معرفی
Signe Kastberg serves as Professor and Mary Endres Chair in Elementary Education within Purdue University's College of Education, Department of Curriculum and Instruction. Her scholarship advances public understanding of mathematics teaching, learning, and teacher education through constructivist frameworks, emphasizing the beauty and complexity of educator-learner relationships.
- Ph.D. in Mathematics Education, The University of Georgia (2002)
- M.A. in Mathematics, The University of Georgia (1990)
- B.A. in Mathematics, Keene State College (1987)
Grounded in radical constructivist epistemology, Dr. Kastberg investigates multiplicative reasoning and relational practices—including listening, trust, care, and empathy—as foundational to sustainable teacher-student collaborations. Her research reveals how these elements motivate mathematical engagement while transcending traditional classroom boundaries into maker spaces and informal learning contexts. This humanistic approach consistently bridges theoretical frameworks with practical classroom applications across elementary and middle school mathematics.
Analysis of her 2014-2024 publications shows evolving emphasis from foundational constructivist theory toward applied relational pedagogy, with recent work examining hybrid learning environments, legitimization of informal mathematical practices, and equity-focused strategies for struggling learners. Key thematic threads include written feedback mechanisms, teacher educator questioning practices, and interdisciplinary connections between mathematics, art, and making.
Dr. Kastberg teaches core mathematics education courses including EDCI 36402 (Elementary Mathematics), EDCI 53300 (Number and Operations), EDCI 53400 (Geometry and Measurement), and advanced seminars on mathematics content goals. Her mentoring extends through collaborative research projects with colleagues on teacher education practices, though specific grant details and student advisees aren't documented in the source material. Current scholarship indicates active engagement with future directions in online teacher education and disability-inclusive mathematics research.