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Dr. Annie Wilhelm is a Professor of Education in the Department of Teaching and Learning at ��ɬֱ�� Methodist University. She holds B.S. degrees in Mathematics and Computer Science from Santa Clara University, a M.A. in Mathematics from the University of Washington, and a M.Ed. and a Ph.D. degree in Curriculum and Instructional Leadership and Mathematics Education, respectively, from Vanderbilt University. Prior to attending Vanderbilt University, Dr. Wilhelm taught high school mathematics, ranging from Algebra 1 to AP Calculus, for four years in the Seattle area. Dr. Wilhelm worked in the Department of Teaching and Learning at ��ɬֱ�� from 2013-2023, took a position in the Department of Mathematics and Statistics at Washington State University in 2023, but returned to ��ɬֱ�� and the Department of Teaching and Learning in August of 2025.

Dr. Wilhelm's research examines supports for teacher learning, with research in four closely related categories: 1) supporting teacher learning, 2) teachers’ instructional practice, 3) relations between teachers’ knowledge, conceptions, and practice, and 4) research methods and tools. Several recent projects exemplify these different research emphases.

First, the project is a collaborative project with researchers at the University of Delaware, University of Pennsylvania, and Boston University focused on understanding how elementary teachers focus on both disciplinary understandings and equity in the context of classroom discussion. They partnered with 3 public elementary schools in Delaware to design professional learning opportunities to help teachers develop classroom discussion practice across disciplines that serve to develop disciplinary understandings and address issues of power in the classroom. They are also interested in how such a school-wide professional development effort can have an impact on teacher collaboration across the school.

Second, the project was a collaborative project with researchers at NC State University and the University of Virginia, funded by the National Science Foundation, focused on validating a set of rubrics designed to support teachers and researchers in understanding practices that add to the set of high quality mathematics teaching practices, to directly support equity and access in the mathematics classroom. They analyzed existing videos of elementary and middle school mathematics instruction to identify teachers’ use of mathematics teaching practices that advance equity and access and link those instructional practices to other teacher and student measures.

Journal Publications

(Note: collaborator was a (*)graduate student or (+)postdoctoral fellow at the time of collaboration)

Articles

Kavanagh, S. S., Prough+, S., Guillotte*, A., Wilhelm, A. G., Gibbons, L. K., Manz, E. (2025) Elementary teachers' conceptualizations of classroom discussions across content areas: An epistemic network analysis. Teaching and Teacher Education, 165, https://doi.org/10.1016/j.tate.2025.105173

Wilhelm, A. G., & Wernick*, A. (2024). Learning to enact number talks using mixed-reality simulations: How conversations surrounding simulations provide opportunities for inservice teacher learning. Journal of Educational Research in Mathematics, 34(3), 421-446, doi: 10.29275/jerm.2024.34.3.421

Ries*, E., Holyoke*, E. S., Dunham*, H., Young*, M. K., Wetzel, M. M., Garcia, K., Payne, K., Wilhelm, A. G., Estrada, V. L. , Maurer, A., & Trautman, K. (2024). Learning to expand our communities to support coaching for equity: A collaboration of seven university-based teacher preparation programs. International Journal of Mentoring and Coaching in Education. doi: 10.1108/IJMCE-10-2022-0087

Wilhelm, A. G. & Wernick*, A. (2023). Collaborative teacher sensemaking about number talks in a mixed reality simulation studio. Journal of Mathematics Teacher Education in Texas, 13(2), 7-9.

Wilhelm, A.G., Wernick*, A., & Young*, M. K. (2023). Attending to process in teacher education: Small but impactful changes to the teacher supervision system. Action in Teacher Education, 1-18, doi: 10.1080/01626620.2023.2225161

Wilhelm, A. G., Gravell+, J. D., & Pinilla*, R. K. (2022). Developing a school-wide instructional vision in a STEM school partnership. PDS Partners: Bridging Research to Practice, 17(2), 170-194.

Prough+, S., Gibbons, L., Wilhelm, A. G. (2022). Supporting coherence in classroom discussions across content areas. AMTE Connections.

Reinholz, D. L., & Wilhelm, A. G. (2022). Race-gender D/Discourses in Mathematics Education:(Re)-Producing Inequitable Participation Patterns Across a Diverse, Instructionally-Advanced Urban District. Urban Education, doi: 10.1177/00420859221107614

Pruitt-Britton*, T., Wilhelm, A. G., & Wilson, J. (2022). Nurturing students through social interactions. Phi Delta Kappan, 103(5), 18-23.

