## Profile

**Education**

B.A., Mathematics (summa cum laude), Edinboro University of Pennsylvania, Edinboro, PA, 2004

M.A., Mathematics, Bowling Green State University, Bowling Green, OH, August 2006

Ph.D., Mathematics Education, The University at Buffalo, The State University of New York, Buffalo, NY, 2012

In 2012, Courtney received her Ph.D. in Mathematics Education from The University at Buffalo, The State University of New York. Her dissertation investigated key prerequisite notions for an introductory notion of limit, describing a partial learning trajectory for the limit concept. Prior to receiving her Ph.D., Courtney received her M.A. in Mathematics from Bowling Green State University (2006) and her B.A. in Mathematics and Pennsylvania Secondary Teaching Certificate in Mathematics from Edinboro University (2004). In addition to teaching and researching, Courtney enjoys doing professional development with pre-service and in-service mathematics teachers.

**Dr. Nagle's Teaching Speicalties Include:**

Calculus

Mathematics Methods Courses

**Teaching Statement**

Just as a highly-skilled teacher should design instruction to accommodate the desired learning outcomes, my teaching philosophy is a product of my vision for the learning outcomes of high-quality mathematics education. My vision for mathematics education is to prepare students to reason and make sense of mathematical problems. I aim to develop students who are able to analyze a problem, implement a strategy, use connections across contexts and representations, and reflect on their solutions (National Council of Teachers of Mathematics (NCTM), 2009).

In order to build students' conceptual understanding of mathematics while promoting their ability to reason mathematically, I focus on helping students make sense of mathematical content. Although I believe students must still master basic facts and procedures, I also believe that when these procedures make sense, students will (1) have a much easier time remembering them and (2) be able to reformulate them if forgotten. In mathematics methods courses, my goal is to prepare the pre-service teachers to instill conceptual understanding of mathematics in their future students. I strive to equip pre-service teachers with (1) the pedagogical skills and strategies and (2) the specialized content knowledge required to teach high-quality lessons that promote reasoning and sense-making.

**Research Interests**

My research interests naturally follow the dual-emphasis of mathematics and education in my professional and educational backgrounds. I believe that improvements to instruction and pedagogical practices stem from a deeper understanding of the cognitive development of the mathematical concepts. Thus, I strive to understand the development of particular mathematical concepts more thoroughly in order to improve the teaching of these concepts. Specifically, I have investigated the development of students’ concept images of the mathematical topics of limits and slope. I am also interested in sociomathematical culture and its influence in the teaching and learning of mathematics.

**Funded Projects and Grants**

**In Progress:**

Integrating technology-rich instruction of urban students into the mathematics education curriculum, P.I. Courtney Nagle (with Joseph Previte and Jodie Styers), National Science Foundation, $159,901, September 2012-August 2015.

**Completed:**

On-Line Design Grant for MATH 021. Nagle, C.R. (principal investigator), M. Kertis (co-principal investigator), and J. Styers (co-principal investigator). Penn State Erie, The Behrend College Internal Grant, $5,000. 2010.

Integrating Key Nursing Concepts and Processes into The Mathematics Curriculum. Nagle, C.R. (principal investigator), M. Kertis (co-principal investigator), J.A. Carrick (co-principal investigator), and D.M. Goodwin (co-principal investigator). Pennsylvania State University Schreyer Institute Teaching Support Grant, $8,000. 2008.

**Articles Published in Refereed Journals**

Nagle, C. (Author), & Moore-Russo, D. (2014). Slope Across the Curriculum: Principles and Standards for School Mathematics and the Common Core State Standards. *The Mathematics Educator*, 16 pages.

Nagle, C. (Author), & Moore-Russo, D. (2013). How Do Teachers' Concept Images of Slope Relate to their Intended Instructional Foci? *Investigations in Mathematics Learning*, *6*(2), 1-18.

Nagle, C. (Author), Moore-Russo, D., Viglietti, J., & Martin, K. (2013). Calculus Students’ and Instructors’ Conceptualizations of Slope: A Comparison Across Academic Levels. *International Journal of Science and Mathematics Education*, *11*, 1491-1515.

Nagle, C. (Author), & Moore-Russo, D. (2013). Connecting Slope, Steepness, and Angles. *Mathematics Teacher*, *107*(4), 272-279.

Nagle, C. (2013). Transitioning from Introductory Calculus to Formal Limit Conceptions.* For the Learning of Mathematics*, *33*(2), 2-10.

Nagle, C. (2009). Using Predictions to Introduce Limits and Continuity. *MathAMATYC Educator*, *1*(1), 24-28.

Nagle, C. (2009). Calling Plan Activity. *Mathematics Teacher Media Clip*, *102*(7), 488-491.

Nagle, C. (2009). Wendy's Burger Variations. *Mathematics Teacher*, *103*(3), 176-179.

**Parts of Books**

Nagle, C. (2010). Contributed to the writing of the chapter projects *Calculus, 9th Edition* *by R.Larson and B. Edwards*. (9th ed.) . Cengage Learning.

Nagle, C. (2010). Contributed to the writing of the end of course tests. *Big Ideas Math* *6 *(pp. 16 pp).

Nagle, C. (2010). Contributed to the writing of the end of course tests. *Big Ideas Math* *7 *(pp. 16 pp).