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Rachael Welder

Assistant Professor of Mathematics Education

Welder, Rachaelrwelder@hunter.cuny.edu
212 772-4697
1105 West

Dr. Welder is a mathematics educator with a joint appointment in the Departments of Curriculum & Teaching and Mathematics & Statistics. In addition to teaching mathematics education and content courses, she serves as the Mathematics Subject Area Adviser and Fieldwork Coordinator for the Teacher Academy Program and the Mathematics Department Adviser of Childhood and Adolescent Mathematics Education Undergraduate and Graduate Programs.

Dr. Welder’s career began with a Bachelor of Science degree in mathematics from the University of Mary in Bismarck, North Dakota, where she obtained secondary mathematics teaching certification. In 2003, she earned a Masters of Science degree in mathematics from the University of North Dakota, where she specialized in topology, analysis, and game theory. Dr. Welder completed her doctoral work in 2007, earning a Ph.D. in Mathematics with a Specialization in Mathematics Education from Montana State University.

 

Teaching

Dr. Welder has taught a variety of undergraduate and graduate mathematics, statistics, and mathematics education courses. She is currently teaching mathematics methods and curriculum courses and conducting fieldwork supervision for the childhood mathematics education undergraduate and graduate programs. In addition, Dr. Welder teaches action research seminars for secondary education students in the Teacher Academy Program and will be teaching specialized graduate mathematics methods courses for elementary charter school teachers.

 

Research

Dr. Welder is currently leading a CUNY Teacher Academy Curriculum Grant, examining the academic challenges of early college seniors in collegiate level mathematics courses. Her main research interests involve the preparation and content knowledge of pre-service and in-service mathematics teachers. Dr. Welder’s past research investigated the development of pre-service elementary teachers’ mathematical content knowledge with respect to prerequisite algebra concepts. As part of this work, she presented a paper on prerequisite knowledge for the learning of algebra at an international mathematics and statistics conference in 2006. Dr. Welder plans to extend her research to study the ways in which teacher knowledge is utilized within the mathematics classroom and affects student achievement.

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