43 Foundry Avenue
Waltham, Massachusetts 02453-8313
Eden M. Badertscher works to close opportunity gaps in mathematics education and ensure our system of mathematics education is equitable and promotes the mathematics proficiency of all students. She brings extensive expertise in teacher education, mathematics curriculum and professional development, alignment with standards, and advancing effective mathematics instruction in urban school districts.
As the Principal Investigator of Designing for Equity by Thinking In and About Mathematics, Badertscher leads a team in supporting the use of effective strategies to close opportunity gaps for marginalized mathematics students by forming strong communities of mathematical practice that enage teachers, school and district leaders, and mathematicians as equal partners in change. Recently her team received a Fellowship from 100Kin10 in recognition of the importance and promise of this work. (Read a blog post by Badertscher about this project.)
In 2013, Badertscher co-authored the article “African American Mathematics Teachers as Agents in Their African American Students’ Mathematics Identity Formation” (Teachers College Record). She co-authored Chapter 22, “Learning to Learn Mathematics: Voices of Doctoral Students in Mathematics Education,” in the 69th Yearbook of the National Council of Teachers of Mathematics and was a Contributing Writer for the 2012 Pennsylvania Common Core Standards Grades 3–8. She has been a peer reviewer for the Journal of Mathematics Teacher Education and the Journal of Research in Mathematics Education.
Badertscher regularly presents her work at the conferences of national organizations such as the Association of State Supervisors of Mathematics, the National Council of Teachers of Mathematics, and the National Council of Supervisors of Mathematics.
Prior to joining EDC, Badertscher played a lead role in mathematics education reform initiatives in the Pittsburgh Public Schools and Prince George County Public Schools that were designed to support teachers, enhance instruction, and address district needs related to special education, culturally relevant teaching, and work with English language learners. She also taught at the undergraduate and graduate levels. While at the University of Maryland, she was involved in two primary research projects—Case Studies of Well-Respected Urban Algebra I Teachers and Thought Experiments in Mathematics Teaching (ThEMaT). Early in her career, she was a high school mathematics teacher.
Badertscher has particular interests in the Philosophy of Mathematics, critical pedagogies and critical race theory, inequity perpetuated by the system of mathematics education, transforming teachers’ and students’ relationships with mathematics as well as identities of mathematics learners, and the teaching and learning of Calculus.
She received her BA from Princeton University and obtained her MEd and PhD from the University of Maryland.