The Department of Learning and Instruction in the Graduate School of Education at the University at Buffalo, State University of New York invites applications for a position as an Assistant Professor of Mathematics Education to begin August 2019. We seek candidates whose experience and research have prepared them to contribute to our commitment to diversity and excellence while bringing in additional perspectives that will contribute to a dynamic and engaged research, teaching, and service agenda. The strong applicants will have some demonstrated evidence of the strong potential for excellence in research and for seeking and securing external funding. Although the specific area of research is open, we are particularly interested in candidates who are engaged in research on one or more of the following topics: teaching and learning of statistics: (a.) teaching and learning of statistics, (b.) teaching and learning of calculus, (c.) teaching and learning of geometry, or (d.) teaching and learning of algebra. Individuals from historically underrepresented groups are strongly encouraged to apply.
University at Buffalo is an affirmative action/equal opportunity employer and, in keeping with our commitment, welcomes all to apply including veterans and individuals with disabilities.
An earned doctorate in mathematics education or a closely related field prior to appointment, with a strong background in mathematics
An active record of or demonstrated potential for, excellence in scholarly activity in the field of mathematics education
Strong potential for seeking and attracting external funding
Experience teaching in middle school or high school mathematics
Experience teaching courses related to math and STEM education to either future or practicing teachers, especially in an online environment
Demonstrated experience working with a diverse student population
A research program that merges theory and practice with an emphasis on student thinking and sense making
Demonstrated ability to provide quality instruction in face-to-face, hybrid, and online learning environments on a variety of topics related to the pedagogy and content of high school mathematics
A commitment to strong university advising, particularly related to advising doctoral and online students
The potential to work across disciplines as a growing initiative to pursue critical issues in STEM education at the secondary and postsecondary levels
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