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Office: Martin O-4
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
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
  • 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.
Invited Presentations
  • 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
  • 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/
Last Updated: 10/4/17