# Michelle Morgan, Ph.D.

### Assistant Professor of Mathematics Education

Education

B.S., Bemidji State University, Mathematics Education, General/Applied Mathematics, and Technology Education, 2008

M.A., University of Northern Colorado, Mathematics (Teaching), 2012

Ph.D., University of Northern Colorado, Educational Mathematics, 2019

Phone

970.943.7061Email

mmorgan@western.eduOffice Location

Crawford Hall 102 ## Biography

Dr. Michelle Morgan has a passion for both teaching and learning that she hopes to pass to her students. At Western, she is excited to work with both the Education and Mathematics & Computer Science Departments to develop future teachers with a special focus on elementary and secondary mathematics. Dr. Morgan joins the teams with over five years of teaching experience at the K-12 level in rural Northern Minnesota.

### Courses Taught

- EDUC 603: Content Area Learning
- EDUC 682: Shaping School Systems
- MATH 140: College Algebra
- MATH 209: Mathematics for Elementary School Teachers I

### Publications

- Morgan, M., & Powers, R. (2018). Traditional versus standards-based grading: A comparison of the teaching practices of secondary mathematics teachers. In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), Proceedings of the 40th annual meeting of the North American chapter of the international group for the psychology of mathematics education (pp. 1146). Greenville, SC: University of South Carolina & Clemson University.
- Troudt, M. L., Parker, C. F, Lee, A., Morgan, M., Reiten, L., Novak, J. (2018). High school teachers’ mathematical knowledge for teaching exponential functions: MKT as decision-making. In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), Proceedings of the 40th annual meeting of the North American chapter of the international group for the psychology of mathematics education (pp. 512-515). Greenville, SC: University of South Carolina & Clemson University.
- Morgan, M. (2017). Mastery-based grading: An exploration of one teacher’s implementation of reform grading practices. In E. Galindo, & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American chapter of the international group for the psychology of mathematics education (pp. 1230-1233). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.
- Morgan, M., & Powers, R. (2016). Facilitating classroom discourse: A project designed to help preservice teachers implement high-cognitive demand tasks. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American chapter of the international group for the psychology of mathematics education (pp. 955). Tucson, AZ: The University of Arizona.
- Morgan, M. (2015). Learning from failure: A case study of repeating a mathematics course for preservice elementary teachers. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th annual meeting of the North American chapter of the international group for the psychology of mathematics education (pp. 558-561). East Lansing, MI: Michigan State University.

### External Professional Affiliations

- Colorado Council for Teachers of Mathematics (CCTM)
- National Council for Teachers of Mathematics (NCTM)
- Association of Mathematics Teacher Educators (AMTE)