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Dr. Julien Corven

Assistant Professor
Mathematics
Office
Stevenson Hall - STV 329B
Office Hours
Tuesdays 11:50 AM-12:50 PM, Wednesdays 2:30-3:30 PM, or by appointment
  • About
  • Education
  • Research

Biography

Dr. Julien Corven received his Ph.D. in Mathematics Education from the University of Delaware. He is currently in his second year as an Assistant Professor of Middle School Mathematics Education at Illinois State University. Prior to his graduate studies, he worked as a middle school and high school mathematics teacher for ten years in the Baltimore City Public School system.

Current Courses

406.001Advanced Topics In Assessment In Elementary & Jr High Math

309.001Number Theory for Middle School Teachers

583.001Professional Projects In Mathematics Education

130.001Dimensions Of Numerical Reasoning

581.001Seminar In Research And Development In Mathematics Education

202.001Algebraic Reasoning for Middle School Teachers

599.005Dissertation

599.006Dissertation

500.005Independent Study

500.006Independent Study

309.001Number Theory for Middle School Teachers

490.008Research In Mathematics, Math Ed & Applied Mathematics

409.001Topics In Algebra & Combinatorics For K-8 Teachers

Research Interests & Areas

My research interests include how preservice teachers evaluate students' written mathematical work, the curriculum of elementary teacher preparation programs, and the agentic decision making processes of undergraduate students pursuing STEM degrees. My research incorporates both quantitative and qualitative methods.

PhD Education

University of Delaware
Newark, DE

MS Mathematics Education

Towson University
Towson, MD

BA Mathematics

Haverford College
Haverford, PA

Book Review

Corven, J. (2022). Book review: Foundations for the next era of elementary mathematics teacher education. Yiping Li, Roger E. Howe, W. James Lewis, and James J. Madden (Eds.) (2021) Developing mathematical proficiency for elementary instruction. Educational Studies in Mathematics, 110(1), 193–203. https://doi.org/10.1007/s10649-021-10103-7

Conference Proceeding

Corven, J. (2023). Responsive evaluation of student work: A theoretical process. In T. Lamberg & D. Moss (Eds.), Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 916–926). Reno, NV.
Corven, J., DiNapoli, J., Johnson, K., Long, V., Olanoff, D., & Tobias, J. (2023). Mathematics curriculum recommendations for elementary teacher preparation: Establishing a research base. In T. Lamberg & D. Moss (Eds)., Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Volume 2 (pp. 659–661). Reno, NV.
Corven, J., DiNapoli, J., Johnson, K., Long, V., Olanoff, D., Tobias, J., An, T., Clark, D., Velasco, R., Litster, K., & Kang, B. (2023). Working group on mathematics curriculum recommendations for elementary teacher preparation: Second report. In T. Lamberg & D. Moss (Eds)., Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Volume 2 (pp. 649–658). Reno, NV.
Corven, J., Paoletti, T., & Gantt, A. L. (2023). An international comparison of performance on TIMSS elementary mathematics items with potential for covariational reasoning. In T. Lamberg & D. Moss (Eds.), Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 253–259). Reno, NV.
MacDonald, B. L., Cullen, A. L., Kroesch, A. M., Bajwa, N. P., Mooney, E., & Corven, J. (2023). Reimagining the emergent perspective within research-practice learning communities. In T. Lamberg & D. Moss (Eds.), Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 910–915). Reno, NV.

Journal Article

Gantt, A. L., Paoletti, T., & Corven, J. (2023). Exploring the prevalence of covariational reasoning across mathematics and science TIMSS 2011 assessment items. International Journal of Science and Mathematics Education, 21(8), 2349–2373. https://doi.org/10.1007/s10763-023-10353-2
Litke, E., Corven, J., & Sternberg, K. A. (2023). Algebra-focused features of instruction: An integrated investigation of curricular guidance and instructional enactment. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-023-09573-8
Paoletti, T., Gantt, A. L., & Corven, J. (2023). A local instruction theory for emergent graphical shape thinking: A middle school case study. Journal for Research in Mathematics Education, 54(3), 202-224. https://doi.org/10.5951/jresematheduc-2021-0066
Corven, J., DiNapoli, J., Willoughby, L., & Hiebert, J. (2022). Long-term relationships between mathematics instructional time during teacher preparation and specialized content knowledge. Journal for Research in Mathematics Education, 53(4), 277–306. https://doi.org/10.5951/jresematheduc-2020-0036
Colvin, J., DiMatteo, D., & Sorokina, T. (2016). Dimension of trivariate C1 splines on bipyramid cells. Computer Aided Geometric Design, 45, 140–150. https://doi.org/10.1016/j.cagd.2015.12.001

Presentations

Corven, J. (2022, May 18–19). Prospective elementary teachers’ evolving evaluations of student reasoning [Research presentation]. 16th Annual Symposium of the Pennsylvania Association of Mathematics Teacher Educators, Shippensburg, PA.
Corven, J., Long, V., & DiNapoli, J. (2022, February 10–12). Mathematics curriculum recommendations for elementary teacher preparation [Working group]. 26th Annual Conference of the Association of Mathematics Teacher Educators, Las Vegas, NV.
Corven, J. (2021, February 11–13; 18–20). Scaffolding and cognitive demand in a three-dimensional geometry lesson [Poster presentation]. 25th Annual Conference of the Association of Mathematics Teacher Educators, Online.
Corven, J. (2021, April 23). Prospective elementary teachers’ development of specialized content knowledge for whole number division [Research report]. 2021 University of Delaware College of Education and Human Development Steele Research Symposium, Online.
Corven, J. (2020, February 6–8). Modeling prospective teachers’ SCK development for division of whole numbers [Brief report]. 24th Annual Conference of the Association of Mathematics Teacher Educators, Phoenix, AZ.
Corven, J., DiNapoli, J., & Hiebert, J. (2019, February 7–9). Complicated relationships between time spent studying mathematics topics in teacher preparation and graduates’ useable knowledge [Research report]. 23rd Annual Conference of the Association of Mathematics Teacher Educators, Orlando, FL.
Corven, J. (2018, May 16–17). Periodic confusion: Examining two contemporary textbook units on trigonometric functions [Brief report]. 12th Annual Symposium of the Pennsylvania Association of Mathematics Teacher Educators, Shippensburg, PA.
Yost, D., & Colvin, J. (2014, October 17). Flipping instruction without flipping out [Brief report]. 2014 Conference of the Maryland Council of Teachers of Mathematics, Baltimore, MD.