Pier_Libby_288

Biography

After graduating Summa Cum Laude from Northwestern University in 2008 with a B.S. in Journalism and a minor in Psychology, Libby Pier began teaching English to eighth through tenth graders through the Teach For America program. While teaching and earning her Master’s in Urban Education from Loyola Marymount University, she found it exceedingly difficult to determine the most effective research-based teaching practices that would maximally benefit her students. This pushed her to apply to graduate programs where she could learn about effective pedagogical principles, conducting educational research, and translating research into effective classroom practice. She is currently a PhD student in the Learning Sciences area, working with Mitchell Nathan.

Education

B.S. 2008  Journalism (Minor: Psychology) Northwestern University, Evanston, Ill.
M.A. 2010 Urban Education (School Policy and Administration) Loyola Marymount University, Los Angeles, Calif.
M.S. 2014 Educational Psychology (Learning Sciences), University of Wisconsin–Madison, Madison, Wisc.

Publications

Williams, C. C., Pier, E. L., Walkington, C., Boncoddo, R., Clinton, V., Alibali, M., & Nathan, M. (Accepted). What we say and how we do: Action, gesture, and language in proving. Manuscript to appear in the Journal of Research in Mathematics Education.

Pier, E. L., & Nathan, M. J. (2016). A review of ‘Mathematics and the body: Material entanglements in the classroom.’ Journal for Research in Mathematics Education, 47(4), 423–427.

Pier, E. L., Raclaw, J., Nathan, M. J., Kaatz, A., Carnes, M., & Ford, C. E. (2015). Studying the study section: How group decision making in person and via videoconferencing affects the grant peer review process (WCER Working Paper No. 2015-6). Available from The University of

Wisconsin–Madison, Wisconsin Center for Education Research website: http://www.wcer.wisc.edu/publications/workingPapers/papers.php

Nathan, M., Walkington, C., Boncoddo, R., Pier, E. L., Williams, C., & Alibali, M. (2014). Actions Speak Louder with Words: The Roles of Action and Pedagogical Language for Grounding Mathematical Reasoning. Learning and Instruction, 33, 182–193. doi: 10.1016/j.learninstruc.2014.07.001