Office: Martin O-4

Phone: (864) 656-2329

Email: nbannis@clemson.edu

Fax: (864) 656-5230

Phone: (864) 656-2329

Email: nbannis@clemson.edu

Fax: (864) 656-5230

# Nicole Bannister

Position:

Assistant Professor

Education:

PhD in Learning Sciences from University of Washington, 2009

MS in Mathematical Sciences from Clemson University, 2001

BS in Mathematics from College of Charleston, 1999

MS in Mathematical Sciences from Clemson University, 2001

BS in Mathematics from College of Charleston, 1999

Professional Research Interests

- mathematics teacher learning in communities of practice contexts
- frame analysis methods
- entry points to learning strengths-based teaching practices and developing mathematical literacies

Professional Memberships

- American Educational Research Association (AERA)
- Association of Mathematics Teacher Educators (AMTE)
- International Society of the Learning Sciences (ISLS)
- National Council of Teachers of Mathematics (NCTM)
- Psychology of Mathematics Education, North American Chapter (PME-NA)
- South Carolina Council of Teachers of Mathematics (SCCTM)

Professional Honors and Awards

- College of Education Top 3 Faculty Recognition to the Clemson University Board of Trustees, 2016
- Service, Teaching, and Research (STaR) Fellow, Association of Mathematics Teacher Educators, 2014
- Excellence in Teaching Award, Eugene T. Moore School of Education, Clemson University, 2012-2013
- Finalist for the Teaching and Teacher Education (Division K) Outstanding Dissertation Award, American Educational Research Association, 2010
- Nominated for the Excellence in Teaching Award, Clemson University Undergraduate Student Government and Fluor Daniel Corporation, 2010
- Finalist for the Spencer Dissertation Fellowship, National Academy of Education, 2010
- Doi Doctoral Student Research Award, University of Washington, College of Education, 2008
- Microsoft Innovative Teacher Award, Microsoft Partners in Learning, 2007
- Recognition of Excellence Award for Outstanding Performance on the Praxis II (Mathematics: Content Knowledge), Educational Testing Service, 2006
- Esther-Livesey Scholarship Award for Teachers, University of Washington, College of Education, 2004
- Most Inspiring Teacher Award, Atlanta Toyota, Nominated by High School Student Joshua Golden, 2004
- Student/Teacher Achievement Recognition (STAR) Teacher, Gwinnett County Public Schools, Nominated by High School Student David Rutter, 2004
- Teacher Letter Faculty Award, Grayson High School, Nominated by Grayson Teachers, 2004
- Outstanding Creativity in the Classroom Award, Grayson High School, 2003
- The Center for Discrete Mathematics and Theoretical Computer Science (DIMACS) Connect Institute Fellow, Rutgers University, 2003
- Georgia Intern-Fellowships for Teachers (GIFT) Fellow, Georgia Institute of Technology, 2003
- Graduate Teaching Assistant of the Year, Clemson University, 2001
- Inaugural Recipient of the Jeremy Warren Vann Memorial Scholarship, College of Charleston, 1999

Selected Publications

Refereed Journal Articles

Refereed International and National Conference Proceedings

Refereed Manuscripts Under Review

- Simpson, A., Bannister, N., & Matthews, G. (accepted). Cracking her codes: Understanding shared technology resources as positioning artifacts for power and status in CSCL Environments. Manuscript accepted for publication in the International Journal of Computer-Supported Collaborative Learning.
- Leonard, A. E. & Bannister, N. (2018). Dancing our way to geometric transformations. Manuscript accepted into press for publication in Mathematics Teaching in the Middle School.
- Bannister, N. (2018). Theorizing collaborative mathematics teacher learning in communities of practice. Manuscript accepted into press for publication in the Journal for Research in Mathematics Education.
- Bannister, N. (2016). FORUM: Breaking the spell of differentiated instruction through equity pedagogy and teacher community. Cultural Studies in Science Education, 11(2). 335-347.
- Bannister, N. (2015). Reframing practice: Teacher learning through interactions in a collaborative group. Journal of the Learning Sciences, 24(3), 347-372.
- Bannister, N. & Linder, S. (2015). Teaching for learning: Recasting a traditionally summative assessment as an intentionally formative experience. The Educational Forum, 79(2). 190-199.
- Bannister, N. (2011). A sweet way to investigate volume. Mathematics Teacher, 105(5), 400.

Refereed International and National Conference Proceedings

- Bannister, N., Arbaugh, F., & Simpson, A. (2016). Pressing methodological boundaries: Analyzing PCK using frame alignment processes. 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 the International Group for the Psychology of Mathematics Education (pp. 1620-1623). Tucson, AZ: The University of Arizona.
- Bannister, N. (2011). Reframing failure: An analysis of high school mathematics teachers' learning. In Wiest, L. R., & Lamberg, T. (Eds.), Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 399-407), Reno, NV: University of Nevada, Reno.
- Bannister, N. (2011). Constructing equitable teaching practices: An analysis of mathematics teachers' conversations. In Wiest, L. R., & Lamberg, T. (Eds.), Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1946-1947), Reno, NV: University of Nevada, Reno.
- Bannister, N. (2009). Reframing failure: High school mathematics teachers' learning about struggling students through participation in workplace communities. In S. L. Swars, D. W. Stinson, & S. Lemons-Smith (Eds.). Proceedings of the 31st Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 1033-1041), Atlanta, GA: Georgia State University, GA.

