معرفی
Tracy Dobie is an Associate Professor in the Department of Educational Psychology at the University of Utah's College of Education. Her academic journey began with a B.A. in Psychology from Princeton University, followed by a Ph.D. in Learning Sciences from Northwestern University. Dr. Dobie holds significant appointments including membership on the Utah State Board of Education Mathematics Standards Writing Committee and the American Educational Research Association Division 1c Program Committee.
Her educational background includes:
- B.A. in Psychology from Princeton University
- Ph.D. in Learning Sciences from Northwestern University
Dr. Dobie's research focuses on student engagement, equitable learning opportunities, and teacher professional development in K-8 mathematics education. She explores what makes mathematics learning useful and meaningful for students, how to connect classroom learning with out-of-school experiences, the affordances and constraints of digital platforms for teacher professional development, and how to encourage productive discourse in teacher learning communities. Her work is deeply informed by sociocultural theory and examines how students conceptualize the usefulness of mathematics in their lives.
Analysis of Dr. Dobie's recent publications reveals a strong focus on teacher noticing practices, language development in mathematics education, trust in teacher-student relationships, and culturally grounded pedagogy. Her research consistently addresses equity issues in mathematics education and examines how to support teachers in implementing equitable practices. The interdisciplinary nature of her work bridges educational psychology, mathematics education, and teacher development.
Her scientific recognition includes:
- Outstanding Reviewer Award from the Special Interest Group for Research in Mathematics Education, American Educational Research Association (2019)
- Service, Teaching, and Research (STaR) Fellow from the Association of Mathematics Teacher Educators (2019)
Dr. Dobie actively mentors graduate students through thesis research in both Master's and Ph.D. programs while teaching courses including Elementary Math Methods, Foundations of Learning, and Research Methods in Learning Sciences. She has secured significant external funding for her research, including grants focused on centering humanity in mathematics education and developing case-based scenarios for equitable mathematics instruction. Her community engagement extends to partnerships with the Boys & Girls Club and University Neighborhood Partners, demonstrating her commitment to connecting academic work with community needs.
