Elizabeth Suazo-Flores

Suazo-Flores, E., & Alyami, H. (2023 in-press). Transcending school mathematics and science while making art. In Harper, S. & Cox D. (Eds.). Math in action: Grades 9-12. National Council of Teachers of Mathematics.

Suazo-Flores, E., & Roetker, L. (2023 in-press). Building painted cubes. Mathematics Teacher: Learning and Teaching PK-12.

Meir, E., Gardner, S.M., Maruca, S., Suazo-Flores, E., Abraham, J.K. (2023). Building a performance-based assessment of graph construction using evidence-centered design. In Spector, M.J., Lockee, B.B., Childress, M.D. (Eds.), Learning, design, and technology. Springer. https://doi.org/10.1007/978-3-319-17727-4_187-1

Suazo-Flores, E., & Roetker, L. (2021). Pack a truck: Decontextualizing and contextualizing a task. Mathematics Teacher: Learning and Teaching PK-12, 6(114), 468-472. https://doi.org/10.5951/MTLT.2020.0289

Suazo-Flores, E., Alyami, H., Walker, W. S., III, Aqazade, M., & Kastberg, S. E. (2021). A call for exploring mathematics education researchers’ interdisciplinary research practices. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-021-00371-0

Gardner, S., Suazo-Flores, E., Abraham, J. K., Karippadath, A., Meir, E., & Maruca, S., (2021). Biology undergraduate students’ graphing practice in digital versus pen-and-paper graphing environments. Journal of Science Education and Technology, 30, 431-446. https://doi.org/10.1007/s10956-020-09886-w

Siverling, E., Moore, T., Suazo-Flores, E., Mathis, C., & Guzey, S. (2021). What initiates evidence-based reasoning?: Situations that prompt students to support their design ideas and decisions. Journal of Engineering Education, 10(2), 294-317. https://doi.org/10.1002/jee.20384

Chapman, O., Kastberg, S. E., Suazo-Flores, E., Cox, D., & Ward, J. (2020). Mathematics teacher educators’ inquiry into their practice. In Beswick, K. & Chapman, O. (Eds.), International handbook of mathematics teacher education, 2nd Edition. Volume 2: The mathematics teacher educator as a developing professional (pp. 157-187). Brill-Sense Publishers. https://doi.org/10.1163/9789004424210_008   

Siverling, E. A., Suazo-Flores, E., Mathis, C. A., Moore, T. J. (2019). Students’ use of STEM content in design justifications during engineering design-based STEM integration. School Science and Mathematics Journal, 119(8), 457-474. https://doi.org/10.1111/ssm.12373

Kastberg, S. E., Suazo-Flores, E., & Richardson, S. E. (2019). Mathematics educator teacher stories. Revista Brasileira de Pesquisa (Auto) Biographical, 4(10), 48-67. https://doi.org/10.31892/rbpab2525-426X.2019.v4.n10.p48-67

Kersey, E., Max, B., Akarsu, M., Bloome, L., Suazo, E., & Hoffman, A. J. (2019). Use of written curriculum in applied calculus. International Journal of Research in Education and Science (IJRES), 5(2), 457-467.

Suazo-Flores, E. (2018). Students’ understanding of area: Combining practical and mathematical knowledge with a real world task. International Journal for Research in Mathematics Education, 8(1), 23-37.

Conference Proceedings

Suazo-Flores, E., Walker, W. S., III, Alyami, H., Kastberg, S. E., & Aqazade, M. (2022). Mathematics education researchers' practices in interdisciplinary collaborations: Embracing ways of knowing. In Lischka, A., Strayer, J., Lovett, J., Jones, R., & Dyer, E. (Eds.), Proceedings of the forty-four annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (968-975). Middle Tennessee State University. http://www.pmena.org/pmenaproceedings/PMENA%2044%202022%20Proceedings.pdf

Suazo-Flores, E., Kastberg, S., Grant, M., & Chapman, O. (2022). Philosophical underpinnings of mathematics teacher educators' work. In Lischka, A., Strayer, J., Lovett, J., Jones, R., & Dyer, E. (Eds.), Proceedings of the forty-four annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (2184-2185). Middle Tennessee State University. http://www.pmena.org/pmenaproceedings/PMENA%2044%202022%20Proceedings.pdf

