William Zahner

Email

Primary Email: [email protected]

Building/Location

Geology Mathematics Computer Science - 505
6475 Alvarado Rd.
#206
San Diego, CA 92120

Website Links

• ELSF Video Case Studies
• CAREER Project Webpage

Bio

Bill Zahner is a professor in the mathematics department at San Diego State University and the Director of the Center for Research in Mathematics and Science Education. Zahner's research is focused on improving mathematics learning for all students, especially multilingual students who are classified as English Learners and students from historically marginalized communities that are underrepresented in STEM fields.

Zahner's work has been supported by the National Science Foundation, the State of California, and the Spencer Foundation. He is currently PI of one grant funded by the English Learners Success Forum, and co-PI of two projects funded by the National Science Foundation.

Education

Ph.D. UC Santa Cruz
M.A. UC Santa Cruz
M.Ed. Notre Dame de Namur University
B.A. Boston College

Areas of Specialization

Algebraic reasoning, Bilingual education, English-language learners, Equity, Ethnographic research, Mathematics education

Grants

CAREER: Fostering Productive and Powerful Discussions Among Multilingual Learners

Dynamic Mathematics for English Learners

Models of Sustainable Ambitious Mathematics Programs

Mathematics Persistence through Inquiry and Equity

ELSF Interview and Survey Study
ELSF Video Case Studies

Publications

Navarro Martell, M. & Zahner, W. (2024). Research on the Equitable use of Language(s) and Discourses in Dual Language and Multilingual Mathematics and Science Classrooms. In J. A. Freire, C. Alfaro, & E. de Jong, (Eds.) The Handbook of Dual Language Bilingual Education (pp. 536-555). Routledge.

Schwarts, G., Herbst, P., Chazan, D., Buchbinder, O., Clark, L. M., Wieman, R., & Zahner, W. (2024). Mathematics teacher educators’ navigational expertise when designing multimodal representations of practice: A semiotic analysis. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-024-09658-y

Zahner, W., Calleros, E. D.*, Wynn, L.*, & Pelaez, K.* (2024). Transforming learning opportunities in linguistically diverse secondary classrooms through promoting discussions: results of an intervention. Mathematical Thinking and Learning, 1–22. https://doi.org/10.1080/10986065.2024.2383803 

White, I.*, Zahner, W., & White, A. (2024). Catalyzing teacher moves in small-group problem solving: a quantitative discourse analysis. International Journal of Research & Method in Education, 1–15. https://doi.org/10.1080/1743727X.2024.2384732

Wynn, L., Zahner, W., & Walker, C. (2024). More than Steepness: Introducing Slope Quantitatively with Interactive Dynamic Representations. Digital Experiences in Mathematics Education. https://doi.org/10.1007/s40751-024-00150-z

Choppin, J., Greene, C., & Zahner, W. (2024). Demands, Tensions, and Resources Related to Sustainably Implementing an Ambitious Mathematics Program in a High Need Context. Education Policy Analysis Archives. https://doi.org/10.14507/epaa.32.8098

Calleros, E.D., & Zahner, W. (2023). Leveraging Identity and Language to Promote DEI in Undergraduate Mathematics. In Voigt, M., Hagman, J. E., Gehrtz, J., Ratliff, B., Alexander, N. & Levy, R. (Eds.). Justice through the lens of calculus: Framing new possibilities for diversity, equity, and inclusion (pp. 101 –114). Mathematical Association of America.

Pelaez, K., Calleros, E.D., Parra, J., & Zahner, W. (2023). Examining community cultural wealth of a transfronteriza multilingual student in mathematics classrooms. International Journal of Qualitative Studies in Education. https://doi.org/10.1080/09518398.2023.2178036

Roberts, S., de Araujo, Z., Willey, C., & Zahner, W (2022). Three ways to enhance tasks for multilingual learners. Mathematics Teacher: Learning and Teaching PK-12, 115(7), p. 458-467. https://doi.org/10.5951/MTLT.2021.0300

Zahner, W. & Wynn, L.* (2021). Rethinking Learning Trajectories in Light of Student Linguistic Diversity. Mathematical Thinking and Learning. https://doi.org/10.1080/10986065.2021.1931650

Zahner, W., Pelaez, K.*, & Calleros, E.* (2021). Principles for Curriculum Design and Pedagogy in Multilingual Secondary Mathematics Classrooms. In A. Essien & A. Msimanga (Eds.) Multilingual education yearbook 2021: Policy and practice in STEM multilingual contexts (pp. 235-255). Springer. 

D’Errico, M. & Zahner, W. (2021). Using interviews to identify the resources of multilingual high school students. Teaching for Excellence and Equity in Mathematics, 12(2), 7-15.

Zahner, W., Calleros, E. D.*, & Pelaez, K.* (2021). Designing secondary mathematics learning environments to promote discussions in multilingual classrooms. ZDM Mathematics Education 52(2), 359-373.

Zahner, W. & Aquino Sterling, C. (2020). Are the words as important as the concepts? Using pedagogical language knowledge to expand analysis of mathematics teaching with linguistically diverse students. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-020-00352-9

Zahner, W. Chapin, S., Levine, R. He, L.* & Afonso, R.* (2019). Examining the recruitment, placement, and career trajectories of secondary mathematics teachers prepared for high need schools. Teachers College Record 121(2), 1-36.

De Araujo, Z., Roberts, S., Willey, C. & Zahner, W. (2018). English learners in K-12 mathematics education: A review of the literature. Review of Educational Research, 88(6), 879-919. https://doi.org/10.3102/0034654318798093