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Travis Weiland 828-230-2182 Tweiland@Uh.Edu Travis Weiland 828-230-2182 [email protected] EDUCATION Doctor of Philosophy in Mathematics Education, August 2017 University of Massachusetts Dartmouth - Dartmouth, MA Dissertation Title: (Re)envisioning Statistical Literacy in the High School Mathematics Curriculum Dissertation Committee: Dr. Shakhnoza Kayumova (Chair), Dr. Jesse Bazzul, Dr. Chandra Hawley Orrill, & Dr. Eileen Murray Masters of Science in Mathematics Education, May 2015, University of Massachusetts Dartmouth - Dartmouth, MA Masters of Arts in Education in Mathematics Education, December 2012, (24 credits of graduate level mathematics coursework) Western Carolina University - Cullowhee, NC Bachelors of Arts in Secondary Education & Mathematics, December 2007, Warren Wilson College - Swannanoa, NC ACADEMIC APPOINTMENTS Fall 2020- Assistant Professor Present University of Houston, Houston, TX Fall 2017- Assistant Professor of Mathematics Education Spring 2020 Appalachian State University, Boone, NC Fall 2015- Teaching Assistant Spring 2017 University of Massachusetts Dartmouth Fall 2013- Research Assistant Spring 2017 Kaput Center for Research and Innovation in STEM Education Fairhaven, MA Spring 2013 Adjunct Mathematics Instructor South College, Asheville, NC Spring 2013 Adjunct Mathematics Instructor Asheville-Buncombe Technical Community College, Asheville, NC Fall 2012- Math Instructor Spring 2013 Warren Wilson College, Swannanoa, NC Spring 2008- Math Teacher Spring 2012 Enka High School, Enka, NC Updated 8/20 Weiland 2 TEACHING EXPERIENCE GRADUATE TEACHING Assistant Professor University of Houston, Houston, TX Fall 2020 CUIN6345 Teaching Mathematics and Science with Technology Assistant Professor Appalachian State University, Boone, NC Spring 2020 MAT5910 Investigation in Teaching of Mathematics Fall 2019 STT5811 Statistical Concepts and Applications I Spring 2018 MAT 5520 Direct Research Fall 2017 MAT 5420 Teaching Apprenticeship Instructor of Record - UMass Dartmouth, North Dartmouth, MA Spring 2017 Practicum Program Supervisor Fall 2016 EDU 519 Technology and Instruction (3 Credits) Summer 2016 EDU 519 Technology and Instruction (3 Credits) Spring 2016 EDU 519 Technology and Instruction (3 Credits) Fall 2015 MTE 510 Statistics & Probability in the Secondary Grades (3 Credits) Summer 2015 MTE 510 Statistics & Probability in the Secondary Grades (3 Credits) UNDERGRADUATE TEACHING Assistant Professor Appalachian State University, Boone, NC Spring 2020 STT4812 Statistical Concepts and Applications II with Probability Modeling (3 credits) Fall 2019 MAT2030 Math for Elementary School Teachers (3 Credits, 2 sections) Spring 2019 MAT2030 Math for Elementary School Teachers (3 Credits, 2 sections) STT3820 Statistical Methods I Fall 2018 MAT2030 Math for Elementary School Teachers (3 Credits) STT2810 Introduction to Statistics (3 Credits, 2 Sections) Spring 2018 STT1810 Basic Statistics (3 Credits, 2 Sections) Fall 2017 MAT1025 Precalculus (4 Credits, 2 Sections) MAT2030 Math for Elementary School Teachers (3 Credits) Math Instructor South College, Asheville, NC Spring 2013 GS150 College Mathematics I (4 Credits) Math Instructor Asheville-Buncombe Technical Community College, Asheville, NC Spring 2013 MAT143 Quantitative Literacy (3 Credits) MAT152 Statistical Methods I (4 Credits) Math Instructor Warren Wilson College, Swannanoa, NC Spring 2013 MAT141 Statistics (4 Credits, 2 Sections) Fall 2012 MAT241 Calculus I (4 Credits) MAT141 Statistics (4 Credits, 2 Sections) K-12 TEACHING (NC State Secondary Education License, Highly Qualified in Math) Math Teacher, Enka High School, Candler, NC Spring 2008- Integrated I, Integrated II, Pre-Calculus, and Discrete Mathematics. Summer 2012 Student Teacher, Owen High School Swannanoa, NC Fall 2007 Introduction to Mathematics, Algebra I, and Pre-Calculus. Weiland 3 SCHOLARLY WORK REFEREED JOURNAL ARTICLES Weiland, T., Orrill, C. H., Nagar, G. G., Brown, R. E., & Burke, J. (2020). A framework for a robust understanding of proportional reasoning for teaching. Journal for Mathematics Teacher Educators, xx(xx), xx-xx. DOI: 10.1007/s10857-019-09453-0 Poling, L. & Weiland, T. (2020). Using an interactive platform to recognize the intersection of social and spatial inequalities. Teaching Statistics, 42, 108–116. DOI: 10.1111/test.12234 Brown, R. E., Weiland, T., Orrill, C. H. (2020). Mathematics teacher’s use of knowledge resources when identifying proportional reasoning situations. International Journal of Mathematics and Science Education, 18(6), 1085–1104. DOI:10.1007/s10763-019- 10006-3 Weiland, T. (2019). The contextualized situations constructed