Suazo-Flores, E., Walker, W. S., III, Alyami, H., Aqazade, M., & Kastberg, S. E. (2021). Conceptualizing practices in interdisciplinary groups from a mathematics education researcher's perspective. In D. Olanoff, K., Johnson, & S.M., Spitzer (Eds.), Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 824-828). Philadelphia, PA. http://www.pmena.org/pmenaproceedings/PMENA%2043%202021%20Proceedings.pdf

Suazo-Flores, E., Kastberg, S., Grant, M., Ward. J., Richardson, S. E., & Chapman, O. (2021). Using self-based methodologies to unpack mathematics teacher educators' work. In D. Olanoff, K., Johnson, & S.M., Spitzer (Eds.), Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1907-1910). Philadelphia, PA. http://www.pmena.org/pmenaproceedings/PMENA%2043%202021%20Proceedings.pdf

Zhou, L., Suazo-Flores, E., Sapkota, B., Mbewe, R., & Newton, J. (2021) Image of mathematics in- and out-of-school: A case study of two original participants in an afterschool STEM club-girls excelling in math and science (GEMS). In D. Olanoff, K., Johnson, & S.M., Spitzer (Eds.), Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1210-1219). Philadelphia, PA. http://www.pmena.org/pmenaproceedings/PMENA%2043%202021%20Proceedings.pdf

Richardson, S. E., Suazo-Flores, E., & Rice, M.  (2021).  Developing STEM identity: Beyond STEM content knowledge in an informal STEM club.  In D. Kollosche (Ed.), Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference (Vol. 3, pp.  839–848).  Tredition.  https://doi.org/10.5281/zenodo.5457236     

Suazo-Flores, E., & Walker, W., Alyami, H., Aqazade, M., & Kastberg, S.  (2021).  Understanding practices in an interdisciplinary group from a case study.  In D.  Kollosche (Ed.), Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference (Vol. 3, pp.  986-994).  Tredition.  https://doi.org/10.5281/zenodo.5457236      

Suazo-Flores, E., Richardson, S. E., & Zhou, L. (2021). GEMS research projects. In W. S. Walker, III, L. A. Bryan, S. S. Guzey, & E. Suazo-Flores (Eds.), Proceedings of the sixth annual Indiana STEM Education Conference. West Lafayette, IN. https://docs.lib.purdue.edu/instemed/2021/posters/

Suazo-Flores, E. (2020). A Mathematics teacher’s curricular decisions. In Sacristan, A.I., Cortes-Zavala, J.C. & Ruiz-Arias, P.M. (Eds.), Proceedings of the 42nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 181-184). Cinvestav / AMIUTEM / PME-NA. https://doi.org/10.51272/pmena.42.2020      

Suazo-Flores, E., Ward. J., Richardson, S. E., Grant, M., Cox, D., Kastberg, S., & Chapman, O. (2020). Mathematics teacher educators using self-based methodologies. In Sacristan, A.I., Cortes-Zavala, J.C. & Ruiz-Arias, P.M. (Eds.), Proceedings of the 42nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 19181). Cinvestav / AMIUTEM / PME-NA. https://doi.org/10.51272/pmena.42.2020    

Suazo-Flores, E., Walker, W. S., III, Aqazade, M., Alyami, H., & Kastberg, S. E. (2019). Mathematics education researchers’ interdisciplinary collaboration practices. In Otten, S., de Araujo, Z., Candela, A., Munter, C., & Haines, C. (Eds.), Proceedings of the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. University of Missouri. http://www.pmena.org/pmenaproceedings/PMENA%2041%202019%20Proceedings.pdf

Suazo-Flores, E., Kastberg, S. E., Cox, D., E., Ward, J., Chapman, O., & Grant, M. (2019). Mathematics teacher educators’ exploring self-based methodologies. In Otten, S., de Araujo, Z., Candela, A., Munter, C., & Haines, C. (Eds.), Proceedings of the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 2012-2019). University of Missouri. http://www.pmena.org/pmenaproceedings/PMENA%2041%202019%20Proceedings.pdf

Doctor of Philosophy in Curriculum and Instruction—Mathematics Education

            Purdue University, West Lafayette, IN, USA.

            December 2017

Master’s Degree in Mathematics

            University of Concepción, Concepción, Chile

            October 2007

Bachelor’s Degree in Education

            University of Concepción, Concepción, Chile

            January 2004

Secondary Mathematics Teacher

            University of Concepción, Concepción, Chile

            January 2004