Manjula Peter Joseph, Ph.D.

    Education

    • Ph.D., Mathematics Education, The Ohio State University
    • M.A., Mathematics Education, The Ohio State University
    • M.Phil., Mathematics, Madurai Kamaraj University
    • M.Sc., Mathematics, Bangalore University
    • M.Ed., Mathematics Education, Annamalai University

    Additional Information

    My research interests revolve around culturally responsive and equitable mathematics instruction. My goal as a teacher educator is to prepare and support teachers for mathematics instruction that caters to the needs of all students, particularly those from vulnerable populations. My research focuses on social justice mathematics pedagogy; with special emphasis on student self-empowerment and critical consciousness.

    Publications & Presentations

    • Joseph, M. P., Erchick, D. B. (November, 2015). Equitable Mathematics Instruction: Lessons from the Matherscize Girls’ Summer Camp. International Journal of Education and Human Development, New York, NY.
    • Erchick, D. B., Joseph, M. P., Dornoo, M. (September, 2014). Teacher perspectives on mathematics content and pedagogy: Describing and documenting movement. International Journal of Education and Social Science, Portsmouth, UK.
    • Joseph, M. P., Erchick, D. B. (July 2012). Investigating equity pedagogy in action: Three teachers in a girls’ mathematics camp. The 12th International Congress on Mathematical Education (ICME), Korea National University of Education, Gangnae-myeon, Cheongwon-gun, Chungcheongbuk-Do (Seoul 363-791 Korea), Rep of KOREA.
    • Erchick, D. B., Tyson, C. A., Joseph, M. P. (July 2012). Professional development for mathematics coaches: Social justice growth progressions. The 12th International Congress on Mathematical Education (ICME), Korea National University of Education, Gangnae-myeon, Cheongwon-gun, Chungcheongbuk-Do (Seoul 363-791 Korea), Rep of KOREA.
    • Somayajulu, R. B., Joseph, M. P., Joswick, C., Enderson, M. C. (July 2012). Characterizing secondary pre-service mathematics teachers’ understanding of student mathematical thinking: A focus on children from urban communities. The 12th International Congress on Mathematical Education (ICME), Korea National University of Education, Gangnae-myeon, Cheongwon-gun, Chungcheongbuk-Do (Seoul 363-791 Korea), Rep of KOREA.
    • Erchick, D. B., Dornoo, M., Joseph, M. P. (2011). Teacher perspectives on mathematics content and pedagogy: Describing and documenting movement. Research report. In Wiest, L. R., and Lamberg, T. (Eds.) Proceedings of the 33rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Reno, NV: University of Nevada, Reno, 130-137.
    • Erchick, D. B., Dornoo, M., Joseph, M. P., Brosnan, P. (2010). Examining the nuances of equity pedagogy: Working toward development. Research Report. In P. Brosnan, P.,Erchick, D. B., and Flevares, L. (Eds.). Proceedings of the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Columbus, OH: The Ohio State University, 6, 472-480.
    • Joseph, M. P. (2016). Social Justice Mathematics Pedagogy: Learnings from a Case Study. Association of Mathematics Teacher Educators conference, Irvine, CA.
    • Joseph, M. P and Dornoo, M. D. (March, 2015). Teaching the Pythagorean Theorem from a Multicultural Perspective. 59th Annual Conference of the Comparative and International Education Society, Washington, DC.
    • Joseph, M. P. (2013). Investigating Teacher Perspectives and Practices in Teaching Mathematics for Social Justice. In D. B. Erchick (chair), Common Core-Based Instruction for Elementary-aged ELL and Low-SES Learners: Pathways for Teacher Professional Development. Research Symposium to be presented at the Association of Mathematics Teacher Educators. Orlando, FL.