Dr. Molly Kelton aims to contribute to a world in which all members of society feel engaged and empowered to think deeply, expansively, and creatively about mathematics. Broadly, Dr. Kelton’s work seeks to critically examine and productively expand what counts as mathematics in contemporary society, with the goal of envisioning a more expansive and equitable mathematics education. Her research investigates mathematics learning in out-of-school time and across formal and informal environments, spanning K-12 classrooms, museums, maker spaces, and after-school clubs. She has contributed to research and design of several major mathematics exhibitions, including Math Moves! and Taping Shape. Across diverse settings, she also examines the role of physical movement and embodied experience in mathematical thinking and learning.
Dr. Kelton currently serves as co-Principal Investigator of the Informal Mathematics Collaborative, a partnership among university mathematics educators, art and science museums, and community organizations serving under-represented youth. The Informal Mathematics Collaborative is funded by the National Science Foundation and has contributed to the design and research of numerous innovative public programs and exhibitions that blend mathematics, science, and the arts. This work advances current efforts to understand the educational potential of learning environments that integrate Science, Technology, Engineering, Art, and Mathematics (STEAM).
Dr. Kelton teaches methods of teaching mathematics courses for undergraduate prospective teachers. She also contributes to the PhD program in Mathematics and Science Education. Dr. Kelton is a 2017 Community Engagement Faculty Fellow through WSU’s Center for Civic Engagement, reflecting her efforts to incorporate authentic forms of community engagement into the preparation of future mathematics teachers.
Nemirovsky, R., Kelton, M. L., & Civil, M. (In press). Toward a vibrant and socially significant informal mathematics education. In J. Cai (Ed.), Compendium for Research in Mathematics Education, (pp. 90 – 101). Reston, VA: National Council of Teachers of Mathematics.
Nemirovsky, R., & Kelton, M. L. (2016). Navigating turbulent waters: Objectivity, interpretation, and experience in the analysis of interaction. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.), Knowledge and interaction: A synthetic agenda for the learning sciences (pp. 458 – 479). New York, NY: Routledge.
Hall, R., Nemirovsky, R., Ma, J., & Kelton, M. L. (2016). Towards a generous* discussion of interplay between natural descriptive and hidden machinery approaches in knowledge and interaction analysis. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.), Knowledge and interaction: A synthetic agenda for the learning sciences (pp. 496 – 519). New York, NY: Routledge.
Ellis, J., Kelton, M. L., & Rasmussen, C. (2014). Student perceptions of pedagogy and persistence in United States Calculus. ZDM The International Journal on Mathematics Education, 46(4), 661-673.
Nemirovsky, R., Kelton, M. L., & Rhodehamel, B. (2013). Playing mathematical instruments: Emerging perceptuomotor integration with an interactive mathematics exhibit. Journal for Research in Mathematics Education, 44(2), 372-415.
Nemirovsky, R., Kelton, M. L., & Rhodehamel. (2012). Gesture and imagination: On the constitution and uses of phantasms. Gesture, 12(2), 130-165.