معرفی
Eryn M. Maher serves as an Associate Professor in the Mathematical Sciences department at Georgia Southern University, where she has been a faculty member since 2017. With a strong research profile reflected in 125 research outputs and an h-index of 35, she has established herself as a significant contributor to mathematics education scholarship.
Dr. Maher earned her Ph.D. in Mathematics Education from Michigan State University (2017), an M.A. in Mathematics from Minnesota State University (2007), and a B.S. in Mathematics from Utah State University (2005). Her academic journey reflects a deep commitment to both mathematical content knowledge and pedagogical expertise.
Her research interests focus on mathematics education, particularly in algebra education, pre-service teacher development, and quantitative literacy. Dr. Maher investigates how future mathematics teachers make algebraic connections and develop professional identities, as well as how students comprehend large numerical quantities in meaningful contexts. Her work contributes to UN Sustainable Development Goals related to quality education.
Analysis of her recent publications (2022-2024) reveals a strong emphasis on practical educational challenges, including pandemic impacts on student learning, large number comprehension, and mentoring relationships in teacher preparation. Her research bridges theoretical understanding with classroom applications, often employing mixed-methods approaches to examine teacher and student experiences.
- h-index of 35
- Active Racial Equity Special Research Grant (2021-present)
- Associate Editor for Electronic Journal for Research in Science and Mathematics Education
Dr. Maher actively mentors pre-service K-8 teachers and examines how mentoring relationships shape mathematical and professional identities. Her research on pandemic impacts on college students demonstrates her responsiveness to contemporary educational challenges. She collaborates with colleagues across institutions, as evidenced by her co-authored publications addressing diverse aspects of mathematics education.
Her laboratory or research group isn't explicitly named in the available information, but her work appears to focus on teacher education research, particularly examining how future mathematics teachers develop content knowledge and pedagogical skills. Her recent publications suggest an active research agenda with consistent output across multiple venues in mathematics education.
