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Patty Wagner

171017-wagner-patty-web-125x168.jpg
Title: Assistant Professor
Phone: 706-867-4515
Email:

Office: Newton Oakes Center 211C, Dahlonega

Overview

Dr. Wagner came to UNG in 2014 after receiving her Ph.D. in mathematics education from UGA. Her research has focused on changing the way students view mathematics and their own mathematical potential. A completed project explored the reservations some people had toward mathematics education reforms. Her current project is developing a mathematical modeling course that employs effective teaching and learning practices. Prior to joining the UNG community, she taught middle and high school math and science for 8 years. Patty has also coordinated the early childhood program at United Way for Northeast Georgia. She and her husband of 30+ years live in Athens, where he works in the physiology & pharmacology department at the University of Georgia. Dr. Wagner enjoys spending time with her two adult children and chihuahua, reading good books, and being involved with Athens Church.

Education

  • Ph.D., Mathematics Education, University of Georgia, 2014
  • B.A., Physics, Eastern Washington Univeristy, 1987

Research/Special Interests

  • Research on teaching and learning mathematics (K-12 and higher education)

Publications

  • Phipps, M. & Wagner, P. A. (2017). The hidden curriculum in higher education mathematics modeling textbooks. In T. A. Olson & L. Venenciano (Eds.), Proceedings of the 44th annual meeting of the Research Council on Mathematics Learning (pp. 137–144). Fort Worth, TX.
  • Wagner, P. A. (2016). Avoiding political pitfalls associated with school mathematics reforms. Journal of Advances in Education Research, 1(1), 1–12.
  • Wagner, P. A., Smith, R. C., Conner, A., Singletary, L. M., & Francisco, R. T. (2014). Using Toulmin’s model to develop prospective secondary mathematics teachers’ conceptions of collective argumentation. Mathematics Teacher Educator, 3(1), 8–26.
  • Conner, A., Singletary, L. M., Smith, R. C., Wagner, P. A., & Francisco, R. T. (2014). Teacher support for collective argumentation: A framework for examining how teachers support students’ engagement in mathematical activities. Educational Studies in Mathematics, 86(3), 401–429.
  • Conner, A., Singletary, L. M., Smith, R. C., Wagner, P. A., Francisco, R. T. (2014). Identifying kinds of reasoning in collective argumentation. Mathematical Thinking and Learning, 16(3), 188–200.
  • Wagner, P. A., Smith, R. C., Conner, A., Francisco, R. T., & Singletary, L. (2013). Using Toulmin’s model to develop prospective teachers’ conceptions of collective argumentation. Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 725–732). Chicago: University of Illinois, Chicago.
  • Conner, A., Singletary, L., Smith, R. C., Wagner, P. A., & Francisco, R. T. (2013). A framework for examining how teachers support collective argumentation. Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1041–1044). Chicago: University of Illinois, Chicago.
  • Conner, A., Gleason, B. W., Singletary, L. M., Wagner, P. A., & Smith, R. C. (2011). A student teacher’s role in supporting collective argumentation in a geometry unit. Paper presented at the annual conference of the American Educational Research Association, New Orleans.
  • Conner, A., Gleason, B., Singletary, L. M., Smith, R. C., & Wagner, P. A. (2011). A student teacher's support for collective argumentation. In L. R. Wiest & T. Lamberg, (Eds.), Proceedings of the 33rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 121–129). Reno NV: University of Nevada, Reno.

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