Scholars

Assistant Professor

Positions:

Assistant Professor, Teaching, Learning and Culture, College of Education and Human Development

overview

My research focuses on empowering teachers to support meaningful STEM learning through active participation in argumentation. I explore teacher actions and factors that promote and contextually support argumentation, and I involve developing classroom interventions and practical tools to facilitate teachers' learning in supporting argumentation. Additionally, I collaborate with an interdisciplinary team of researchers from fields like engineering, computer science, science education, and instructional technology. Together, we are designing and promoting methods to advocate for integrated STEM education.

education and training

M.A. in Mathematics, University of Georgia - (Athens, Georgia, United States) 2020
Ph.D. in Mathematics Education, University of Georgia - (Athens, Georgia, United States) 2020
M.Ed. in Mathematics Education, Beijing Normal University - (Beijing, Beijing, China) 2015
B.S. in Mathematics and Applied Mathematics, Sichuan Normal University - (Chengdu, Sichuan, China) 2013

selected publications

Academic Articles8

Gomez Marchant, C. N., Park, H., Zhuang, Y., Foster, J. K., & Conner, A. Theory to practice: Prospective mathematics teachers recontextualizing discourses surrounding collective argumentation. Journal of Mathematics Teacher Education. 24(6), 671-699.
Zhuang, Y., & Conner, A. Secondary mathematics teachers use of students incorrect answers in supporting collective argumentation. Mathematical Thinking and Learning. 26(2), 208-231.
Zhuang, Y., & Conner, A. Teachers use of rational questioning strategies to promote student participation in collective argumentation. Educational Studies in Mathematics. 111(2), 345-365.
Foster, J., Gillespie Schneider, J., Franco, L., Zhuang, Y., Crawford, B., & Conner, A. Categorizing Classroom-based Argumentation in Elementary STEM Lessons: Applying Waltons Types of Argument Dialogue. Journal of Research in STEM Education. 8(2), 79-110.
Foster, J., Conner, A., Zhuang, Y., Singletary, L., & Park, H. Supporting students participation in collective argumentation: Use of displays in a secondary mathematics classroom. Mathematical Thinking and Learning. ahead-of-print(ahead-of-print), 1-21.

Conference Papers3

Conner, A., Miller, C., Menke, J., & Zhuang, Y. Elementary teachers beliefs about teaching mathematics and science: Implications for Argumentation. Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. 1951-1952.
Foster, J., Zhuang, Y., Conner, A., Park, H., & Singletary, L. M. One teachers analysis of her questioning in support of collective argumentation. Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. 2067-2071.
Park, H., Conner, A., Singletary, L. M., Foster, J. K., & Zhuang, Y. One teachers learning to facilitate argumentation: focus on the use of repeating. Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. 1961-1962.