Rate My Professor Jennifer Ward

Ward’s contributions to the field are reflected in her extensive publication record in peer-reviewed journals and books. Key publications include "Utilizing Trust to Examine Pre-Service Teachers’ Challenges When Learning to Implement Mathematics Tasks" (2024), "Exploring inquiry-based STEM in preschool: The treehouse project" (2024), "From Colleagues to Critical Friends: Exploring Avenues of Professional Learning to Support Equity-Based Pedagogies in Mathematics Education" (2023), "Early childhood mathematics lessons to explore, understand, and respond to social injustice" (2022), "Instructional Perseverance in Early-Childhood Classrooms: Supporting Children’s Development of STEM Reasoning in a Social Justice Context" (2022, co-authored with Joseph Dinapoli and Katie Monahan), "Communities of practice as a launchpad for social justice planning in early childhood education" (2023), "Tensions of trust in preservice teachers’ consideration of challenging mathematics tasks" (2021, co-authored with Erin Smith, Tracy E. Dobie, and Naomi Jessup), and "Academic Motherhood in Mathematics Education during COVID-19: Breaking the Silence and Shifting the Discourse" (2021). She has further contributed a chapter on autoethnography in "Mathematics Teacher Educators’ Learning through Self-Study" (2020) and co-authored "Mathematics for Social Justice: Building on Students’ Agency, Empathy, and Mathematics Ingenuity" (2024).