Research Discussion with Dr. Jessica Rodrigues: Each Child Can Learn Mathematics: Helping Students at Risk for Mathematics Difficulties

Dr. Jessica Rodrigues will discuss her intervention research working with elementary students who are at risk for mathematics difficulties and mathematics screening for the identification of struggling learners. She will also share how her research agenda was developed and the lessons learned as she progressed for a doctoral student to a postdoctoral fellow to a new Mizzou faculty member. Dr. Rodrigues will also share her research studies that are currently in progress and studies that are in development that offer opportunities for collaboration with undergraduate and graduate students interested in research.

Register for limited in-person seating as well as for Zoom details: http://bit.ly/bridge-rsch-dscn-20Oct20

Dial-In Information

http://bit.ly/bridge-rsch-dscn-20Oct20

Tuesday, October 20, 2020 at 11:00am to 12:00pm

Townsend Hall, 223 38.94507721396957, -92.33006415

Event Type

Diversity, Research, Students, Faculty, Staff

Departmental Categories

Diversity, Education, Diversity Initiatives

Sponsors

Education

Website

http://bit.ly/bridge_rsch_dscn_20Oct20

Department
Education
Hashtag

#BridgeResearchDiscussion

Contact Name

Student Advisory Committee

Contact Phone

573-882-0511

Contact Email

MizzouEdDiversity@missouri.edu

Speaker(s) Information

Dr. Jessica Rodrigues is an assistant professor in Special Education at MU. She was most recently a postdoctoral fellow in the Rossier School of Education at the University of Southern California. She has over six years of experience conducting research in local schools and teaching evidence-based mathematics interventions to diverse learners at risk for mathematics difficulties.

Her research interests include mathematics screening for the identification of struggling learners, developing and testing mathematics interventions, and supporting teachers’ mathematics understanding with professional development opportunities. In particular, her work investigates students’ and teachers’ fraction understanding.

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