51°µÍø

Dr. Annie Wilhelm is an Associate Professor of Education in the Department of Teaching and Learning at 51°µÍø. She holds B.S. degrees in Mathematics and Computer Science from Santa Clara University, a M.A. in Mathematics from the University of Washington, and a M.Ed. and a Ph.D. degree in Curriculum and Instructional Leadership and Mathematics Education, respectively, from Vanderbilt University. Prior to attending Vanderbilt University, Dr. Wilhelm taught high school mathematics, ranging from Algebra 1 to AP Calculus, for four years in the Seattle area. Dr. Wilhelm worked in the Department of Teaching and Learning at 51°µÍø from 2013-2023, took a position in the Department of Mathematics and Statistics at Washington State University in 2023, but returned to 51°µÍø and the Department of Teaching and Learning in August of 2025.

Dr. Wilhelm's research examines supports for teacher learning, with research in four closely related categories: 1) supporting teacher learning, 2) teachers’ instructional practice, 3) relations between teachers’ knowledge, conceptions, and practice, and 4) research methods and tools. Several recent projects exemplify these different research emphases.

First, the project is a collaborative project with researchers at the University of Delaware, University of Pennsylvania, and Boston University focused on understanding how elementary teachers focus on both disciplinary understandings and equity in the context of classroom discussion. They partnered with 3 public elementary schools in Delaware to design professional learning opportunities to help teachers develop classroom discussion practice across disciplines that serve to develop disciplinary understandings and address issues of power in the classroom. They are also interested in how such a school-wide professional development effort can have an impact on teacher collaboration across the school.

Second, the project was a collaborative project with researchers at NC State University and the University of Virginia, funded by the National Science Foundation, focused on validating a set of rubrics designed to support teachers and researchers in understanding practices that add to the set of high quality mathematics teaching practices, to directly support equity and access in the mathematics classroom. They analyzed existing videos of elementary and middle school mathematics instruction to identify teachers’ use of mathematics teaching practices that advance equity and access and link those instructional practices to other teacher and student measures.

Selected Recent Publications

Kavanagh, S. S., Prough, S., Guillotte, A., Wilhelm, A. G., Gibbons, L. K., Manz, E. (2025). Elementary teachers' conceptualizations of classroom discussions across content areas: An epistemic network analysis. Teaching and Teacher Education, 165,

Wilhelm, A. G., Prough, S., Memmolo, R., & Gibbons, L. (2025). Using classroom observation to assess elementary teachers’ discussion practices across content areas. In Kelly, S. (Ed.) Research Handbook on Classroom Observation. Elgar Publications.

Wilson, J., Walkowiak, T., & Wilhelm, A. G. (2025). Making the Case for Classroom Observational Instruments that Attend to Equity. In Kelly, S. (Ed.) Research Handbook on Classroom Observation. Elgar Publications.

Wilhelm, A. G., Walkington, C., Ndungu, L., Young, M. K. (2024). Using mixed reality simulations to surface equitable teaching practices among pre-service teachers. In Lee, C. et al., (Eds). Promoting Equity in Approximations of Practice for Mathematics Teachers. IGI Global. doi: 10.4018/979-8-3693-1164-6.ch010

Wilhelm, A. G., & Wernick, A. (2024). Learning to enact number talks using mixed-reality simulations: How conversations surrounding simulations provide opportunities for inservice teacher learning. Journal of Educational Research in Mathematics, 34(3), 421-446, doi: 10.29275/jerm.2024.34.3.421

Wilhelm, A.G., Wernick*, A., & Young*, M. K. (2023). Attending to process in teacher education: Small but impactful changes to the teacher supervision system. Action in Teacher Education, 1-18, doi: 10.1080/01626620.2023.2225161

Wilhelm, A. G., Gravell+, J. D., & Pinilla*, R. K. (2022). Developing a school-wide instructional vision in a STEM school partnership. PDS Partners: Bridging Research to Practice, 17(2), 170-194.