meet your instructor
Sarah Quebec Fuentes (s.quebec.fuentes@tcu.edu, 817.257.6026) is currently an Associate Professor in mathematics education at Texas Christian University. She
was a middle and high school mathematics teacher for ten years prior to receiving
her doctoral degree in mathematics education from Montclair State University.
She teaches mathematics methods courses for undergraduate preservice teachers across all grade levels, graduate mathematics education courses, and an action research course. The focus of this professional development stems from her
dissertation work, which she conducted with one of her high school mathematics classes.
Additional References:
​
-
Quebec Fuentes, S. (2011). The evolution of one teacher's interventions with students working in groups. In M. S. Khine & I. M. Saleh (Eds.), Practitioner research: Teachers’ investigations in classroom teaching (pp. 81-102). Hauppauge, NY: Nova Science Publishers.
-
Quebec Fuentes, S. (2011). The negotiation of classroom norms through teacher interventions with small groups in a geometry class. In D.F. Berlin & A.L. White (Eds.), Science and mathematics education: International innovations, research, and practices (pp. 107-121). Columbus, OH: International Consortium for Research in Science and Mathematics Education.
-
Quebec Fuentes, S. (2012). Promoting student-to-student discourse in small groups: Findings of a practitioner action research project. Learning & Teaching Mathematics, 12, 45-50.
-
Quebec Fuentes, S. (2013). Small-group discourse: Establishing a communication-rich classroom. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 86(3), 93-98.
-
Quebec Fuentes, S. (2013). Fostering communication between students working collaboratively: Results from a practitioner action research study. Mathematics Teacher Education and Development, 15(1), 48-71.
-
Quebec Fuentes, S. (2018). Fostering small-group, student-to-student discourse. The Australian Mathematics Teacher, 74(2), 21-30.
"Dr. Fuentes does an excellent job of guiding discussions in class. Students are the focal point of the class and the environment she creates early on allows everyone to feel comfrotable sharing."