Refereed Manuscripts Under Review

- Bannister, N. & Arbaugh, F. (under review). Supporting spotlight teachers in video-based collaborative learning settings. Invited book chapter to appear in O. Cavero & N. L. Calvet (Eds.), Pedagogy. InTech.
- Bannister, N. & Sinwell, B. (under review). Motivating constructions.
- Bannister, N., Sinwell, B., Jones, S. & Williams, C. L. (under review). Engaging statistical decision-making through a time estimation task.

Selected Talks

Refereed International and National Conference Presentations

- Bannister, N., Arbaugh, F., & Simpson, A. (2017, April). The role of reification in analyzing teacher learning. National Council of Teachers of Mathematics Research Conference, San Antonio, TX.
- Bannister, N., Arbaugh, F., & Simpson, A. (2016, April). Analyzing mathematics teacher learning using frame alignment processes. National Council of Teachers of Mathematics Research Conference, San Francisco, CA.
- Matthews, G., Bannister, N., & Simpson, A. (2016, April). Cracking her codes: Investigating technology boundary objects using interaction analysis. National Council of Teachers of Mathematics Research Conference, San Francisco, CA.
- Crespo, S., Bannister, N., & Kalinec-Craig, C. (2016, April). Learning to notice students’ mathematical competence. Research on math teacher education in an online multimedia environment symposium, National Council of Teachers of Mathematics Research Conference, San Francisco, CA.
- Bannister, N. (2015, April). An empirical example of teacher learning inside teacher community. American Education Research Association Annual Meeting, Chicago, IL.
- Bannister, N. (2014, June). Capturing teachers’ learning through their framing of a struggling student problem. International Conference of the Learning Sciences, Denver, CO.
- Horn, I. S., Bannister, N., Black, A., Fetter, A., Hedgepeth, S., Lanier, J. (2014, April). Colleagues 2.0: The MathTwitterBlogoSphere and mathematics teachers’ professional learning. National Council of Teachers of Mathematics Research Conference, New Orleans, LA.
- Bannister, N. (2014, April). A brief introduction to high-press questioning. National Council of Teachers of Mathematics Annual Meeting, New Orleans, LA.
- Luedeman, J., Bannister, N., & Williams, C. L. (2014, January). Improving middle grades teacher quality through the Clemson Mathematics Institute and Video Club. Hawaii International Conference on Education, Honolulu, HI.
- Bannister, N. (2014, January). Capturing high school mathematics teachers’ learning through their framing of struggling student problem. Hawaii International Conference on Education, Honolulu, HI.
- Bannister, N. (2013, June). Moving towards agency: An analysis of mathematics teachers’ conversations. Science and Mathematics Teacher Imperative Annual Meeting, St. Louis, MO.
- Bannister, N. (2012, April). Constructing equitable teaching practices: An analysis of mathematics teachers’ conversations. Annual Meeting of the American Educational Research Association, Vancouver, British Columbia, Canada.
- Bannister, N. & Horn, I. S. (2010, April). Constructing student competence beyond the classroom: An analysis of mathematics teachers’ collaborative conversations. Research Pre-Session of the Annual Meeting of the National Council of Teachers of Mathematics, San Diego, CA.
- King, J. & Bannister, N. (2010, April). Using video clubs as a vehicle to link instruction and student learning. National Council of Supervisors of Mathematics Annual Meeting, San Diego, CA.
- Bannister, N. & Horn, I. S. (2009, April). Re-framing failure: High school mathematics teachers’ learning about struggling students. Fostering Communities of Learners: 13th Biennial Conference of the European Association for Research on Learning and Instruction. Amsterdam, The Netherlands.
- Burrill, G., King, J. & Bannister, N. (2009, January). Making teaching public in a math centered learning environment: What did we learn? MSP Learning Network Conference, Washington, DC.
- Bannister, N., Burrill, G., White, A., Kanim, K., & King, J. (2008, January). PD3: Opening classroom doors as a vehicle for change. MSP Learning Network Conference, Washington, DC.
- Bannister, N. (2005, April). Exploring one teacher's experiences implementing reform based mathematics. National Council of Teachers of Mathematics Research Pre-Session, St. Louis, MO.

