Julien Corven

Julien Corven is a Ph.D. in Education student specializing in Mathematics Education in the School of Education at the University of Delaware. After ten years of teaching middle and high school mathematics in the Baltimore City Public School System, Julien decided to pursue his Ph.D. at the University of Delaware in order to become a mathematics teacher educator. His second-year qualifying study examined developmental trajectories of prospective elementary teachers’ (PTs’) specialized content knowledge for teaching division during a mathematics content course.

His dissertation will extend this work by investigating how PTs develop diagnostic competences for analyzing and evaluating student solutions to division story problems. Using mixed methods, he plans to develop a framework that describes changes in what PTs tend to value when assessing student solutions over time and clarify the extent to which their ability to reconstruct students’ solution strategies depends on their content knowledge and knowledge of student thinking about division.

Education

• M.S., Mathematics Education, Towson University, Towson, MD, 2014
• B.A., Mathematics, Haverford College, Haverford, PA, 2005

Professional Experience

• Graduate Teaching Assistant, School of Education, University of Delaware, 2019–present
• Graduate Research Assistant, School of Education, University of Delaware, 2017–2020
• Instructor, Mathematics Department, Towson University, 2014–2017
• Research Assistant, Mathematics Department, Towson University, 2013–2014
• Secondary Mathematics Teacher, Baltimore City College High School, Baltimore, MD, 2013–2017
• Middle School Mathematics Teacher, Montebello Elementary School, Baltimore, MD, 2007–2013

 Honors and Awards

• Dean’s Scholar Award, College of Education and Human Development, University of Delaware, 2017
• Baltimore City College High School Teacher of the Year, Baltimore City College High School, 2016
• Member, Phi Beta Kappa, 2005

 Publications

• Colvin, J., DiMatteo, D., & Sorokina, T. (2016). Dimension of trivariate C1 splines on bipyramid cells. Computer Aided Geometric Design, 45, 140–150.
• Colvin, J. C., & Tomayko, M. C. (2015). Putting TPACK on the radar: A visual quantitative model for tracking growth of essential teacher knowledge. Contemporary Issues in Technology and Teacher Education, 15(1).

Recent Presentations and Proceedings

• Corven, J. (2020, February). Modeling prospective teachers’ SCK development for division of whole numbers. 24th Annual Conference of the Association of Mathematics Teacher Educators, Phoenix, AZ.
• Litke, E., & Corven, J. (2019, November). Examining features of algebra instruction in classrooms using a reform-oriented curriculum. In S. Otten, A.G. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1728–1732). St. Louis, MO: University of Missouri.
• Corven, J. (2019, May). Modeling prospective teachers’ development of specialized content knowledge. 13th Annual Symposium of the Pennsylvania Association of Mathematics Teacher Educators, Shippensburg, PA.
• Corven, J., DiNapoli, J., & Hiebert, J. (2019, February). Complicated relationships between time spent studying mathematics topics in teacher preparation and graduates’ useable knowledge. 23rd Annual Conference of the Association of Mathematics Teacher Educators, Orlando, FL.