Mark Hoover

Associate Research Scientist

Mark  Hoover, School of Education

Mark Hoover is an education researcher and mathematics teacher educator. He acknowledges that American society is rooted in a violent colonial history that confiscated indigenous people’s lands, enslaved Africans, and patronized women. In response, he conceptualizes public school mathematics teaching that disrupts default patterns of injustice and prepares students for civic participation.

Instead of documenting injustice, he interrogates his white privilege and investigates teaching, with an understanding that teaching, to be educational, must be just. Instead of developing a curriculum, a particular method of teaching, or an assessment to drive improvement, he investigates the work entailed in teaching, its mathematical demands, and its professionalization (while sensitive to how standards and accountability can oppress). He draws inspiration from civil rights activist Robert Moses and teacher and education researcher Deborah Ball. Although his background is in mathematics, his interests extend to teaching and teacher education across subject areas, including tasks for teaching and assessing the subject-matter work of teaching, conceptual-analytic methods for studying teaching and its subject-matter demands, and productive engagement of mathematicians in mathematics education. Although his past research has only indirectly connected to social justice, current research explores explicit connections.

Hoover teaches courses in the following program(s):
Mathematics Education


Selected Publications

Hoover, M., Mosvold, R., Ball, D. L., & Lai, Y. (2016). Making progress on mathematical knowledge for teaching. The Mathematics Enthusiast, 13 (1&2), 3-34.

Hoover, M. Mosvold, R., & Fauskanger, J. (2014). Common tasks of teaching as a resource for measuring professional content knowledge internationally. Nordic Studies in Mathematics Education, 19 (3-4), 7-20.

Hoover, M. (2014). Assessing math to know math. Berkeley, CA: Mathematical Sciences Research Institute.

Thames, M. H. & Ball, D. L. (2013). Making progress in mathematics education: Lessons learned—past, present, and future. In K. Leatham (Ed.), Vital directions for mathematics education research (pp. 15-44). New York: Springer.

Thames, M. H. & van Zoest, L. (2013). Building coherence in research on mathematics teacher identity, knowledge and beliefs by developing practice-based approaches. ZDM—The International Journal on Mathematics Education, 43(3), 583-594.

Thames, M. H. & Ball, D. L. (2010). What mathematical knowledge does teaching require? Knowing mathematics in and for teaching. Teaching Children Mathematics, 17(4), 220-225.

Learning Mathematics for Teaching Project. (2011). Measuring the mathematical quality of instruction. Journal of Mathematics Teacher Education, 14(1), 25-47.

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.

Thames, M. H. (2006). Using math to teach math: Mathematicians and educators investigate the mathematics needed for teaching. Berkeley, CA: Mathematical Sciences Research Institute.

Thames, M. H. & Ball, D. L. (2005). Review of Learning discourse: Discursive approaches to research in mathematics education. Mathematical Thinking and Learning, 6(4), 421-433.

Ball, D., Hoover, M., Lewis, J., Bass, H., & Wall, E. (2004). In attention to equity in teaching elementary school mathematics.  Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.


Research Affiliations


9/15/2018 - ongoing Communicating Mathematically Across Difference in the Work of Teaching
Granting Agency: National Science Foundation

9/1/2015 - ongoing Building MKT Assessment Items and Instructional Tasks to Build Intercommunity Capacity to Develop Teachers
Granting Agency: National Science Foundation

9/1/2010 - 2/28/2017 Contextual Research and Large Empirical Research - Developing the theory of mathematical knowledge for teaching by investigating its nature, measurement, and growth
Granting Agency: National Science Foundation

2/9/2008 - 8/31/2013 The Algebra (Cohort) Project in Michigan
Granting Agency: Algebra Project Inc/National Science Foundation

2/6/2010 - 1/6/2013 Making Room for Student Thinking: Using automated feedback, video-based professional development, and evidence-based practice recommendations to improve mathematical discussions
Granting Agency: U.S. Department of Education

8/15/2010 - 7/31/2012 The Design of Research-in-Instruction Laboratories
Granting Agency: National Science Foundation

1/1/2009 - 12/31/2011 Teaching Mathematical Knowledge for Teaching: Adapting Local Materials for Use in Diverse Institutions and Settings
Granting Agency: National Science Foundation


Room 2610
Mailbox 1600

Curriculum Vitae