Amy Burns Ellis is a Distinguished Research Professor in the Department of Mathematics and Science Education at the University of Georgia. She was formerly an associate professor in mathematics education in the Department of Curriculum & Instruction at the University of Wisconsin–Madison. Themes in her research on mathematics education include the concepts of generalization and proportion, and a focus on gender similarities in mathematics performance rather than gender differences.
Education Ellis received her BA in mathematics (with a minor in Japanese) from Washington University in St. Louis in 1993, and her MA in mathematics from San Jose State University in 1998. She received her Ph.D. in mathematics and science education in May, 2004, from the University of California at San Diego and San Diego State University. Her dissertation was titled Relationships between Generalizing and Justifying: Students' Reasoning with Linear Functions.Ellis, A.B. (2004). Relationships between Generalizing and Justifying: Students' Reasoning with Linear Functions. (Unpublished doctoral dissertation.) University of California, San Diego and San Diego State University.
Publications Ellis has published articles in the Journal for Research in Mathematics Education,Ellis, A.B. (2011). Generalizing promoting actions: How classroom collaborations can support students’ mathematical generalizations. Journal for Research in Mathematics Education, 42(4), 308 – 345Ellis, A.B. (2007). Connections between generalizing and justifying: Students' reasoning with linear relationships. Journal for Research in Mathematics Education, 38(3), 194 – 229.Lobato, J., Clarke, D., & Ellis, A.B. (2005). Initiating and eliciting in teaching: A reformulation of telling. Journal for Research in Mathematics Education, 36(2), 101–136 Cognition and Instruction,Ellis, A.B. (2007). The influence of reasoning with emergent quantities on students’ generalizations. Cognition and Instruction, 25(4), 439–478. The Journal of the Learning Sciences,Ellis, A.B. (2007). A taxonomy for categorizing generalizations: Generalizing actions and reflection generalizations. Journal of the Learning Sciences, 16(2), 221 – 262. Science,Hyde, J., Lindberg, S., Linn, M., Ellis, A.B., & Williams, C. (2008). Gender similarities characterize math performance. Science, 321(5888), 494 – 495. and various other journals. In addition, Ellis has co-authored three books for the Essential Understandings Project book series by the National Council of Teachers of Mathematics, one published in 2010Lobato, J., & Ellis, A.B. (2010). Essential understandings project: Ratios, proportions, and proportional reasoning (Gr. 6 – 8). National Council of Teachers of Mathematics. one in 2011,Lannin, J., Ellis, A.B., & Elliott, R. (2011). Essential understandings project: Mathematical reasoning (Gr. K – 8). National Council of Teachers of Mathematics. and one in 2012.Bieda, K., Ellis, A.B., & Knuth, E. (2012). Essential understandings project: Proof and proving (grades 9–12). National Council of Teachers of Mathematics.
Honors received Ellis was awarded the Early Career Publication Award from the Research in Mathematics Education special interest group of the American Educational Research Association in 2008.The American Educational Research Association Special Interest Group of Research in Mathematics Education Newsletter (Summer 2008). http://www.sigrme.org/newsletters/summer08_news.pdf
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