Megan and her colleagues support and study teachers as they make use of research based information about the development of children’s mathematical thinking (CGI) and considers how attention to students’ mathematical thinking can help challenge existing school structures and create opportunities for marginalized students to learn with understanding. Her research work to support teachers, schools and communities was recognized with the AERA Research into Practice Award and she was elected to the National Academy of Education.
Ph.D., Educational Psychology, University of Wisconsin, Madison, 1990
- Franke, M. L., Carpenter, T.P., Levi, L., Fennema, E. (2001). Capturing teachers’ generative growth: A follow-up study of professional development in mathematics. American Educational Research Journal, 38, 653-689.
- Franke, M., Turrou, A.C., Webb, N., Ing, M, Wong, J., Shim, N, Fernandez, C. (2015). Student engagement in each other’s mathematical ideas: The role of teacher invitation and support moves. Elementary School Journal,116 (1),126-148.
- Battey, D. & Franke, M. (2013). Integrating professional development on mathematics and equity: Countering deficit views of students of color. Education and Urban Society. DOI: 10.1177/0013124513497788.
- Franke, M., McMillan, B., Johnson, N, & Turrou, A. (2020). Focusing on what children know and can do: Methodological issues in assessing mathematical understanding. In V. Gadsden, E. Graue, & S. Ryan (Eds.) Advancing Knowledge & Building Capacity for Early Childhood Research. Washington D.C.: AERA.