Adjunct Assistant Professor
Research Associate in Early Years Mathematics Learning
PhD - Math Education
MEd - Science Education
BEd - Social Studies Education
Research and Scholarly Activity
- Mathematics education
- Early mathematics development
- Science education
- Teacher education
- Cognitive science
- Ecological thinking
Dr. Metz’s most recent work focuses on how implicit understanding is implicated in mathematical knowing, particularly as it emerges through classroom dynamics involving students, teachers, and researchers. This builds on earlier work that explored the development of children’s reasoning in science. Since 1999, she has worked with math and science teachers to explore ways that math and science inquiry might be approached in the classroom. In her current role as postdoctoral fellow, she joins a team of researchers investigating teachers’ disciplinary knowledge and effectiveness in early-years mathematics classrooms.
Professional & Community Affiliations
Dr. Metz works with the Galileo Educational Network and (mostly Calgary) teachers to explore how disciplined inquiry in math and science might be effectively taken up in K-12 classrooms.
Dr. Metz grew up on a farm near Brooks, Alberta. She completed her B.Ed and M.Ed. at the University of Lethbridge From 1990 until 2006, she taught (mostly) Math and Science from Grades 4-9, first in Hays, Alberta and most recently at the Calgary Science Charter School, where she also served as Math/Science team leader. She completed her Ph.D. at the University of Alberta and has worked with the Galileo Educational Network since 2007. She is married to Larry, and they have two young children. She enjoys spending time with her family, especially in the woods and in the garden.
Metz, M., Preciado Babb, A. P., & Marcotte, C. (in press). Designing for deep mathematical understanding: Reflections on the design and implementation of a framework for teachers In A. P. Preciado Babb, A. Solares Rojas, & K. Francis (Eds.) What, How and Why: An international conversation on mathematics teacher learning. Mexico City: Universidad Pedagógica Nacional.
Metz, M. & Simmt, E. (2015). Researching mathematical experience from the perspective of an empathic second-person observer. In ZDM Mathematics Education 47(2) [Special Issue on Enactivism].
Metz, M. (2012). Interacting With Implicit Knowing in the Mathematics Classroom (Doctoral dissertation).
Preciado-Babb, A. P., Metz, M., & Marcotte, C. (2013). A phenomenological study of teachers' professional learning and their understanding of mathematics-for-teaching. In A. P. Preciado-Babb, A. Solares Rojas, I. T. Sandoval Cáceres, & C. Butto Zarzar (Eds.) Proceedings of the First Meeting between the National Pedagogic University and the Faculty of Education of the University of Calgary (pp. 79 – 84). Calgary, Canada: Faculty of Education of the University of Calgary. Accessed 5 February 2014.
Metz, M. (2009). "Jordan, do you know what an analogy is??" Why analogical reasoning deserves a central place in the science clasroom and beyond. In Alberta Science Education Journal 39(2), 10-15.
Schmidt, M. (2004). Growing up rural. Rural Mathematics Educator 3(1). Athens OH: Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics, Ohio University (ACCLAIM)
Freeman, M. and Mrazek, R. (2001). Methods used by elementary students to generate and evaluate theories. Alberta Science Education Journal 34(1), 3-10.
- SSHRC Doctoral Fellowship (2008-10)
- University of Alberta President’s Doctoral Prize of Distinction (2008)
- Queen Elizabeth II Graduate Doctoral Scholarship (University of Alberta, 2007)
- Governor General’s Gold Medal (University of Lethbridge, 2000)
- Alberta Excellence in Teaching Award (1998)