Margaret Schroeder
Dr. Mohr-Schroeder joined the University of Kentucky faculty in 2006. She is an associate professor of STEM education - mathematics education where she is co-chair of the secondary mathematics education program. She holds a BSEd and MS in Mathematics from Pittsburg State University, and a Ph.D. in Curriculum and Instruction – Mathematics Education from Texas A&M University. As a native of Kansas, she began her career as a junior high, high school, community college, and college mathematics instructor. Since her arrival to UK, Dr. Mohr-Schroeder has been involved in over $16 million in NSF funding, expanding access to STEM Education through various initiatives such as the See Blue STEM Camp, and has been instrumental in garnering internal and external funding to support transdisciplinary teacher preparation. When she is not boating, camping, or using her mathematical abilities to remodel her home, she enjoys researching informal learning environments, transdisciplinary STEM, pre-service teacher mathematics Education, Mathematics Knowledge for Teaching, and Assessment.
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teachers (n = 55) to teach students who struggle in mathematics. Data collected from reflection essays and interviews revealed the impact the service learning experience had on prospective secondary mathematics teachers and how it notably influenced their instruction. The results of this study add to the growing evidence for teacher preparation programs to create additional field experiences to better prepare future teachers.
execution of a National Science Foundation sponsored project
aimed at the development of an innovative team-taught crossdisciplinary
course on Systems Thinking for Sustainability as a
contribution to science, technology, engineering and mathematics
(STEM) education.
Experiences in STEM (TUES) research project entitled Systems Thinking for Sustainability
(STFS): Envisioning Trans-disciplinary Transformations in STEM Education, specifically,
detailing how the project team iteratively translated the course structure and lesson plans from
year one to year two.
teachers (n = 55) to teach students who struggle in mathematics. Data collected from reflection essays and interviews revealed the impact the service learning experience had on prospective secondary mathematics teachers and how it notably influenced their instruction. The results of this study add to the growing evidence for teacher preparation programs to create additional field experiences to better prepare future teachers.
execution of a National Science Foundation sponsored project
aimed at the development of an innovative team-taught crossdisciplinary
course on Systems Thinking for Sustainability as a
contribution to science, technology, engineering and mathematics
(STEM) education.
Experiences in STEM (TUES) research project entitled Systems Thinking for Sustainability
(STFS): Envisioning Trans-disciplinary Transformations in STEM Education, specifically,
detailing how the project team iteratively translated the course structure and lesson plans from
year one to year two.