Education
Ph.D Boston College - Doctor of Philosophy, Curriculum and Instruction
M.Ed. Boston College - Master of Education, Curriculum and Instruction
B.S Massachusetts Institute of Technology - Bachelor of Science, Art and Design
Biography
Dr. Karen L. Terrell (Ph.D.) is the Assistant Professor of Mathematics Education at Loyola University Maryland. She has been an educator for over 20 years, promoting high-quality education for all. She also has served as a Turnaround School Mathematics Coach for Boston Public Schools, and she also has consulted for private and charter schools in Massachusetts and Rhode Island, as well as the Massachusetts Department of Youth Services. She received her Doctor of Philosophy degree in Curriculum & Instruction from Boston College in 2012. Her specialties include content and language integration, mathematics education, technology, and assessment for diverse learners. Dr. Terrell is currently the 2nd Vice President of GATESOL; Editor of MCTM’s journal, The Banneker Banner; Junior Co-Chair of the Research of Mathematics Education SIG of AERA; and a member-at-large for the Association of Maryland Mathematics Teacher Educators. She also serves on the Newsletter Working Group of the Bilingual Education Research SIG of AERA.
Recent Publications
Terrell, K.L. (2024, March). Language and mathematics: Towards a deeper pedagogy. Meaning Potential: A publication of the North American Systemic Functional Linguistics Association, 11-17. https://www.nasfla.org/newsletters.html
Terrell, K.L., Willging, T., dos Santos, A.E., & Braxton, D. (2024). A functional approach to STEAM: Teaching to argue about sound. In D. Agar, S. Ali, and M. Berg (Eds.), Content Area Language and Literacy, Open Education Edited Volume(pp. 83-116) Open Access. https://digscholarship.unco.edu/textbooks/5
Terrell, K.L., de Oliveira, L.C., dos Santos, A.E., Beatty, J., Willging, T., Rodon Hoyle, S., & Gui, J. (2024). Interrogating “filter bubbles” within content areas and language choices for multilingual learners. In S. Jones, R. Schmor, and J. Kerekes, Reconceptualizing Language Norms in Multilingual Contexts (pp. 301-312). IGI Global. https://doi.org/10.4018/978-1-6684-8761-7
Braxton, D.N. & Terrell, K.L. (2024). Linking practices and standards to strategies that enhance writing for students with disabilities. In M.W. Colonnese, T. Casa, and F. Cardetti (Eds.), Illuminating and Advancing the Path for Mathematical Writing Research (pp. 316-327). IGI Global. https://doi.org/10.4018/978-1-6684-6538-7
Terrell, K.L., DeBay, D.J., & Spencer, V.J. (2023, October). Adapting stories & technology for engagement in geometry. Mathematics Teacher: Learning and Teaching PK-12, 116(10), 796-801. https://doi.org/10.5951/MTLT.2023.0031