Mark Hoover

Mark Hoover is an Associate Research Scientist and Intermittent Lecturer at the University of Michigan's Marsal Family School of Education, Department of Mathematics Education. His work focuses on disrupting systemic educational inequities through mathematics teaching and teacher professionalization, emphasizing social justice and ethical pedagogy. He draws inspiration from civil rights activist Robert Moses and education researcher Deborah Ball, whose collaborations are highlighted in his research.

Hoover has held roles in both research and teaching, contributing to the development of practice-based approaches to studying teaching demands and advocating for curricula that promote civic participation. His research bridges mathematics content and pedagogy, exploring how teaching practices can address historical injustices embedded in educational systems.

• Research Interests: Equity in STEM education, mathematical knowledge for teaching (MKT), teacher professionalization, curriculum development, assessment design, and the intersection of mathematics education with social justice movements.
• He critiques oppressive educational standards and accountability systems while investigating how teaching can be reimagined to center justice. His work also explores the role of mathematicians in shaping mathematics education and the importance of tasks for assessing teaching proficiency.

His scholarly output reflects a sustained engagement with equity and justice, analyzing classroom practices and teacher education through critical frameworks. Recent publications emphasize collaborative research initiatives (e.g., TWG19) and the moral dimensions of pedagogy.

• Grants: Recipient of the Communicating Mathematically Across Difference in the Work of Teaching Award (2018-2025).
• Advising: No formal advisees listed in provided materials, but his work supports professional learning communities across disciplines.

Hoover is affiliated with the Connected Mathematics Project, contributing to curriculum development and its impact assessment. His contributions span both research and practical teaching, aiming to create inclusive and just educational environments.