Download my CV for a full list of my research activities.
RESEARCH
GRANTS
MGTA PD FOCUSED ON IMPLEMENTATION OF EVIDENCEBASED TEACHING PRACTICES
ELITE PD
ORGANIZATION
National Science Foundation (collaborative awards DUE2013422, DUE2013563, & DUE2013590)
DATES
October 2020  September 2025
AWARD AMOUNTS
$699,184 (VCU), $855,945 (OSU), & $557,369 (SDSU)
INVESTIGATORS

Erica Miller (PI), Virginia Commonwealth University

Mary Beisiegel (PI), Oregon State University

Mary Pilgrim (PI), San Diego State University
THE VIRGINIA MATHEMATICS SPECIALIST INITIATIVE:
An Online Program to Prepare K8 Mathematics Teacher Leaders for HighNeeds School Districts
ORGANIZATION
National Science Foundation (DUE1660774)
DATES
May 2017  April 2022
AWARD AMOUNT
$1,499,991
INVESTIGATORS

Aimee Ellington (PI), Virginia Commonwealth University

Elizabeth Edmondson (CoPI), Virginia Commonwealth University

Erica Miller (CoPI), Virginia Commonwealth University
PROJECTS
GTA BELIEFS
Collaborators

Mary E. Pilgrim, San Diego State University

Sloan HillLindsay, San Diego State University

Anne Ho, University of TennesseeKnoxville

Samuel Cook, Boston University

Rebecca A. Segal, Virginia Commonwealth University
Publications & Presentations

Pilgrim, M. E., Miller, E. R., HillLindsay, S., Segal, R. (in press). Analyzing the beliefs and practices of graduate and undergraduate mathematics tutors. In Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education. Boston, MA.
UNDERGRADUATE MATHEMATICS
OBSERVATION PROTOCOLS
Collaborators

Kimberly C. Rogers, Bowling Green State University

Sean P. Yee, University of South Carolina
Publications & Presentations

Miller, E. R., Rogers, K. C., Yee, S. P. (in press). Analyzing collegiate mathematics observation protocols: Attending to the instructional triangle and inquirybased mathematics education practices. In Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education. Boston, MA.

Miller, E. R., Rogers, K. C., Yee, S. P. (2020). Analyzing collegiate mathematics observation protocols: Attending to the instructional triangle and inquirybased mathematics education practices. Invited talk given to the University of Oklahoma’s RUME Seminar.

Miller, E. R. (2019, October). Analyzing collegiate mathematics observation protocols. Talk given at VCU’s Department of Mathematics and Applied Mathematics Education Seminar, Richmond, VA.
GTA GROWTH AS TEACHERS
Collaborators

Nathan Wakefield, University of NebraskaLincoln

Yvonne Lai, University of NebraskaLincoln

Karina Uhing, University of NebraskaOmaha

Meggan Hass

Rachel [Zigterman] Funk, University of NebraskaLincoln

Kelsey Quigley, University of NebraskaLincoln
Publications & Presentations

Miller, E. R., Uhing, K., Hass, M., Zigterman, R., Quigley, K., Wakefield, N., & Lai, Y. (2018). Graduate student instructors' growth as teachers: A review of the literature. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.) Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education, 185197. San Diego, CA.

Miller, E., Wakefield, N., & Lai, Y. (2017). Opportunities to learn from teaching: A case study of two graduate teaching assistants. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.) Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education, 181194. San Diego, CA.

Lai, Y., Smith, W. M., Wakefield, N. P., Miller, E. R., St. Goar, J., Groothuis, C. M., & Wells, K. M. (2016). Characterizing mathematics graduate student teaching assistants’ opportunities to learn from teaching. In J. Dewar, P. Hsu, & H. Pollatsek (Eds.), Mathematics education: A spectrum of work in mathematical sciences departments (Vol. 7, pp. 7388). New York, NY: Springer International Publishing.
DISSERTATION
GTA's USE OF
INSTRUCTIONAL EXAMPLES
Advisor: Yvonne Lai
Publications & Presentations

Miller, E. R. (2020). Analyzing the cognitive demand of enacted examples in precalculus: A comparative case study of graduate student instructors. Journal of Mathematics and Science: Collaborative Explorations, 16, 202223. https://doi.org/10.25891/dy91tx93

Miller, E. R. (2019). Examining graduate student instructors’ decision making in coordinated courses. In A. Weinberg, D. MooreRusso, H. Soto, M. Wawro (Eds.) Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education, 437444. Oklahoma City, OK.

Miller, E. R. (2018, November). Examples in the classroom: Examining who is responsible for “doing” the math. Talk given at VCU’s Department of Mathematics and Applied Mathematics Education Seminar, Richmond, VA.

Miller, E. R. (2018). High cognitive demand examples in precalculus: Examining the work and knowledge entailed in enactment (Doctoral dissertation). University of NebraskaLincoln, Lincoln, NE. Retrieved from https://digitalcommons.unl.edu/mathstudent/84/

Miller, E. R. (2018). Mathematical knowledge for teaching examples in precalculus: A collective case study. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.) Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education, 796806. San Diego, CA.

Miller, E. R. (2018, February). Teaching precalculus at the postsecondary level: What do instructors need to know? Talk given at UNL’s Discipline Based Education Research (DBER) STEM Education Seminar, Lincoln, NE.

Miller, E. R. (2017). A new methodological approach for examining mathematical knowledge for teaching at the undergraduate level: Utilizing task unfolding and cognitive demand. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.) Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education, 3952. San Diego, CA.
[Won the PreJournal Award] 
Miller, E. R. (2017, September). Mathematical knowledge for teaching examples in precalculus. Talk given at the Great Plains Alliance Creighton Colloquium, Omaha, NE.