Curriculum Vitae
Biography
Elizabeth Suazo-Flores is an assistant professor of mathematics education at the University of North Dakota (UND) teaching mathematics methods courses for elementary and secondary mathematics teachers. UND is in Grand Forks, North Dakota, part of EPSCoR jurisdiction. Dr. Suazo-Flores earned her PhD in Mathematics Education from Purdue University. Her research uses socioecological approaches to position students, families, teachers, and teacher educators as knowledgeable and becoming. Dr. Suazo-Flores pursues enhancing mathematics teaching and learning by incorporating visuospatial reasoning into activities that invite teachers, families, and learners to share information, investigate their local and global contexts, and question the status quo. Dr. Suazo-Flores sees her role as a mathematics teacher educator and researcher as offering activities and resources that allow teachers, families, and students to see themselves as doers of mathematics and stewards of their local and global contexts.
Zhou, L., Suazo-Flores, E., Sapkota, B., Mbewe, R., & Newton, J. (2025). Image of mathematics: A case study of two women's early mathematics experiences. School Science and Mathematics Journal. https://doi.org/10.1111/ssm.18337
Suazo-Flores, E., Walker, W.S., Kastberg, S.E. et al. (2024). Mathematics education researchers’ practices in interdisciplinary collaborations: Embracing different ways of knowing. Math Ed Res J. https://doi.org/10.1007/s13394-024-00489-x. (https://commons.und.edu/tlpp-fac/35/)
Suazo-Flores, E., & Roetker, L. (2024). Building painted cubes. Mathematics Teacher: Learning and Teaching PK-12, 117(1), 36-40. https://doi.org/10.5951/MTLT.2023.0069
Suazo-Flores, E., Kastberg, S. E., Grant, M. & Chapman, O. (2023). Commentary on the special issue: Seeing self-based methodology through a philosophical lens. Special Issue at the Philosophy of Mathematics Education Journal, 40. https://commons.und.edu/tlpp-fac/34/
Suazo-Flores, E., & Alyami, H. (2023). Transcending school mathematics and science while making art. In Harper, S. & Cox D. (Eds.). Modern math tasks to provoke transformational thinking. Grades 9-12 (pp. 126-144). National Council of Teachers of Mathematics.
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., McGrail, C., & Adgerson, A. (January 2025). A socio-ecological STEM task: Re-attaching preschoolers to nature. In le Roux K., Coles, A., Solares-Rojas, A., Bose, A., Vistro-Yu, C., Valero, P., Sinclair, N., Makramalla, M., Gutiérrez, R., Geiger, V., & Borba, M. (Eds.), Proceedings of the 27th ICMI Study Conference, Mathematics education and the socioecological (pp. 511-518). Quezon City, Philippines. https://icmistudy27.sciencesconf.org/data/pages/ICMI_Study_27_Proceedings_Feb_25_final.pdf
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