Allison Gantt

Allison Gantt is a Ph.D. in Education student in the Mathematics Education specialization at the University of Delaware. Before beginning the program, she taught secondary mathematics for seven years, primarily in her hometown of Wilmington, Delaware. Allison’s experiences motivated her current research interests, which center around how secondary students learn algebra in classrooms through peer collaboration and other interactions. She has investigated the development of students’ algebraic thinking through the specific lenses of quantitative reasoning, covariational reasoning, and representational activity.

Allison has significant experience and interest in linking research to teaching practice. Throughout her studies, she continues to work with the local community of mathematics teachers through organizations like the Delaware Mathematics Coalition to facilitate professional development opportunities. She holds a B.A. in Mathematics and Educational Studies from Swarthmore College.

Education

• B.A., Mathematics and Educational Studies, Swarthmore College, Swarthmore, PA

Professional Experience

• Graduate Research Assistant, School of Education, University of Delaware, 2020–present
• Secondary Mathematics Teacher, The John Dickinson School, Wilmington, DE, 2015–2020
• Secondary Mathematics and Technology Teacher, Instituto Internacional Octavio Paz, Ajijic, Jalisco, Mexico, 2013–2014
• Research Assistant, Department of Educational Studies, Swarthmore College, Swarthmore, PA, 2011–2014

Honors and Awards

• Fontana Family Graduate Tuition Scholarship, College of Education and Human Development, University of Delaware, 2020
• Teacher of the Year, The John Dickinson School, 2019–2020
• Mabel M. Elliott Outstanding Mathematics Student Teacher Award, Swarthmore College, 2013
• AERA Undergraduate Research Training Workshop, American Educational Research Association, 2011
• McCabe Scholar, Swarthmore College, 2009–2013

Publications

• Gantt, A. L., Paoletti, T., & Corven, J. (2023). Exploring the prevalence of covariational reasoning across mathematics and science TIMSS 2011 assessment items. International Journal of Science and Mathematics Education.
• Renninger, K.A., Gantt, A. L., & Lipman, A. (2023). Comprehension of argument in mathematical text: What is the role of interest? ZDM Mathematics Education, 55, 371–384.
• Paoletti, T., Gantt, A. L., Vishnubhotla, M., & Mohamed, M. (2022). Constructing a system of covariational relationships: two contrasting cases. Educational Studies in Mathematics, 1-21.

Presentations

• Gantt, A. L. (2022). Interactive dynamics in task-based curricular materials. In A. E. Lischka, E. B. Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown (Eds.). Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 114-118). Nashville, TN.
• Gantt, A. L., Paoletti, T., Greenstein, S. (2022). “This one is that”: A semiotic lens on quantitative reasoning. In A. E. Lischka, E. B. Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown (Eds.). Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 781-789). Nashville, TN.
• Paoletti, T., Hohensee, C., & Gantt, A. L. (2022). Quantitative reasoning, algebraic reasoning, and operating with algebraic symbols: A novel framework. In A. E. Lischka, E. B. Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown (Eds.). Proceedings of the 44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 266-271). Nashville, TN.
• Gantt, A. L. (2022, Mar). Beyond “sharing out”: Promoting interaction in the math classroom. Session presented at Delaware Council of Mathematics Leaders Triple Crown Conference.