Wilhelm, A. G., Woods*, D., & Kara, Y. (2021). Supporting Change in Novice Alternative Certification Teachers’ Efficacy. Psychology in the Schools, 58(10), 1902-1918. doi: 10.1002/pits.22539

Munter, C. & Wilhelm, A. G. (2020). Mathematics teachers’ knowledge, networks, practice, and change in instructional visions. Journal of Teacher Education, 72(3), 342-354 doi: 10.1177/0022487120949836

Wilhelm, A. G., del Rosal, K., Woods*, D., & Wu*, S. (2020). Refining a professional network: Understanding first-year teachers’ advice seeking. Teacher Education Quarterly, 47(3), 96-119.

Woods*, D. & Wilhelm, A. G. (2020). Learning to launch complex tasks: Novice teachers’ experiences exploring the practice. Mathematics Teacher Educator, 8(3), 105-119. doi: 10.5951/MTE.2020.0010

Wilson, J., Nazemi, M., Jackson, K., & Wilhelm, A. G. (2019). Investigating Teaching in Conceptually-Oriented Mathematics Classrooms Characterized by African American Student Success. Journal for Research in Mathematics Education, 50(4). 362-400. https://doi.org/10.5951/jresematheduc.50.4.0362

Kuster, G., Johnson, E., Rupnow*, R., & Wilhelm, A. G. (2019). The inquiry oriented instructional measure. International Journal of Research in Undergraduate Mathematics Education. 1-22. https://doi.org/10.1007/s40753-019-00089-2

Gibbons, L. K., Wilhelm, A. G., & Cobb, P. (2019). Coordinating leadership supports for teachers’ instructional improvement. Journal of School Leadership, 29(3), 248-268. https://doi.org/10.1177/1052684619836824

Wilhelm, A. G., Gillespie Rouse, A., & Jones, F. (2018). Exploring Differences in Measurement and Reporting of Classroom Observation Inter-Rater Reliability. Practical Assessment, Research & Evaluation, 23(4). Available online: http://pareonline.net/getvn.asp?v=23&n=4

Wilhelm, A. G., & Berebitsky, D. (2017). Validation of the mathematics teachers' sense of efficacy scale. Investigations in Mathematics Learning. doi:10.1080/19477503.2017.1375359

Wilhelm, A. G., Munter, C., & Jackson, K. (2017). Examining relations between teachers’ explanations of sources of students’ difficulty in mathematics and students’ opportunities to learn. The Elementary School Journal, 117(3), 345-370.

Boston, M., & Wilhelm, A. G. (2017). Middle school mathematics instruction in instructionally focused urban districts. Urban Education, 52(7), 829-861. doi:10.1177/0042085915574528

Wilhelm, A. G., Chen*, I., Smith, T. M., & Frank, K. A. (2016). Selecting expertise in context: Middle school mathematics teachers' selection of new sources of instructional advice. American Educational Research Journal, 53(3), 456-491.

Wilhelm, A. G. & Andrews-Larson, C. (2016). Why don’t teachers understand our questions? Reconceptualizing teachers’ “misinterpretation” of survey items. AERA Open, 2(2), 1-13.

Wilhelm, A. G. & Kim, S. (2015). Generalizing from observations of mathematics teachers’ instructional practice using the Instructional Quality Assessment. Journal for Research in Mathematics Education, 46(3), 270-279.

Wilhelm, A. G. (2014). Mathematics teachers' enactment of cognitively demanding tasks: Investigating links to teachers’ knowledge and conceptions. Journal for Research in Mathematics Education, 45(5), 636-674.

Sun, M., Wilhelm, A. G., A., Larson, C. & Frank, K. (2014). Exploring colleagues’ professional influence on mathematics teachers’ learning. Teachers College Record, 116(4), 1-30.

Munter, C., Wilhelm, A. G., Cobb, P., & Cordray, D. S. (2014). Assessing fidelity of implementation of an unprescribed, diagnostic mathematics intervention. Journal of Research on Educational Effectiveness, 7(1), 83-113.

Jackson, K. J., Garrison [Wilhelm], A. L., Wilson, J., Gibbons, L., & Shahan, E. (2013). Exploring relationships between setting up complex tasks and opportunities to learn in concluding whole-class discussions in middle-grades mathematics instruction. Journal for Research in Mathematics Education, 40(4), 646-682.

Peer-Reviewed Chapters

Wilhelm, A. G., Prough, S., Memmolo*, R., & Gibbons, L. (2025). Using classroom observation to assess elementary teachers’ discussion practices across content areas. In Kelly, S. (Ed.) Research Handbook on Classroom Observation. Elgar Publications.

Wilson, J., Walkowiak, T., & Wilhelm, A. G. (2025). Making the Case for Classroom Observational Instruments that Attend to Equity. In Kelly, S. (Ed.) Research Handbook on Classroom Observation. Elgar Publications.

