## About Kim

As a mathematics education researcher in the department of mathematics and statistics at Bowling Green State University, Kim enjoys teaching mathematics content courses for prospective teachers and helping graduate students and faculty members enhance their pedagogical knowledge and repertoire. Her research interests involve investigating the knowledge mathematics teachers need for teaching and how professional development might impact their knowledge and classroom instruction, especially at the collegiate and secondary levels, and within the context of reasoning and proving.

### Current Accolades and Position

Assistant Professor, Mathematics Education, Department of Mathematics & Statistics, Bowling Green State University

Principal Investigtorworking on NSF grants (see Recent Grants section below for more information)Mathematics Education Service, Teaching, and Research (STaR) Fellow, 4th Cohort, Summer 2013

### Papers and Presentations in progress or upcoming

**Rogers, K. C.**, & Yee, S. (2018, Feb). Peer Mentoring Mathematics graduate student instructors: Discussion topics and concerns. Paper presented at the 21st Annual Conference on Research in Undergraduate Mathematics Education. San Diego, CA.**Rogers, K. C.,**& Kosko, K. (under review). Envisioning Tasks as Supportive of Mathematical Argumentation in Elementary and Collegiate Classrooms: A Comparison of Instructors’ Task Constructions- Yee, S., &
**Rogers, K.**(2017). Mentor professional development for mathematics graduate student instructors.*In**Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education.*San Diego, CA. - Yee, S., &
**Rogers, K.**(2017). Training graduate student instructors as peer mentors.*In Proceedings of the 44th Annual Conference of the Research Council on Mathematics Learning*. Fort Worth, TX.

### Recent Grants, Papers, and Refereed Proceedings

**Collaborative Research: Mathematics Graduate Student Peer-Mentorship Program: Impact and Adaptability**, $600,000 collaborative grant, 2017-2020*Improving Undergraduate STEM Education,*my role is the Principal Investigator National Science Foundation, Award ID #1725264 (with #1725230 & 1725295).**Rogers, K. C.,**& Yee, S. (2017). Experienced and novice graduate students navigating mathematics instruction together. Proceedings of the 39th Annual Conference of the North American Chapter of the International Groups for the Psychology of Mathematics Education (PME-NA), Indianapolis, IN.**Rogers, K. C**, & Steele, M. D. (2016). Graduate teaching assistants’ enactment of reasoning-and-proving tasks in a content course for elementary teachers,*Journal for Research in Mathematics Education*(JRME),*47*, 372-419.- Gilbertson, N., &
**Rogers, K. C.**(2016). Triangles with integer dimensions.*Mathematics Teacher, 109(9)*, 654-661. **MATH: EAGER: Collaborative Research: Implementing a Peer-Mentorship Model for Mathematics Graduate Student Instructors,**$300,000 collaborative, 2015-2017*Improving Undergraduate STEM Education,*my role is the Principal InvestigatorNational Science Foundation, Award Id #1544342 (& with #1544346)**Rogers, K. C.,**& Steele, M. D. (2014, Feb). Graduate TAs teaching preservice elementary teachers about reasoning-and-proving: A case study. Paper presented at*the 18th annual conference of the Association of Mathematics Teacher Educators*, Irvine, CA.**Rogers, K. C.**(2013, Dec). Journal writing in a mathematics capstone course for prospective secondary teachers: Future teachers making connections.*PRIMUS*, Online Dec 31 2013. DOI:10.1080/10511970.2013.876477 [e-print: Full Access First 50 People]**Rogers, K. C.**(2013, Nov). “Why do I have to learn this?” Developing prospective secondary mathematics teachers’ views of mathematics. Paper presented at*the 35th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA)*. Chicago, IL.**Rogers, K. C.**, & Steele, M. D. (2012, Nov). Reasoning-and-proving tasks in a geometry and measurement textbook for prospective elementary teachers.*Proceedings of the 34th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA)*. Kalamazoo, MI.__[here]__- Steele, M. D., &
**Rogers, K. C.**(2012, April). Relationships between mathematical knowledge for teaching and teaching practice: The case of proof.*Journal of Mathematics Teacher Education, 15,*159–180. doi:10.1007/s10857-012-9204-5__[here]__ **Rogers, K. C**. (2012).*The Proof is in the Practice? Graduate Teaching Assistants and Future Teachers*. Doctoral Dissertation: Michigan State University. [Accessible via Proquest through your library or here]