His research is based on a mixed-methods study of the communication practices that are used by teachers and students when doing proofs in high school geometry.
He has broad interests in how people learn to represent mathematics and communicate their mathematical ideas to others.
Currently, she is working on video cases for novice college mathematics instructor professional development and the project “On The Job Learning: Graduate Student Instructors’ Development of Knowledge for Teaching,” which seeks to study newly formed teaching-related knowledge in novice college physics instructors.
Examining the influence that mathematical knowledge for teaching has on college mathematics instructors’ teaching practices.
Recent Publications
Speer, N., Smith, J., & Horvath, A. (2010). Collegiate mathematics teaching: An unexamined practice, Journal of Mathematical Behavior, 29(2), 99-114.
Speer, N. & Wagner, J. (2009). Knowledge needed by a teacher to provide analytic scaffolding during undergraduate mathematics classroom discussions, Journal for Research in Mathematics Education, 40(5), 530-565.
Kung, D. & Speer, N. (2009). Teaching assistants learning to teach: Recasting early teaching experiences as rich learning opportunities, Studies in Graduate and Professional Student Development, 12, 133-152.
