Elham Kazemi (born 1970)[1] is a mathematics educator and educational psychologist, the Geda and Phil Condit Professor in Math and Science Education in the College of Education of the University of Washington.

Education and career

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Kazemi is originally from Iran, and moved to the US at age 11.[2] She graduated from Duke University in 1992 with a bachelor's degree in psychology, and became an elementary school teacher in Phoenix, Arizona. Returning to graduate study in educational psychology at the University of California, Los Angeles, she earned a master's degree in 1997 and completed her Ph.D. in 1999. Her dissertation, Teacher Learning within Communities of Practice: Using Students’ Mathematical Thinking to Guide Teacher Inquiry,[3] was supervised by Megan Franke.[2]

Kazemi joined the University of Washington faculty as an assistant professor in 1999.[3] She was named the Geda and Phil Condit Professor in 2014.[4]

Contributions

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With Allison Hintz, Kazemi is the author of the book Intentional Talk: How to Structure and Lead Productive Mathematical Discussions (Stenhouse Publishers, 2014).[5]

She has worked with the Renton School District to develop mathematics lesson in which students explain and critique their problem-solving methods with each other.[6] Her paper with another mathematics education specialist and five Renton teachers and coaches describing her work there won the 2014 Distinguished Paper Award of the Washington Educational Research Association.[7]

References

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  1. ^ Birth year from Library of Congress catalog entry, retrieved 2018-11-28.
  2. ^ a b "Elham Kazemi", Author biographies, Stenhouse Publishers, retrieved 2018-11-25
  3. ^ a b Curriculum vitae, April 2014, retrieved 2018-11-25
  4. ^ Faculty named to endowed positions, University of Washington College of Education, September 25, 2014, retrieved 2018-11-25
  5. ^ Reviews of Intentional Talk:
  6. ^ Shaw, Linda (July 14, 2014), "Math concepts + teamwork = big gains at struggling Renton school", Seattle Times
  7. ^ Math innovation paper wins distinguished research award, University of Washington College of Education, November 17, 2014, retrieved 2018-11-25
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