- Bannister, N. (2017, September). A frame analysis approach for analyzing teacher learning in communities of practice. University of Illinois-Chicago Learning Sciences Research Institute Speaker Series. Chicago, IL.
- Bannister, N. (2016, July). A Multiple Representation Mash-Up Problem for Intermediate Algebra. National Council of Teachers of Mathematics High School Institute, Atlanta, GA.
- Bannister, N. (2016, July). Let's Talk About Intermediate Algebra. National Council of Teachers of Mathematics High School Institute, Atlanta, GA.
- Bannister, N. (2015, July). Using connected representations to promote reasoning and problem solving. National Council of Teachers of Mathematics High School Institute, Anaheim, CA.
- Bannister, N. (2015, July). Fostering meaningful mathematical discourse in your intermediate algebra classroom. National Council of Teachers of Mathematics High School Institute, Anaheim, CA.
- Bannister, N. (2015, July). Geometry, Isometry, & Escher: Fostering productive academic talk in your classes. Tri-County Technical College, Pendleton, SC.
- Bannister, N. (2015, March). Using collaborative methods in university mathematics courses. Association for Women in Mathematics at Clemson University, Clemson, SC.
- Bannister, N. (2014, July). Developing perseverance and problem solving skills in an intermediate algebra context. National Council of Teachers of Mathematics Interactive Institute—Grades 9-12, Chicago, IL.
- Bannister, N. (2014, July). Developing mathematical precision and argumentation skills in an intermediate algebra context. National Council of Teachers of Mathematics Interactive Institute—Grades 9-12, Chicago, IL.

Regional, State, and Local Presentations

- Bannister, N. & Seawright, J. (2015, November). Standing tall: Facilitating meaningful classroom discourse in 6th grade. NCTM Regional Conference, Nashville, TN.
- Bannister, N. (2015, November). Smarter together: Developing habits of mind for teaching middle level and secondary geometry. SCCTM Annual Meeting, Greenville, SC.
- Bannister, N. (2015, November). Strength in numbers: Learning to teach middle and secondary mathematics together. SCCTM Annual Meeting, Greenville, SC.
- Bannister, N. & Breazel, E. (2015, November). Inquiring minds: Student enrichment through a peer teaching experience. SCCTM Annual Meeting, Greenville, SC.
- Bannister, N. & Seawright, J. (2013, October). The power of pattern blocks…for students and their teachers! SCCTM Annual Meeting, Greenville, SC.
- Bannister, N. (2013, March). Let’s talk! Generating productive academic talk in your mathematics classroom. Noyce Foundation Southeastern Conference, Greenville, SC.
- Bannister, N. (2012, February). Connected representations and the amazing technicolor dreamcoat. Noyce Foundation Southeastern Conference, Greenville, SC.
- Bannister, N., Trakas, E. & Goss, C. (2011, October). Origami geometry: Connecting straightedge and compass constructions to origami. SCCTM Annual Meeting, Charleston, SC.
- Bannister, N., Jackson, J. & Trakas, E. (2011, October). Complex instruction: Designing groupwork for middle school and secondary classrooms. SCCTM Annual Meeting, Charleston, SC.
- Bannister, N. (2011, March). Complex instruction: Designing groupwork for secondary mathematics instruction. Noyce Foundation Southeastern Conference, Greenville, SC.
- Bannister, N. (2006, June). Moving forward: Teachers' learning of ambitious teaching practices in the context of video club. Qualitative Methods Conference, Seattle, WA.

Recent Classes Taught

College of Education, Clemson University

College of Sciences, Clemson University

- The Early Adolescent Learner (EDML 8030)
- Middle Grades Mathematics Methods I and Practicum (EDML 8130, 8131)
- Middle Grades Mathematics Methods II and Student Teaching (EDML 8230, 8231)
- Middle School Assessment for Teachers (EDML 8080)
- Advanced Middle School Curriculum (EDML 8410)
- Advanced Studies in the Teaching of Secondary School Mathematics (EDSC 8420)
- Teaching Methods and Strategies for Secondary Mathematics (EDSC 8620, 8621)
- Classics in Mathematics (ED 9010)
- Creative Inquiry: Inquiring Minds (ED 3970; HONS 499)
- Doctoral Dissertation Research (ED 9910)
- Directed Research (ED 9940)
- Educational Tests and Measures (ED F 808)
- Seminar in the Learning Sciences, II (ED F 9020)

College of Sciences, Clemson University

- Differential and Integral Calculus (MATH 1070)
- Calculus of One Variable II (MATH 1080)
- Exploration and Analysis of Secondary Mathematics (MATH 4080)
- Foundations of Mathematics for Middle Grades Teachers (MATH 7140)
- Probability and Statistics for Middle Grades Teachers (MATH 7060)
- Geometry for Middle Grades Teachers (MATH 7090)
- Algebra for Middle Grades Teachers (MATH 7130)
- Geometry for Secondary Mathematics Teachers (MATH 3080, MATH 7380)
- Discrete Mathematics for Secondary Teachers (MATH 7490)
- AP Calculus Institute (MATH 7770)
- Special Topics: Equity & Groupwork in Middle Grades Mathematics Classrooms (MATH 7190)

Links

http://www.reframingpractice.com/