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# Mary Ann Huntley

Senior Lecturer

### Departments/Programs

- Mathematics

## Research

Mathematics Education

My research involves examining the middle- and high-school mathematics curriculum from various perspectives, including the intended, enacted, and achieved curriculum, with a particular focus on the algebra strand of the curriculum. I am currently investigating the content of the algebra strand of six commercially-available high-school textbook series. This research was originally supported by a grant from the National Science Foundation (Award #090131). Together with Denisse Thompson (University of South Florida, emeritus) and Christine Suurtamm (University of Ottawa), I am co-editing the Information Age Publishing book series, *Research in Mathematics Education*.

## Courses

### Fall 2021

- MATH 1110 : Calculus I
- MATH 4980 : Special Study for Mathematics Teaching
- MATH 5080 : Special Study for Teachers

## Publications

- Mayer, J., Huntley, M. A., Fonger, N. L., & Terrell, M. S. (2018). Professional learning through teacher-researcher collaborations. Manuscript submitted for publication.
- Thompson, D. R., Huntley, M. A., & Suurtamm, C. (Eds.). (2018). International perspectives on mathematics curriculum. Charlotte, NC: Information Age Publishing.
- Suurtamm, C., Huntley, M. A., & Thompson, D. R. (2018). What might be learned from examining curricular perspectives across countries? In D. R. Thompson, M. A. Huntley, & C. Suurtamm (Eds.), International perspectives on mathematics curriculum (pp. 1-8). Charlotte, NC: Information Age Publishing.
- Huntley, M. A., Suurtamm, C., & Thompson, D. R. (2018). Transcending boundaries: What have we learned? In D. R. Thompson, M. A. Huntley, & C. Suurtamm (Eds.), International perspectives on mathematics curriculum (pp. 227-237). Charlotte, NC: Information Age Publishing.
- Huntley, M. A., & Terrell, M. (2014). One-step and multi-step linear equations: A content analysis of five textbook series. ZDM – The International Journal on Mathematics Education, 46, 751-766.
- Huntley, M. A., & Heck, D. J. (2014). Examining variations in enactment of a grade 7 mathematics lesson by a single teacher: Implications for future research on mathematics curriculum enactment. In D. R. Thompson & Z. Usiskin (Eds.), Enacted mathematics curriculum: A conceptual framework and research needs (pp. 21-45). Charlotte, NC: Information Age Publishing.
- Thompson, D. R., & Huntley, M. A. (2014). Researching the enacted mathematics curriculum: Learning from various perspectives on enactment [Editorial]. ZDM – The International Journal on Mathematics Education, 46, 701-704.
- Huntley, M. A. (2012). Developing tools to examine variations in mathematics textbook implementation. In D. J. Heck, K. B. Chval, I. R. Weiss, & S. W. Ziebarth (Eds.), Approaches to studying the enacted mathematics curriculum (pp. 47-66). Charlotte, NC: Information Age Publishing.
- Huntley, M. A., & Flores, A. (2011). Student-made games to learn the history of mathematics. PRIMUS, 21, 567-576.
- Huntley, M. A., & Flores, A. (2010). A history of mathematics course to develop prospective secondary mathematics teachers’ knowledge for teaching. PRIMUS, 20, 603-616.
- Huntley, M. A., & Chval, K. B. (2010). Teachers’ perspectives on fidelity of implementation to textbooks. In R. Reys & B. Reys (Eds.), The K–12 mathematics curriculum: Issues, trends, and future directions (2010 National Council of Teachers of Mathematics Yearbook) (pp. 289-303). Reston, VA: National Council of Teachers of Mathematics.
- Huntley, M. A. (2009). Brief report: Measuring curriculum implementation. Journal for Research in Mathematics Education, 40, 355-362.