Research output per year
Research output per year
Personal profile
Teaching Experience
M109 Indigenous ways of knowing in STEM (F 2024; F 2025)
M132 Number and operations for K-8 teachers (F 2015; S 2016; F 2016; S 2017; F 2017; S 2018; S 2019; S 2020; F 2020)
M172 Calculus II (F 2024)
M326 Number theory (S 2025)
M429 History and nature of mathematics (S 2017)
M500 Current mathematics curricula (S 2016; S 2017; S 2019; F 2024)
M510 Problem solving for teachers (F 2017; F 2019)
M572 Algebra for teachers (Sum 2016; Sum 2018; Sum 2020; Sum 2022)
M573 Geometry for teachers (Sum 2024)
M574 Probability and statistics for teachers (Sum 2017; Sum 2021; Sum 2023)
M595 Philosophy of education and mathematics education (S 2022)
M595 Advanced research methods in math education (F 2022)
M596 Qualitative research methods (S 2018)
M596 Teaching and learning in Calculus (S 2019)
M602 Teaching college math (F 2016; S 2020; S 2025)
M609 Research methods in mathematics education (F 2025)
STAT 216 Introduction to statistics (F 2020; S 2021; F 2021; S 2022; F 2022; S 2023)
EDU497 Secondary math methods (F 2025)
Research Interests
My research draws on two traditions in mathematics education and the learning sciences: Realistic Mathematics Education (RME) and cultural-historical perspectives on learning. RME starts with the premise that mathematics is, first and foremost, an activity, the human activity of structuring the world. Cultural-historical perspectives on learning are also concerned with human activity. From a cultural-historical perspective, the primary features of human activity are (a) that it is productive, and (b) that it is intertwined with the products of prior activity. Thus my research examines the following big question:
“what gets produced as people engage in mathematical activity?”
In short, my answer is, activity, artifacts, community, and identity are all “productively intertwined,” with each producing and being produced by, the others.
I view all aspects of this mutual production to be at play in all mathematical activity. However, I find it productive to focus different strands of my research on particular aspects, as described in the "Projects" section, below.
Expertise related to UN Sustainable Development Goals
In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):
Education/Academic qualification
Bachelor, Carnegie Mellon University
Master, University of Colorado Boulder
PhD, University of Colorado Boulder
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Collaborations and top research areas from the last five years
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FINDING LEARNING IN ‘OFF TASK’ BEHAVIOR: ARTIFACTS, AGENCY AND SECOND STIMULI
Peck, F. A., 2022, In: For the Learning of Mathematics. 42, 1, p. 31-34 4 p.Research output: Contribution to journal › Article › peer-review
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The Durability and Invisibility of Practice Fields: Insights from Math Teachers Doing Math
Peck, F. A., Renga, I. P., Wu, K. & Erickson, D., 2022, In: Cognition and Instruction. 40, 3, p. 385-412 28 p.Research output: Contribution to journal › Article › peer-review
Open Access4 Scopus citations -
Toward learning trajectory-based instruction: A framework of conceptions of learning and assessment
Peck, F., Johnson, R., Briggs, D. & Alzen, J., Oct 2021, In: School Science and Mathematics. 121, 6, p. 357-368 12 p.Research output: Contribution to journal › Article › peer-review
5 Scopus citations -
Towards Anti-Deficit Education in Undergraduate Mathematics Education: How Deficit Perspectives Work to Structure Inequality and What Can Be Done About It
Peck, F., 2021, In: PRIMUS. 31, 9, p. 940-961 22 p.Research output: Contribution to journal › Article › peer-review
15 Scopus citations -
Beyond rise over run: A learning trajectory for slope
Peck, F. A., Jul 2020, In: Journal for Research in Mathematics Education. 51, 4, p. 433-467 35 p.Research output: Contribution to journal › Article › peer-review
6 Scopus citations