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Rachel Ayieko

Assistant Professor in Mathematics Education
School of Education
Instruction and Leadership in Education

106A Canevin Hall
Phone: 412.396.1164
ayiekor@duq.edu

Education:

Ph.D., Curriculum, Teaching, and Education Policy, Michigan State University, 2014
Bio

Rachel Ayieko is an Assistant professor in Mathematics Education in the Department of Instruction and Leadership in Education. Her research interests include exploring the teaching practices that promote conceptual understanding of mathematics, algebra teaching and learning, teacher quality, and the opportunities to learn to teach and learn mathematics using large-scale data sets and classroom observation schemes. Her recent research focuses on the relationships between the opportunities that pre-service teachers have to learn to teach elementary school mathematics and their knowledge and beliefs about teaching and learning mathematics using the international Teacher Education and Development Study of Mathematics (TEDS-M).

Courses

LTEC 322 - Numeracy pedagogy PK-4

LTML 412- Mathematics Content Knowledge for Teaching Grades 4 - 8

EDLS 341- Teaching Secondary Mathematics

Affiliations and Service

American Education and Research Association (AERA)

National Council of Teachers of Mathematics (NCTM)

Association of Mathematics Teacher Educators (AMTE)

Comparative and International Education Society (CIES)

Reviewer for Professional Research Conferences

National Council of Teachers of Mathematics (NCTM)-2015 research conference

Comparative and International Education Society (CIES)-2015 research conference

Honors/Grants

2013 -Phi Beta Delta International Honor Society

2013-2014 AERA Dissertation Research Grant

Publications and Professional Presentations

Ayieko, R. A. (2014) Opportunity to learn to teach mathematics: A comparative study. Poster presented at the Promising Scholarship in Education: Dissertation Fellows and their Research at the American Education Research Association in Philadelphia on April 6th.

Ayieko, R.A. (2013). Opportunity to learn how to plan instruction and teacher knowledge and beliefs about teaching and learning: A comparative study. Paper presented at the Comparative and International Education Society Conference in New Orleans on 13th March.

Ayieko, R.A., Floden, R.E., Hu, A., Lepak, J., Reinholz, D.L., & Wernet, J. (2012).
Transitioning from executing procedures to robust understanding of algebra. In Van Zoest, L.R., Lo, J.-J., & Kratky, J.L. (Eds.) Proceedings of the 34th Annual Meeting of North American Chapter of the International Group for the Psychology of Mathematics Education. Kalamazoo, MI: Western Michigan University, 845-848.

Hu, S., Ayieko, R., Floden, R.E., Lepak. J., & Wernet, J. (2012). Robustness criteria as a framework to capture students' algebraic understanding through contextual algebraic tasks. In Van Zoest, L.R., Lo, J.-J., & Kratky, J.L. (Eds.) Proceedings of the 34th Annual Meeting of North American Chapter of the International Group for the Psychology of Mathematics Education. Kalamazoo, MI: Western Michigan University, 1004.

Ayieko, R.A. (2012). Factors influencing student achievement in eighth grade algebra: A comparative study of Botswana, Singapore, and the United States. Presented at the Comparative and International Education Society Conference in Puerto Rico on 26th April.

Kuo, N. & Ayieko, R. A. (2010). Cherries, plums and peaches and damsons all have their own beauty and qualities: The emphasis on differentiated instruction in teacher education programs. Presented at the Critical Questions in Education Conference Chicago, IL, on 9th October 2010.

Githua, B.N. & Nyabwa, R.A. (2007). Effects of advance organizer strategy during instruction on secondary school students' mathematics achievement in Kenya's Nakuru District. International Journal of Science and Mathematics Education, 6(3)439-475