Sam Prough

Assistant Professor of Mathematical Sciences

Phone:765-285-9021

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Room:RB 431

Degrees:

Ph.D. in Curriculum and Instruction with a concentration in Mathematics Education, University of Wisconsin-Madison, 2021
M.S. in Mathematics Education with an option in Physics Education, Purdue University, 2014
B.S. In Mathematics and Physics, Valparaiso University, 2012

Research Interests:

Dr. Prough's research interests include elementary teachers' use of whole classroom discussion across content areas, students' equitable participation in mathematics learning, and how families engage with informal math practices. Their research and teaching are guided by ways that children's strengths from experiences outside of the mathematics classroom can be leveraged to create rich learning opportunities.

Selected Publications:

• Kavanagh, S.S., Prough, S., Guillotte, A., Wilhelm, A.G., Gibbons, L.K., Manz, E. (2025). Elementary teachers' conceptualizations of classroom discussions across content areas: An epistemic network analysis. Teaching and Teacher Education, 165, 105173. https://doi.org/10.1016/j.tate.2025.105173
• Garrison Wilhelm, A., Prough, S., Memmolo, R., Gibbons, L. (2025). Using classroom observation to assess elementary teachers’ discussion practices across content areas. Research Handbook on Classroom Observation (pp. 110-125). Edward Elgar Publishing. https://doi.org/10.4337/9781035321544.00013
• Prough, S., Webster, A., Gibbons, L. (2024). The context and development of teachers’ collective reflections on student data. Education Sciences, 14(8), 859. https://doi.org/10.3390/educsci14080859
• Prough, S. (2024). How mothers’ mathematical positioning relates to their images of mathematics and interactions with children. Journal of Mathematical Behavior, 73, 101141. https://doi.org/10.1016/j.jmathb.2024.101141
• Prough, S. (2022). Whose interpretation matters? Centering participants through observation debrief. American Journal of Qualitative Research, 6(3). https://doi.org/10.29333/ajqr/12440
• Kazemi, E., Ghousseini, H., Cordero-Siy, E., Prough, S., McVicar, E., Resnick, A.F. (2021). Supporting teacher learning about argumentation through adaptive, school-based professional development. ZDM - Mathematics Education, 53(2), 435-448. https://doi.org/10.1007/s11858-021-01242-5