Senior Researcher, Consortium for Policy Research in Education
Teaching Learning and Leadership Division
Math instruction; teacher preparation and professional development; creating locally relevant curriculum; using formative assessment to improve mathematics instruction.
Caroline Brayer Ebby is an expert in how math is taught, and how math instruction can be improved. She co-created the Community Based Math Project, a hub for developing locally relevant and social justice oriented mathematics lessons. Ebby, an adjunct associate professor at Penn GSE and a senior researcher at the Consortium for Policy Research in Education, also studies the implementation of standards-aligned math curriculum and the use of formative assessment and learning trajectories to improve K-8 mathematics teaching and learning.
Caroline Ebby says a problem with math instruction in the U.S. is its focus on following rules, rather than ensuring that students understand how calculations work to solve problems.
Betsy Rymes comments on how online debates over a Duke professor's discriminatory email disrupted a racist feedback loop that has served to reinforce U.S. monolingualism.
