Molly Kelton

Biography

RESEARCH INTERESTS

Dr. Molly Kelton aims to contribute to a world in which all members of society feel engaged and empowered to think deeply, expansively, and creatively about mathematics. Broadly, Dr. Kelton’s work seeks to critically examine and productively expand what counts as mathematics in contemporary society, with the goal of envisioning a more expansive and equitable mathematics education. Her research investigates mathematics learning in out-of-school time and across formal and informal environments, spanning K-12 classrooms, museums, maker spaces, and after-school clubs. She has contributed to research and design of several major mathematics exhibitions, including Math Moves! and Taping Shape. Across diverse settings, she also examines the role of physical movement and embodied experience in mathematical thinking and learning.

Dr. Kelton currently serves as co-Principal Investigator of the Informal Mathematics Collaborative, a partnership among university mathematics educators, art and science museums, and community organizations serving under-represented youth. The Informal Mathematics Collaborative is funded by the National Science Foundation and has contributed to the design and research of numerous innovative public programs and exhibitions that blend mathematics, science, and the arts. This work advances current efforts to understand the educational potential of learning environments that integrate Science, Technology, Engineering, Art, and Mathematics (STEAM).

TEACHING INTERESTS

Dr. Kelton teaches methods of teaching mathematics courses for undergraduate prospective teachers. She also contributes to the PhD program in Mathematics and Science Education. Dr. Kelton is a 2017 Community Engagement Faculty Fellow through WSU’s Center for Civic Engagement, reflecting her efforts to incorporate authentic forms of community engagement into the preparation of future mathematics teachers.

SELECTED PUBLICATIONS

• Kelton, M. L., & Nemirovsky R. (In Press). Politics and aesthetics of museum mathematics:
  The dissensual curriculum of early 21st century mathematics exhibitions. Journal of
  Curriculum Studies.
• Kelton, M. L. (2021). Mathematics learning pathways on a school fieldtrip: interactional
  practices linking school and museum activity. Visitor Studies, 24(2), 220 – 242.
• *Grace, E., Kelton, M. L., Owen, J. P., Diaz Martinez, A-M, White, A., Danielson, R. W.,
  Butterfield, P., *Fallon, M., & *Schafer, G. (2021). Using arts with STEM to foster systems
  thinking. Afterschool Matters, 34, 11 – 19.
• Danielson, R. W., *Grace, E., White, A., Kelton, M. L., Martinez, A-M, Fallon, M., Owen, J., &
  Butterfield, P. (2020). Assessing science learning and systems thinking through arts. The
  WERA Educational Journal, 13(1), 36 – 45.
• Kelton, M. L., & Ma, J. Y. (2020). Assembling a torus: Family mobilities in an immersive
  mathematics exhibition. Cognition and Instruction, 38(3), 318 – 347.