as appropriate for the use of statistics by school mathematics texts. Statistics Education Research Journal, 18(2), 18- 38. https://iase-web.org/documents/SERJ/SERJ18(2)_Weiland.pdf?1576862349 Weiland, T., Orrill, C. H., Brown, R. E., & Nagar, G. G. (2019). Mathematics teachers’ ability to identify situations appropriate for proportional reasoning. Research in Mathematics Education, 21(3), 233-250. DOI:10.1080/14794802.2019.1579668 Weiland, T. (2017). Problematizing statistical literacy: An intersection of critical and statistical literacies. Educational Studies in Mathematics, 96(1), 33-47. DOI: 10.1007/s10649-017- 9764-5 Weiland, T. (2017). The importance of context in task selection. Teaching Statistics, 39(1), 20- 25. DOI: 10.1111/test.12116. REFEREED BOOK CHAPTERS Weiland, T. (In press). The science of data, data science: Perversions and possibilities in the Anthropocene through a spatial justice lens. In J. Bazzul, M.F.G Wallace, M. Higgins & S. Tolbert Re-imagining Science Education in the Anthropocene (pp.xxx-xxx). Palgrave. Weiland, T., & Poling, L. (2020). Are you a citizen? A lesson on the 2020 Census citizenship question. In R. Berry, B. Conway, B. R. Lawler, J. W. & Staley (Eds.), High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice (pp.167- 175). Corwin and the National Council of Teachers of Mathematics. Weiland, T. (2019). Critical mathematics education and statistics education: Possibilities for transforming the school mathematics curriculum. In Ben-Zvi, D. & Garfield, J (Eds.), Topics and Trends in Current Statistics Education Research (pp.391-411). Springer. DOI: 10.1007/978-3-030-03472-6_18 Radakovic, N., Weiland, T., & Bazzul, J. (2018). Transdisciplinarity, critical mathematics education, eco-justice, and the politics to come. In Jao, L., & Radakovic, N. (Eds.), Transdisiplinarity in mathematics education (pp.109-124). Springer. DOI: 10.1007/978- 3-319-63624-5_6 Weiland 4 MANUSCRIPTS IN PROGRESS Weiland, T. & Poling, L. (under review). Acknowledging sociocultural, critical, spatial, and quantitative ways of knowing in mathematics teacher education. Educational Studies in Mathematics, xx(x), xx-xx. An, T., Clark, D., Lee, H.Y., Miller, E., & Weiland, T. (under review). A Discussion of programmatic differences within mathematics content courses for prospective elementary teachers. The Mathematics Educator, xx(xx), xx-xx. Gallagher, M. A., Ellis, L., & Weiland, T. (under review). Teaching word problems in K-12 mathematics: Integrating literacy strategies to foster conceptual understanding. Mathematics Teacher Learning and Teaching, xx(x), xx-xx. Weiland, T. (in preparation). Suppose a situation: What Foucault helps uncover about how statistics is constructed in mathematics textbooks. Educational Studies in Mathematics, xx(x), xx-xx. Weiland, T. (in preparation). Elementary pre-service teachers’ understanding of statistics: An item analysis. Mathematics Teacher Educator, xx(x), xx-xx. Weiland, T. (in preparation).Statistical Literacy in the Pandemic. Mathematical Thinking and Learning, xx(x), xx-xx. REFEREED CONFERENCE PROCEEDINGS Gómez-Blancarte, A. L., Ruiz-Hernandez, B. R., Sorto, M. A., & Weiland, T. (Accepted). Statistics education across social and political boundaries: Similarities, differences, and points for building community. In A. I. Sacristán & J. C. Cortés (Eds.), Proceedings of the 42nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (XXX-XXX). Mazatlán, Sinaloa, Mexico. Amick, L., Campitelli, M., Jakopovic, P., Kysh, J., Parker, D., Pforts, A., Weiland, T., & Wilding, L. J. (Accepted). The design and implementation of an intervention to support and retain early career mathematics teachers. In A. I. Sacristán & J. C. Cortés (Eds.), Proceedings of the 42nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (XXX-XXX). Mazatlán, Sinaloa, Mexico. Weiland, T. (2019). Suppose a situation: What Foucault helps uncover. In S. Otten, , A. Candela, Z. de Araujo, C. Haines & C. Munter (Eds.), Proceedings of the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (1826-1831). St. Louis, MO. Weiland, T., Mojica, G. F., Engledowl, C., & Jones, R. S. (2019). Statistics education: (Re)framing past work for taking a holistic approach in the future. In S. Otten, , A. Candela, Z. de Araujo, C. Haines & C. Munter (Eds.), Proceedings of the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (1954-1966). St. Louis, MO. Poling, L., Weiland, T. (2018). Constructing a framework acknowledging the sociocultural, critical, special, and quantitative ways of knowing the world. In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), Proceedings of the 40th annual meeting of the
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