Nadia Stoyanova Kennedy

Assistant Professor and Co-Director of Mathematics Education

Nadia Stoyanova Kennedy has 15 years of teaching experience as a full-time teacher and instructor in mathematics from the elementary to the college level in Bulgaria, and 7 years of teaching college students in the USA. In addition, Dr. Kennedy has extensive experience in course development, test design, curriculum development, and instruction of diverse students and populations, including work with gifted students and has done extensive work with advanced students in the pedagogical format known as "Mathematical Circles." Her experience in the U.S. also includes work on research projects focused on supporting teachers in enhancing student-centered constructivist teaching and learning, and on the creation of inquiry-based instructional environments that promote and support learning through communal dialogue--that is, community of mathematical inquiry.

Since moving to the U.S., Dr. Kennedy has been a participant and a facilitator of sessions and workshops at numerous national and international colloquia and conferences. Her current research interests are centered on four related lines of inquiry. The first is focused on the role of mathematical activities as triggers for conceptual change in a community of mathematical inquiry (CMI), and on the dialogical processes that foster that change. Another focuses on the analysis of the transformation of patterns of mathematical argumentation in a CMI. A third is related to curriculum design, and is focused on integrating elements of philosophy of mathematics into the standard math middle school curriculum in a CMI context. And finally, a special research interest is focused on the preparation of preservice mathematics teachers.

Dr. Kennedy is a member of the National Council of Teachers of Mathematics (NCTM), the North American Association for Community of Inquiry (NAACI), the International Council of Philosophical Inquiry with Children (ICPIC), the Association for Women in Mathematics (AWM), and the International Association for the Psychology of Mathematics Education (PME).