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Andrew Richman

Assistant Professor

photo of faculty member Andrew Richman

Andrew Richman brings a broad range of teaching experiences to his mathematics and mathematics education classes including work in urban and rural public and private schools at the elementary, high school, community college, and university levels. His scholarship is focused on ensuring that the content of high school and early college mathematics is responsive to the needs of all students.

Andrew has a B.A. in government from Harvard College, an M.Ed. in curriculum and instruction from Loyola University of Chicago, and an Ed.D. in mathematics education from Boston University.

Selected Publications

  • Huffman, A., Richman, A. S., & Dietiker, L. (2022). How the Teacher and Students Impact the Unfolding of Mathematical Ideas Across a Lesson. Proceedings of the 44th Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PMENA). Nashville, TN.
  • Dietiker, L. & Richman, A. S. (2021). Not all explorations are exploratory: Using a narrative framework to investigate how textbooks can support sustained student inquiry. Journal for Research in Mathematics Education, 52(3), 301–331, https://doi.org/10.5951/jresematheduc-2020-0318.
  • Richman, A. S. (2020). Broader intentions: Exploring the role of aims for school mathematics in teacher curricular decision making. In Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PMENA). Mazatlán, Sinaloa, Mexico.
  • Richman, A. S., Dietiker, L., & Riling, M. (2019). The plot thickens: The aesthetic dimensions of a captivating mathematics lesson. The Journal of Mathematical Behavior, 54, 100671, https://doi.org/10.1016/j.jmathb.2018.08.005.
  • Dietiker, L. & Richman, A. S. (2018). When is an exploration exploratory? A comparative analysis of geometry lessons. In Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT 2). Rio de Janeiro, Brazil.

Selected Presentations

  • Richman, A. S. (2022). Justifying the Content: Exploring Aims for School Mathematics in Teacher Plans. The Annual Meeting of the American Educational Research Association (AERA), San Diego, CA.
  • Chowdhury, A. H., Richman, A. S., & Henry, E. (2022). Making Mathematics Meaningful for All Students: An Exploration of Self-Efficacy in Teaching Mathematics. Annual Conference on Research in Undergraduate Mathematics Education (RUME), Boston, MA.
  • Richman, A. S. (2021). Using real-world problems in mathematics classes: Matching type to purpose for effective instruction. 2021 Annual Conference of the Association of Mathematics Teacher Educators (AMTE), Orlando, FL.
  • Knowles, K., Richman, A. S., & Benakli, N. (2021). Report on the NNN/MAA QL/QR survey project. 2020-2021 National Numeracy Network Virtual Meeting.
  • Richman, A. S. & Dietiker, L. (2020). Stated aims and hidden functions of school mathematics: The teachers’ perspective. The Annual Meeting of the American Educational Research Association (AERA), San Francisco, CA.
  • Richman, A. S. (2019). Why do I need to learn this? Talking to students about reasons to learn mathematics. Association of Teachers of Mathematics in Massachusetts Spring Conference, Worcester, MA.
  • Richman, A. S. (2018). When will I ever use this? Rationales for school mathematics. Massachusetts Mathematics Association of Teacher Educators 2018 Symposium, Easton, MA.
  • Dietiker, L. & Richman, A. S. (2018). The nature of explorations: A comparative analysis of written lessons. National Council of Teachers of Mathematics 2018 Research Conference (NCTM), Washington, DC.
  • Harbaugh, G., Richman, A. S., & Chapin, S. (2018). Evaluating assessments for learning in the mathematics classroom: An item response theory primer for mathematics educators. 2018 Joint Mathematics Meetings of the American Mathematical Society and the Mathematical Association of America (JMM), San Diego, CA.
  • Richman, A. S., Dietiker, L., & Brakoniecki, A. (2016). Exposing the mathematical differences between enactments of the same written lesson. Annual Meeting of the American Educational Research Association (AERA), Washington, DC.
  • Ganguly, A., Davenport, L., Richman, A. S., and Dietiker, L. (2016). Looking carefully at curriculum alignment: Collaborating with teacher-leaders to make good choices about curriculum. 2016 National Council of Supervisors of Mathematics Annual Conference (NCSM), Oakland, CA.