Wilhelm, A. G., Walkington, C., Ndungu*, L., Young*, M. K. (2024). Using mixed reality simulations to surface equitable teaching practices among pre-service teachers. In Lee, C. et al., (Eds). Promoting Equity in Approximations of Practice for Mathematics Teachers. IGI Global. doi: 10.4018/979-8-3693-1164-6.ch010

Wilhelm, A. G., Crosby, E. O., & Gray, D. S. (2023). Building capacity for continuous improvement: Iterating to center racial equity in a PK-8 community school. In Anderson, E. A,, & Hayes, S. D., Continuous improvement: A leadership process for school improvement. Information Age Publishing. (pp. 125-144)

Cobb, P. & Wilhelm, A. G. (2022). Classroom Teaching and Learning as the Focus of Improvement Research. In Peurach, D., Russell, J. L., Cohen-Vogel, L., Penuel, W. R., Foundational Handbook of Improvement Research in Education. Rowan & Littlefield.

Wilhelm, A. G. & Ruddock, J. (2021). Teachers tweeting or listening to learn: The professional networks of mathematics teachers on Twitter. In Hollebrands, K., Anderson, R., & Oliver, K., Online Learning in Mathematics Teacher Education. Springer.

Jackson, K., Wilhelm, A. G., & Munter, C. (2018). Specifying goals for students’ mathematical learning and the development of teachers’ knowledge, perspectives, and practice. In Cobb, P. Jackson, K., Henrick, E., & Smith, T. M., Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office (pp. 43-64) Cambridge, MA: Harvard Education Press.

Wilhelm, A. G., Cobb, P., Frank, K., & Chen*, I. (2018). Teachers’ advice networks. In Cobb, P. Jackson, K., Henrick, E., & Smith, T. M., Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office (pp. 135-148) Cambridge, MA: Harvard Education Press.

Current Grant Funded Projects

Supporting School Administrators in Leading Towards Racially Just and Ambitious Mathematics Instruction (Co-PI, with Jessica Rigby (PI), Stephanie Forman (Co-PI), Elham Kazemi (Co-PI), Jonee Wilson (Co-PI)), National Science Foundation- DRK-12, August 2022- April 25, 2025, $2,933,530 [Project terminated unexpectedly]

Understanding How Elementary Teachers Take Up Discussion Practices to Promote Disciplinary Learning and Equity (Co-PI, with Lynsey Gibbons (PI), Eve Manz (Co-PI), Sarah Kavanagh (Co-PI)), James McDonnell Foundation, January 2018-December 2025, $2,500,000

Validation of the Equity and Access Rubrics for Mathematics Instruction (Co-PI, with Jonee Wilson (PI), Temple Walkowiak (Co-PI)), National Science Foundation- DRK-12 Assessment Strand, July 2019-April 25, 2025, $2,296,493 [Project terminated unexpectedly]

Connecting Mathematics Teacher Education to Real World Contexts: Attracting and Retaining Diverse Mathematics Teachers (Co-PI with Tariq Akmal (PI) and Kristin Lesseig (co-PI)), National Science Foundation- Noyce Scholarship Program, June 2021- May 2025 (Joined August 2023), $1,118,866

Past Awarded Grants

Simulations in Teacher Education: Systematic Replication Research to Improve the Preparation of Teachers, (Co-PI, with Julie Cohen (PI), Vivian Wong (Co-PI), Jair Aguilar (Co-PI)), Robertson Foundation, July 2020 – May 2023, $50,000 (��ɬֱ��)

Mustangs Teach Math: A Community-focused Pathway for Mathematics Teacher Preparation (Co-PI, with Scott Norris (PI), Candace Walkington (Co-PI)), National Science Foundation- Robert Noyce Teacher Scholarship Program, July 2020-June 2025 (My end 2023), $1,443,796

Developing Research-based Practices for Coaching in Virtual Environments (Co-PI, with Melissa Wetzel (PI), numerous other Co-PIs from other Texas Universities), Raise Your Hand Texas Foundation, January 2021-December 2022, $25,663 (��ɬֱ��)

Building A Dallas-area Mathematics Teacher Pipeline (PI with Scott Norris (Co-PI)), June 2018-May 2019, National Science Foundation- Robert Noyce Teacher Scholarship Program, $100,273

Using Walks in Downtown Dallas to Engage Families in Mathematics (Co-PI with Candace Walkington (PI)), ��ɬֱ��-University Research Council, January 2017-December 2017, $10,000

Twitter as a Learning Technology for Mathematics Teachers, ��ɬֱ��-University Research Council, May 2016- April 2017, $5,199

Professional Development Partnership for Advanced Math and Science Courses (Co-PI, with Leanne Ketterlin Geller (PI), Texas Education Agency in collaboration with Grand Prairie Independent School District, January 2016-May 2016, $46,000