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Alesia Mickle Moldavan

Ph.D.

Alesia Moldavan

Assistant Professor, Mathematics Education
113 West 60th Street
Lowenstein 1121
amoldavan@fordham.edu

Alesia Mickle Moldavan is an Assistant Professor of Mathematics Education in the Division of Curriculum and Teaching at Fordham University's Graduate School of Education.

Moldavan has experience teaching and supervising new and in-service middle and secondary mathematics teachers. She taught several years as a secondary mathematics instructor at diverse Title-I schools in Georgia, including Rockdale Magnet School for Science and Technology. Additionally, she served as a STEM Saturday Enrichment program instructor at Georgia State University. She currently serves as the Assistant Editor of the Journal of Urban Mathematics Education.

Education

Ph.D., Teaching and Learning in Mathematics Education, Georgia State University

Dissertation Title: Navigating Reform in Mathematics Teacher Education: Teacher Educators’ Responses to edTPA and Professional Organizations’ Initiatives

M.Ed., Mathematics Education, Georgia State University

B.S.Ed., Mathematics Education, University of Georgia

Qualitative Research Graduate Certificate, Georgia State University

International Education Graduate Certificate, Georgia State University

Research Interests

Alesia Moldavan’s research interests include mathematics teaching and teacher preparation situated in socio-cultural, socio-political, and socio-historical contexts; ethnomathematics; and teacher performance assessments. Moldavan is currently engaged with various research projects that examine the ways mathematics teacher educators engage in critical conversations of equity in mathematics teacher education.

In her recent collaboration with colleagues, Moldavan explored the ways mathematics teacher preparation programs include clinical experiences embedded with support structures that allow for teaching and learning progression. She implemented co-planning and co-teaching models to inform prospective mathematics teachers of strategies to efficiently work with cooperating teachers and maximize the facilitation of information to their students. She also contributed on a project that implemented inclusive strategy training with prospective mathematics teachers to develop the confidence and ability to design and employ effective instructional strategies for diverse learners.

These projects, among others, have been published in peer-reviewed professional journals and conference proceedings, including Georgia Educational Researcher, the North American Chapter of the International Group for the Psychology of Mathematics Education, and the Georgia Association of Mathematics Teacher Educators. Moldavan has also presented her research at local, national, and international conferences, including the National Council of Teachers of Mathematics Research Conference, the Association of Mathematics Teacher Educators, the North American Chapter of the International Group for the Psychology of Mathematics Education, the International Conference on Technology in Collegiate Mathematics, the National edTPA Implementation Conference, the Georgia Association of Mathematics Teacher Educators, the Georgia Council of Teachers of Mathematics, and STEAM3: The Future of Education.

Selected Publications and Presentations

Junor Clarke, P. A., Moldavan, A. M., & Porter, E., II. (in press). Exploring co-planning and co-teaching strategies in preservice secondary mathematics teachers’ clinical experiences. Proceedings of the 11th annual meeting of the Georgia Association of Mathematics Teacher Educators. Eatonton, GA.

Moldavan, A. M. (in press). Unraveling the mathematics of Ndebele beadwork: Transformations on an indigenous Cartesian plane. In I. C. Chahine & J. De Beer (Eds.), Evidence-based inquiries in ethno-STEM research: Embodied, situated and distributed knowledge systems. Charlotte, NC: Information Age Publishing.

Emerson, J. M., Junor Clarke, P., & Moldavan, A. M. (2018). Bridging pedagogy and practice: From coursework to field experiences in a teacher preparation program. Georgia Educational Researcher, 14(2), 24­–35.

Junor Clarke, P. A., Mickle, A. D., & Porter, E., II. (2016). Modeling co-teaching approaches to enhance preservice mathematics teachers’ knowledge and skills for teaching. 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 (p. 943). Tucson, AZ: The University of Arizona.

Mickle, A., & Junor Clarke, P. (2015). Using TI-Nspire to engage preservice mathematics teachers in an exploratory geometry module. Proceedings of the 9th annual meeting of the Georgia Association of Mathematics Teacher Educators (pp. 13–40). Eatonton, GA.

Selected Presentations

Moldavan, A. M. (2018, April). (Re)defining access and equity in preparing for the edTPA. Paper presented at the National Council of Teachers of Mathematics Research Conference, Washington, D.C.

Junor Clarke, P., & Moldavan, A. M. (2018, February). Preservice secondary mathematics teachers exploring a co-teaching model during their clinical experiences. Paper presented at the 22nd annual meeting of the Association of Mathematics Teacher Educators, Houston, TX.

Junor Clarke, P., Mickle, A., & Calder, E. (2016, October). A MUST in your toolbox: Exploring geometry classroom-based situations. Presentation conducted at the 58th annual meeting of the Georgia Council of Teachers of Mathematics, Eatonton, GA.

Junor Clarke, P., & Mickle, A. (2016, April). Promoting proactive preparation and learning of the edTPA’s assessment task across the curriculum. Presentation conducted at the National edTPA Implementation Conference, Savannah, GA.

Alexander, M., & Mickle, A. (2016, March). Introduction to ethnomathematics. Presentation conducted at the 28th International Conference on Technology in Collegiate Mathematics (ICTCM), Atlanta, GA.

Mickle, A. (2015, October). STEM project-based learning: Increasing students’ motivation and academic achievements. Presentation conducted at the 9th annual meeting of the Georgia Association of Mathematics Teacher Educators, Eatonton, GA.

Mickle, A., Holihan, J., & Junor Clarke, P. (2015, October). Prove it: Using TI-Nspire in geometry problem-solving tasks. Presentation conducted at the 57th annual meeting of the Georgia Council of Teachers of Mathematics, Eatonton, GA.

Chahine, I., & Mickle, A. (2013, April). Integrating ethnomathematics in mathematics teaching. Presentation conducted at The University System of Georgia Teaching and Learning Conference, Athens, GA.

Courses

Clinical Seminar in Adolescent Mathematics (CTGE 5287)

Teaching and Assessing Mathematics: Adolescents (CTGE 5286)

Teaching and Learning Advanced Topics in Math (CTGE 5285)

Teaching and Learning Foundational Topics and Math (CTGE 5284)

Teaching Mathematics to Children (CTGE 5227)

Teaching Math and Science in Inclusive Adolescence Classrooms (CTGE 5176)