Abstract
AnnaMarie Conner is a professor of mathematics education at the University of Georgia.Her work research is classroombased and longitudinal, crossing boundaries between instruction in university courses and classroom teaching in school districts.She investigates teachers' beliefs and identity construction during teacher education and how teachers learn to support collective argumentation in mathematics classes.These two lines of research come together in findings describing how teachers' beliefs impact their classroom practice with respect to collective argumentation.Dr. Conner's work investigates the complex connections between teacher education, teacher characteristics, and teacher practice.She is currently collaborating with secondary mathematics teachers in supporting mathematical arguments as well as investigating how elementary teachers navigate infusing argumentation into integrative STEM instruction.