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Outstanding Reviewer Award,  Journal for Research in Mathematics Education

Research into Practice Award, National Council for Teachers of Mathematics

Outstanding Reviewer Award, American Educational Research Association

Teaching Award, College of Education and Human Development, University of Delaware

Early Career Award, Association of Mathematics Teacher Educators (AMTE)

Psychology of Mathematics Education, North American Chapter (PME-NA)

National Council of Teachers of Mathematics (NCTM) 

American Educational Research Association (AERA: Division C, Division K, SIG-RME) 

Association of Mathematics Teacher Educators (AMTE) 

Entangling and Disentangling Inquiry and Equity: Voices of Mathematics Education and Mathematics Professors

Secondary mathematics teachers’ descriptions of student engagement

Tracing mathematics engagement in the first year of high school: relationships between prior experience, observed support, and task-level emotion and motivation

Elements of instruction that motivate students with learning disabilities to learn fractions

Middle School Mathematics Teachers’ Efforts to Foster Classroom Democracies. A Response to" Creating a Democratic Mathematics Classroom"

Rough Draft Math: Revising to Learn

Motivation Matters and Interest Counts: Fostering Engagement in Mathematics

Dr. Amanda Jansen is a Professor in the School of Education at the University of Delaware, and she has a joint appointment in the Department of Mathematical sciences at UD. She is a mathematics educator who conducts research on mathematics teaching practices that support students' motivation and engagement. She has obtained over $2 million in external funding from the National Science Foundation to support her research. She is committed to honoring students’ and teachers' voices in her research on students’ motivation and engagement. Her most recent book, Rough Draft Math: Revising to Learn, was published by Stenhouse Publishers. Her previous book, Motivation Matters and Interest Counts, was published by the National Council of Teachers of Mathematics and was co-written with Dr. James Middleton at Arizona State University.

Before working in academia, Dr. Jansen was a junior high mathematics teacher in Arizona. At UD, she is invested in continually improving UD’s elementary mathematics teacher education courses through research and development work. She also conducts professional development to support in-service teachers' learning in Delaware and other states, including Washington and Virginia.

Dr. Jansen is a sought-after keynote speaker at national conferences such as the NCTM Innov8 conference and the Teachers Development Group Leadership Seminar, state level events around the country (Delaware, Pennsylvania, Maryland, Virginia, Michigan, Ohio, Texas, Kentucky, Montana), and international conferences (Norway). She is also regularly invited to speak on podcasts.

Mathematics Education

Teacher Education

Student Motivation

Student Engagement

Rough Draft Math

English

University of Delaware Faculty Profile

Google Scholar Citations

ResearchGate Citations

Personal Website

What It Looks Like When Students Share and Revise Rough Drafts in Math Class - MindShift

How Encouraging Rough Draft Thinking in Math Class Highlights the Strengths of All Students

Getting Students to Talk About Math Helps Solve Problems

Rough Draft Math | UDaily

Calculating a love of math

Keynote Speaker

Spotlight Speaker

Teachers’ motivations for and enactments of rough draft math

Opportunities for mathematics engagement in secondary teachers’ practice: Validating an observation tool

Using teacher and student noticing to understand engagement during secondary mathematics lessons

Entangling and disentangling inquiry and equity: Voices of mathematics education and mathematics professors.

High school mathematics teachers’ orientations toward engagement

Secondary Mathematics, in-the-moment, Longitudinal Engagement Study

Center for Inquiry and Equity in Mathematics

exploring-the-link-between-student-engagement-and-deeper-learning

Professor, School of Education

When students are engaged in their learning, they are more likely to dive deeper into the material. This is because they are actively participating in the process, asking questions, and seeking out answers. 

This is a concept that was recently explored by Amanda Jansen, a University of Delaware professor in the College of Education and Human Development. 

With attention to teachers’ first-person narratives and reflections, her study offers educators a model for understanding student engagement so that they can better facilitate deeper learning in their classrooms.

 Funded by the National Science Foundation (NSF), it was found that the majority of the teachers in Jansen’s study understood the primary function of student engagement to be deeper learning about a mathematics concept rather than classroom performance. These teachers talked more about engagement in terms of cognitive, affective and social processes, and they often spoke about more than one dimension. 

Jansen also emphasizes that how educators ask students to be engaged often reveals helpful information about educators’ instructional practices and their own assumptions. It can also send a message to students about their role in the learning process. 

These more engaged students are more likely to analyze and evaluate information, rather than just passively accepting it. This higher level of thinking leads to a deeper understanding of the material and allows students to apply their knowledge in real-world situations.

To speak to Jansen about the study and its impact, click her "View Profile" button. 


Exploring the Link Between Student Engagement and Deeper Learning

the-power-of-teacher-noticing-a-key-to-understanding-engagement-in-secondary-mathematics-lessons

Math can be a tough subject for students in K-12, particularly as the years go by. Educators at University of Delaware are working to see how to both identify this trend and potentially find solutions. 

Amanda Jansen, professor in the School of Education at UD, recently published a paper detailing teacher noticing –– how teachers observe, recognize, and make sense of what's happening in their classrooms.

 Jansen and others investigated what high school mathematics teachers and their students noticed about students’ mathematical engagement to develop a framework for teachers’ and students’ noticing of mathematical engagement.

"We conjecture that researchers can use this framework as an analytic tool to support the field's understanding of student engagement and teachers’ efforts to engage students," the paper notes. 

Jansen is available for interviews on this topic. She has been quoted in publications like Education Week and recently celebrated as a 2023 Excellence in
Scholarly Community Engagement Award recipient. Click the "View Profile" page to contact her. 



The Power of Teacher Noticing: A Key to Understanding Engagement in Secondary Mathematics Lessons

University of Delaware professor and author Mandy Jansen (@mandymathed) joins Bethany Lockhart Johnson and Dan Meyer in the Math Teacher Lounge to continue the discussion around wrong and brilliant and the idea of rough draft math.

Be sure to join our Facebook group to continue the conversation, view exclusive content, and more! https://www.facebook.com/groups/mathteacherlounge

Learn more about Math Teacher Lounge at https://amplify.com/math-teacher-lounge/.


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Math Teacher Lounge S1E4 Part 2: Wrong and brilliant with Mandy Jansen | Amplify

https://www.stenhouse.com/1206.asp
In Rough Draft Math, Mandy shares the power of infusing math class with the spirit of revision so that students feel comfortable thinking aloud as they talk to learn through problem-solving rather than talking only to perform right answers. In the process, a class of students becomes a community of mathematical thinkers, and teachers gain access into their students’ ideas and understandings.
Inside you’ll find the following:
an exploration of what the idea of revision could mean for math teaching and learning
classroom vignettes to see rough draft math in action
specific teaching techniques to encourage and practice rough draft thinking
voices of teachers and students in rough draft classrooms
Mandy’s reflections about her own teaching as a work in progress
In Rough Draft Math, Mandy shows how to create a classroom culture in which your students will feel more comfortable expressing their partial understandings and in-process thinking, and then continually revising that thinking as they build deep, conceptual understanding of mathematics.

Amanda Jansen: Rough Draft Math

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