Senior Math Education Designer
Program/Areas of Interest
- Middle school mathematics
- Mathematical argumentation
- Dynamic representational technology
- Emergent multilinguals/bilinguals
- Teacher professional development
- Curriculum design
Teresa Lara-Meloy is passionate about finding better ways of teaching middle school math and improving ways to support math teachers and coaches. She designs technology-integrated curricular and professional development materials. Her interests include how students engage in the CCSS Mathematical Practices, how coaches support teacher professional development, and the multiple ways in which Emergent Multilinguals (EM, particularly Spanish-speaking ones) participate in mathematical discourse using dynamic representational technologies (DRT).
Her current projects include Visualize Teaching and MPACT 3D.
- Ed.M. in Technology in Education, 2000, Harvard University Graduate School of Education, Cambridge, MA
- B.S. in Foreign Service, 1996, Georgetown University, School of Foreign Service, Washington, DC
Zahner, W. Lara-Meloy, T., Noble, T., Vahey, P., Kim, H. (submitted). Exploring Quantitative Reasoning in Linguistically Diverse Middle School Students’ Problem-Solving Discussions. Journal for Research in Mathematics Education.
Knudsen, J., Stevens, H., Lara-Meloy, T., Kim, H, & Shechtman, N. (2018). Mathematical Argumentation in Middle School – The What, Why and How. Thousand Oaks, CA: Corwin.
Vahey, P., Knudsen, J., Rafanan, K. & Lara-Meloy, T. (2013). Curricular Activity Systems Supporting the Use of Dynamic Representations to Foster Students’ Deep Understanding of Mathematics. In C. Mouza and N. Lavigne (Eds.). Emerging Technologies for the Classroom: A learning sciences perspective, pp. 15 – 30. Springer, NY.