Amanda Riske
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Phone: 480-965-5966
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DURHAM LANGUAGE & LITERATURE TEMPE, AZ 85287
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Mail code: 3151Campus: West
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Amanda Riske, PhD is an instructor for pre-service teachers in MLFTC. Her research focuses on statistical literacy in-service education for K-12 teachers, specifically designing professional development that supports data analysis for citizenship and social justice. Amanda values translating research into practice and does this through publishing and presenting her work in both academic and practitioner-based contexts. She received the following awards and fellowships Fulbright Scholar, CADRE fellow, and P.E.O. scholar. Amanda taught secondary mathematics for 12 years in Norway, Germany, China, and Washington, D.C., and developed a curriculum for a traveling school. She holds a PhD in Learning, Literacies, and Technologies and BA in Secondary Education Mathematics from Arizona State University as well as a Masters of Philosophy in Comparative International Education from the University of Oslo, Norway. When she is not thinking about mathematics and statistics education she enjoys spending time with her family and Artichoke, her rescue-cattle dog, learning about art, cycling, and gardening.
She holds a PhD in Learning, Literacies, and Technologies and BA in Secondary Education Mathematics from Arizona State University as well as a Masters of Philosophy in Comparative International Education from the University of Oslo, Norway.
Koellner, K., Placa, N., Seago, N., & Riske, A. (2021) Understanding how context impacts teacher learning: Three PDs and three sites. In M. Inprasita, N. Changsri, & N. Boonsena (Eds.), Proceedings of the 42nd Annual Psychology of Mathematics Education North America. Vol 3, 112-117. Khan Kaen, Thailand.
Riske, Amanda K.; Cullicott, Catherine; Mohammad Mirzaei , Amanda M.; Jansen, Amanda; & Middleton, James. (2021) Into math graph tool: Exploring student engagement. Mathematics Teacher: Learning and Teaching, PK-12. 114 (9), 677-684.
Rylak, D., Mason, M., & Riske, A. (In review). Writing qualitatively as a process of becoming through creative nonfiction. Cultural Studies/Critical Methodologies.
Coats, C., Singha, S., Zuiker, S., & Riske, Amanda K. (Forthcoming). Sensorial attunement as decolonizing aesthetic process. In M. Sharma & A. Alexander (Eds.), Routledge Companion to Decolonizing Art, Craft, and Visual Culture Education. Routledge Taylor & Francis.
Domínguez, A., Ha, J., Riske, A., Rylak, D., Su, M, & Vasquez, A. (In review). Confronting white supremacy in higher education through de/re-constructing identity narratives. In D. Green (Ed.). Abolishing white supremacy, Peter Lang Group.
Zuiker, Steven J. & Riske, A. K. (2021). Integrating gardens with schools: Mapping opportunities and challenges for engagement and learning through design. Environmental Education Research, 1-20.
Riske, A. K., & Middleton, J. (2020). Developing data literacy, statistical literacy, statistical reasoning, and statistical thinking through authentic data contexts. OnCore, The Online Journal of the AATM, Spring, 75–81.
Courses
2023 Fall
Course Number | Course Title |
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LSE 571 | History of Learning Sciences |
2022 Fall
Course Number | Course Title |
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MTE 280 | Numb Oper&Prop Reas K-8 Teach |
MTE 311 | Geom, Alg, Stats & Prob K-8 |
MTE 311 | Geom, Alg, Stats & Prob K-8 |
TEL 318 | Instr Thght & Actn: Assess Lrn |
MTE 280 | Numb Oper&Prop Reas K-8 Teach |
2020 Fall
Course Number | Course Title |
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MTE 281 | Inves Space: Geom, Meas & Vis |