Mary Ann Huntley

Senior Lecturer

225 Malott Hall
huntley@math.cornell.edu
607/255-5529

Education

Ph.D. (1997) University of Maryland, College Park

Departments and programs

Mathematics

Affiliated Colleges

College of Arts and Sciences

Academic interests

Applied Mathematics
Math Education

Research Focus

Mathematics Education

My research involves examining the middle- and high-school mathematics curriculum from various perspectives, including the intended, enacted, and achieved curriculum, with a particular focus on the algebra strand of the curriculum. I am currently investigating the content of the algebra strand of six commercially-available high-school textbook series. This research was originally supported by a grant from the National Science Foundation (Award #090131). Together with Denisse Thompson (University of South Florida, emeritus) and Christine Suurtamm (University of Ottawa), I am co-editing the Information Age Publishing book series, Research in Mathematics Education.

Publications

Mayer, J., Huntley, M. A., Fonger, N. L., & Terrell, M. S. (2018). Professional learning through teacher-researcher collaborations. Manuscript submitted for publication.
Thompson, D. R., Huntley, M. A., & Suurtamm, C. (Eds.). (2018). International perspectives on mathematics curriculum. Charlotte, NC: Information Age Publishing.
Suurtamm, C., Huntley, M. A., & Thompson, D. R. (2018). What might be learned from examining curricular perspectives across countries? In D. R. Thompson, M. A. Huntley, & C. Suurtamm (Eds.), International perspectives on mathematics curriculum (pp. 1-8). Charlotte, NC: Information Age Publishing.
Huntley, M. A., Suurtamm, C., & Thompson, D. R. (2018). Transcending boundaries: What have we learned? In D. R. Thompson, M. A. Huntley, & C. Suurtamm (Eds.), International perspectives on mathematics curriculum (pp. 227-237). Charlotte, NC: Information Age Publishing.
Huntley, M. A., & Terrell, M. (2014). One-step and multi-step linear equations: A content analysis of five textbook series. ZDM – The International Journal on Mathematics Education, 46, 751-766.
Huntley, M. A., & Heck, D. J. (2014). Examining variations in enactment of a grade 7 mathematics lesson by a single teacher: Implications for future research on mathematics curriculum enactment. In D. R. Thompson & Z. Usiskin (Eds.), Enacted mathematics curriculum: A conceptual framework and research needs (pp. 21-45). Charlotte, NC: Information Age Publishing.
Thompson, D. R., & Huntley, M. A. (2014). Researching the enacted mathematics curriculum: Learning from various perspectives on enactment [Editorial]. ZDM – The International Journal on Mathematics Education, 46, 701-704.
Huntley, M. A. (2012). Developing tools to examine variations in mathematics textbook implementation. In D. J. Heck, K. B. Chval, I. R. Weiss, & S. W. Ziebarth (Eds.), Approaches to studying the enacted mathematics curriculum (pp. 47-66). Charlotte, NC: Information Age Publishing.
Huntley, M. A., & Flores, A. (2011). Student-made games to learn the history of mathematics. PRIMUS, 21, 567-576.
Huntley, M. A., & Flores, A. (2010). A history of mathematics course to develop prospective secondary mathematics teachers’ knowledge for teaching. PRIMUS, 20, 603-616.
Huntley, M. A., & Chval, K. B. (2010). Teachers’ perspectives on fidelity of implementation to textbooks. In R. Reys & B. Reys (Eds.), The K–12 mathematics curriculum: Issues, trends, and future directions (2010 National Council of Teachers of Mathematics Yearbook) (pp. 289-303). Reston, VA: National Council of Teachers of Mathematics.
Huntley, M. A. (2009). Brief report: Measuring curriculum implementation. Journal for Research in Mathematics Education, 40, 355-362.