Redl, T., & Leveille, N. (2016). The community of practice among mathematics and mathematics education faculty members at an urban minority-serving institution in the US. Innovative Higher Education, 41, 167-182.
Quander, J., & Redl, T. (2021). Early Field Experiences for STEM Undergraduates: A Possible Pathway into Teaching. Journal of STEM Teacher Education, 56(2), 4.
Quander, J., Sack, J. J., & Redl, T. A. (2020). Learning Through Co-teaching as Critical Friends. Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education: Cases of Learning and Leading, 241-255.
Sack, J., & Quander, J. (2018). Care as an Approach for Supporting Induction Years Secondary Mathematics Teachers. Facing Challenges and Complexities in Retention of Novice Teachers, 223.