Dr. Abbey Auxter has a Ph.D. in Mathematics Education from Temple University and a Master of Science (M.S.) in Teaching, Learning, and Curriculum from Drexel University. Her background in mathematics education research has promoted a classroom environment of student engagement, discourse, and critical thinking. She is frequently learning and incorporating new technologies into her classes and finding new ways to challenge and engage students in their mathematical journey.
In addition to teaching, Dr. Auxter has conducted research in the area of mathematical education and pedagogy for academic journals, reviewed for academic journals, and has collaborated on a variety of committees.
Miller-Cotto, D., Auxter, A., Byrnes, J., & Knewton, K. (2017) Too Much of a Good Thing: When Faded Worked Examples Decreases Performance in Algebra. Paper to be presented at biennial Society of Research in Child Development meeting in Austin, TX, April 2017.
Ding, M. & Auxter, A. (2017) Children’s strategies to solving additive inverse problems: A preliminary analysis. Mathematics Education Research Journal, 29(1), 73-92.
Ding, M. & Auxter, A. (2015) Children’s strategies to solving additive inverse problems: A preliminary analysis. Paper presented at annual American Educational Research Association meeting in Chicago, IL, April 2015.