ARISE

Advancing Research & Innovation in STEM Education of Preservice Teachers in High-Needs School Districts

NSF
  • Home
  • About
    • About ARISE
    • ARISE Evaluation
    • ARISE Advisory Board
    • ARISE Team
    • About AAAS
    • About NSF
  • Blog
    • ARISE Blog Submission Criteria
  • What’s New?
    • News
    • Newsletters
  • Resources
    • Noyce Track 4 Research Book
    • Commissioned Papers
    • ARISE Webinars
    • NSF Proposal Preparation Webinars
    • Bibliography
      • Annotated Bibliography
      • Promising Practices
    • ARISE Convenings
      • Upcoming Meetings & Presentations
      • Past Meetings & Presentations
        • Noyce Regional Dialogues
    • Helpful Links
  • Opportunities
    • Submit an Evidence-Based Innovation
      • ARISE Evidence-Based Innovation Guidelines
    • Submit a Research Article/Report
    • Submit Ideas for Our Blog/Webinar/Newsletter
    • Grants
    • Dissemination
    • Professional Development Opportunities
  • Contact
    • Subscribe
ARISE / Grace A. Chen

Grace A. Chen

Grace A. Chen
Department of Teaching and Learning
Vanderbilt University

Grace A. Chen is a Ph.D. candidate in the Department of Teaching and Learning at Vanderbilt University. A former secondary school mathematics teacher, she studies how, why, and what mathematics teachers learn about race, power, and equity, with particular interests in identity, ethics, and affect. Her work on Asian Americans in STEM has been published in Race, Ethnicity, and Education; work with preservice teachers in Cognition and Instruction; work on pedagogical responsibility in Pedagogy, Culture, & Society; and practitioner-facing work  in The Best of the Math Teacher Blogs 2015. Chen is a National Science Foundation Graduate Research Fellow, presented a Twitter Math Camp keynote on the politics of teaching mathematics in 2017, and received the Peabody Faculty Council Equity, Diversity, and Inclusion Leadership Award in 2018. Her dissertation focuses on how secondary mathematics teachers make sense of relational work.

Blog Posts

How Do Teachers Learn to Work Against Oppressive Systems? | September 29, 2020

This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE- 2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

AAAS

ARISE is Brought to You by NSF and AAAS - The World's Largest General Scientific Society

  • About AAAS ARISE
  • AAAS ISEED
  •  
  • Subscribe to ARISE
  • Contact Us
  •  
  • Privacy Policy
  • Terms of Use
© 2023 American Association for the Advancement of Science