Assistant Professor of Math Education
Office: Cardinal Cushing Library, Room G-08g
Office hours: Monday, Wednesday, Friday, 10:00 to 11:00 a.m.; Tuesday and Thursday, 3:00 to 4:00 p.m.
Ph.D., Curriculum and Instruction, University at Albany; M.S., Curriculum and Instruction, Radford University, Radford, Va.; M.S., Mathematics, Virginia Polytechnic Institute and State University, Blacksburg, Va.; B.S., Mathematics, Rensselaer Polytechnic Institute, Troy, N.Y.
I have enjoyed mathematics as long as I can remember. As a child, I loved logic puzzles and brain teasers. Mathematics came easily and seemed like a natural choice when I started college. However, I didn't find my true calling until I started graduate school where I fell in love with teaching Mathematics. I love helping students to understand mathematics, but also helping students to gain deeper knowledge and confidence in their mathematical abilities. I also love working with pre-service teachers as they not only begin to find joy in teaching but also as they begin to understand how to teach mathematics themselves. As a teacher I am never done learning; every day I learn from my students and continually strive to improve myself as an educator.
What I love about Emmanuel:
I love the close-knit community here at Emmanuel. The students and faculty are friendly and outgoing, and really care for each other. It is this sense of community which helped me to feel welcome.
Courses I Teach
- Math 1101 - College Algebra
- Math 1111 - Calculus I
- Math 1117 - Introduction to Statistics
- Math 1122 - Foundations of Math II
Publications + Presentations
- Judson, D., Rogers, P., Oliveira, A. W., Gregory, K. Meskill, C. & Imperial, C. J. (2013). Accommodating the English Language Learner in Mathematical Discussion. Proceedings of the 35th Annual Meeting of the North American Chapter for the International Group for the Psychology of Mathematics Education (PME-NA), Chicago, IL.
- Oliveira, A. W., Rogers, P., Quigley, C. F., Samburskiy, D., Barss, K., & Rivera, S. (2013). Environmental agency in read-alouds. Cultural Studies of Science Education,
- Mistele, J., & Rogers, P. (2010). “I Just Don’t Get It”: Reading and Comprehending a Mathematics Textbook. In A. Manouchehri & D. Owens (Eds.), Proceedings of the 32nd Annual Meeting of the North American Chapter for the International Group for the Psychology of Mathematics Education (PME-NA), Columbus, OH.
- Rogers, P. & Dunn, M. (2013, July). Combining like terms: Scaffolds for ELLs. Presentation at the Multimodal Observation Protocol Summer Institute, Albany, NY.
- Rivera, S., Oliveira, A. W., Rogers, P., Quigley, C. F., Samburskiy, D., Barss, K. (2013, January). Environmental agency in read-alouds. Presentation at Annual Association for Science Teacher Education International Conference, Charleston, SC.
- Rogers, P. (2012, October) “I can’t understand what they’re saying”: Looking at language in mathematics. Presentation at the University in the High School Mathematics and Statistics Workshop, Albany, NY.
- Meskill, C., Rogers, P., Casler-Failing, S., Clegg, S., & Huang, X. (2012, May). Models of mind in YouTube teaching. Presentation at 21st Annual Conference in Instruction and Technology, Stony Brook, NY.
- Rogers, P. (2012, March). What do they mean? Making sense of mathematics textbooks. Presentation at the Hudson Mohawk Valley Area Mathematics Conference, Guilderland, NY.
- Rogers, P. (2011, October & November) Numbers & Futures Workshop. Professional development workshop for secondary education teachers, University at Albany, Albany, NY.
My current research focuses on mathematical discourse and its relationship to the development of collective and individual student knowledge in the context of mathematics, specifically limits. I have worked on a number of research projects including the use of reading in the Mathematics classroom, using literacy and ELL strategies in mathematics, social justice in the mathematics classroom, and designing augmented-reality games for integration in mathematics curriculum.