Jennifer C. Caton is a post-doctoral scholar at the University of Central Florida (UCF). She received her doctorate degree at UCF in mathematics education. Her graduate studies focused on curriculum and instruction in mathematics, while her undergraduate degree was completed in elementary education, both also at UCF. Her professional experiences in K-12 schools include 3 years at the elementary level and 8 years teaching middle school mathematics. Her interests include evidence-based instructional practices, specifically the use of high-quality tasks, the use of purposeful questions to promote mathematical discourse, and supporting productive struggle using small-group instruction during mathematics. She teaches courses at the graduate and undergraduate levels using both hybrid and traditional formats, specifically focusing on mathematics methods to teach conceptual understanding and the implementation of evidence-based instructional practices.
Caton is currently a research scholar on a five-year US Department of Education grant that is funded through the Teacher Quality Partnership program and focuses on enhancing teacher development in Title 1 urban schools , specifically in mathematics and literacy. Her work with the project includes the design and implementation of professional learning and induction, the design and evaluation of fidelity, and provides mathematics support in the development of teacher candidates. In addition, Caton has presented at national conferences for the National Council of Teachers of Mathematics (NCTM), and written articles focused on improving mathematics for each and every learner. Her research and writing interests include teacher education, STEM, and supporting a high-quality mathematics education for all.
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