Amelia M Farid
Assistant Teaching Professor
University of California Merced
Department of Applied Mathematics
Email: mfarid [at] ucmerced [dot] edu
Office: ACS 329
Research: My research focuses on mathematics education, with a specialization in design-based research methods to develop equitable and robust learning environments. My research projects include Artificial Intelligence-mediated collaborative learning in mathematics classrooms, place-based approaches that connect mathematics learning to local communities, and participatory action research in community-based education to disrupt patterns of educational inequity.
Publications
Refereed Journal Articles
Saxe, G. B. & Farid, A. (2021). The interplay between individual and collective activity: An analysis of classroom discussions about the Sierpinski triangle. International Journal of Research in Undergraduate Mathematics Education, 1-34.
Brereton J., Farid A., Karnib M., Marple G., Quenon A., & Tefera A. (2011). Combinatorial and Automated Proofs of Certain Identities. The Electronic Journal of Combinatorics. 18(2).
Submitted Journal Articles Under Review
Farid, A. (In revision). A comparative analysis of undergraduates' definitional practices: Differing forms and functions for mathematical definitions. The Journal of Mathematical Behavior.
Farid, A., Anderson, A., Lin, G.C., Fenech, M., & Hanks, B. (Under review). Group Collaboration with a Conversational Agent: Affordances and constraints for student learning. International Journal of Computer Supported Collaborative Learning.
Peer-Reviewed Proceedings
Farid, A. Fenech, M., Anderson, M., & Lin, G. (2024). Integrating local spaces into mathematics learning: An investigation of place-based mathematics education. In General Proceedings of the 4th Annual Meeting of the International Society of the Learning Sciences 2024. Buffalo, NY: International Society of the Learning Sciences.
Farid, A., Fenech, M., Woods, P., Anderson, M., Lin, G., & *Chauhan, D. (2024). The role of teacher beliefs in enactments of Project-Based Learning curricula: A comparative case study. In Proceedings of the 15thInternational Congress on Mathematics Education. Sydney, Australia: Springer International Publishing.
Fenech, M., Farid, A. Anderson, M., Lin, G., & Sears, R. (2024). Alleviating tensions between culturally relevant pedagogy and mathematical practices of proof. In General Proceedings of the 4th Annual Meeting of the International Society of the Learning Sciences 2024. Buffalo, NY: International Society of the Learning Sciences.
Fenech, M., Farid, A. Anderson, M., Lin, G., & Sears, R. (2024). A comprehensive strategy for scaffolding the development of students’ mathematical proof skills across a learning progression. In General Proceedings of the 4th Annual Meeting of the International Society of the Learning Sciences 2024. Buffalo, NY: International Society of the Learning Sciences.
Woods, P.J., Farid, A.M., Lin, G.C., & Anderson, E. (2023). Embodied math learning through design friction: An argument in favor of flawed tools. In Slotta, J.D. & Charles, E.S. (Eds.). General Proceedings of the 3rd Annual Meeting of the International Society of the Learning Sciences 2023. Montreal, Canada: International Society of the Learning Sciences.
Farid, A. (2016). Supporting discursive shifts toward mathematical defining. In M. Wood, E. Turner, M. Civil & J. A. Eli (Eds.), Sin fronteras: Questioning borders with (in) mathematics education-Proceedings of the 38th annual meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) (p. 701). Tucson, AZ: University of Arizona.
* Undergraduate students’ names are marked with an asterisk.