Rate My Professor Cacey Wells

Dr. Cacey Wells is an associate professor of mathematics education in the Department of Learning, Teaching, and Curriculum at Appalachian State University’s Reich College of Education. He earned a Ph.D. in instructional leadership and academic curriculum, an M.Ed. in instructional leadership and academic curriculum, and a B.S. in mathematics education, all from the University of Oklahoma. Prior to joining the Appalachian State faculty in 2019 as an assistant professor, Wells taught high school mathematics for six years in San Antonio, Texas, and served as a professional development coordinator at the University of Oklahoma’s K20 Center for three years. In his current role, he directs both the Elementary Graduate Certificate Program and the Middle and Secondary Education Graduate Certificate Program, and serves as a member of the graduate faculty. Wells teaches undergraduate and graduate courses in mathematics education and contributes to teacher preparation initiatives within the Reich College of Education.

Wells’ research specializations in mathematics education include authenticity in teaching and learning, recreational mathematics, learning spaces, teaching mathematics for social change, and the intersections between mathematics and social justice. His publications have appeared in journals such as the Journal of Humanistic Mathematics, Journal of Learning Spaces, School Community Journal, Journal of Curriculum and Pedagogy, and NCTM's Mathematics Teacher. Notable works include Wells, C. (2022). “The fractal geometry of mathematics education: Navigating classroom environments in factory-model schools.” Journal of Humanistic Mathematics, 12(2), 429-442; Wells, C., & Reeder, S. (2022). “The other first days of school: A case study of two teachers in an urban setting.” Journal of Learning Spaces, 11(1), 1-12; Wells, C. (2021). “Math is tearable: Engaging students with recreational mathematics.” In K. Vaidya (Ed.), Teaching mathematics with a sense of humor: Why (and how to) be a funnier and more effective mathematics teacher and laugh all the way to your classroom; Wells, C., & Hoffpauir, R. (2024). “Understanding pre-service teachers’ perceptions of classroom community and care.” School Community Journal, 34(2), 239-256; Ross, A., & Wells, C. (2025). “Ethnomathematics in the classroom.” Philosophy of Mathematics Education Journal, 42(1); and forthcoming Wells, C. (2026). “Math in the Wild.” Mathematics Teacher: Learning and Teaching PK-12. Wells is an active member of the School Science and Mathematics Association and the National Council of Teachers of Mathematics. He has received the Reich College of Education’s Outstanding Undergraduate Teaching Award in 2021 and the Outstanding Service Award in 2025, underscoring his contributions to teaching excellence and departmental service.