Biography
Christina Kimmerling is a doctoral candidate in UCI School of Education’s Teaching, Learning, and Educational Improvement specialization. Her research emphasizes understanding productive teacher learning opportunities around ambitious and equitable mathematics instruction. Christina is particularly interested in how collaborative partnerships with districts and schools can facilitate transformative instructional changes across systems.
She began her career as a middle and high school mathematics teacher and instructional coach in Oregon and Colorado before transitioning to teaching mathematics courses for future teachers at CSULB. Throughout her career, Christina has been dedicated to fostering rigorous and meaningful learning experiences in mathematics for all students. She holds a B.A. in Applied Mathematics from UC Berkeley, an M.Ed. in Teaching and Curriculum from Harvard University, and an M.S. in Mathematics (Mathematics Education for Secondary Teachers) from California State University, Long Beach.
Publications
Kimmerling, C., Fuentes Acevedo, P., & Santagata, R. (2024). Principals’ conceptions of mathematics instruction: Co-constructing sophisticated instructional vision through professional development. Journal of Curriculum Studies, 1-20.
Santagata, R., Kimmerling, C., Fuentes Acevedo, P., & Liu, J. (2024). Conducting research on teacher professional development in partnership with educators: promises, tensions and opportunities. Journal of Curriculum Studies, 1-19.
Christina Kimmerling is a doctoral candidate in UCI School of Education’s Teaching, Learning, and Educational Improvement specialization. Her research emphasizes understanding productive teacher learning opportunities around ambitious and equitable mathematics instruction. Christina is particularly interested in how collaborative partnerships with districts and schools can facilitate transformative instructional changes across systems.
She began her career as a middle and high school mathematics teacher and instructional coach in Oregon and Colorado before transitioning to teaching mathematics courses for future teachers at CSULB. Throughout her career, Christina has been dedicated to fostering rigorous and meaningful learning experiences in mathematics for all students. She holds a B.A. in Applied Mathematics from UC Berkeley, an M.Ed. in Teaching and Curriculum from Harvard University, and an M.S. in Mathematics (Mathematics Education for Secondary Teachers) from California State University, Long Beach.
Publications
Kimmerling, C., Fuentes Acevedo, P., & Santagata, R. (2024). Principals’ conceptions of mathematics instruction: Co-constructing sophisticated instructional vision through professional development. Journal of Curriculum Studies, 1-20.
Santagata, R., Kimmerling, C., Fuentes Acevedo, P., & Liu, J. (2024). Conducting research on teacher professional development in partnership with educators: promises, tensions and opportunities. Journal of Curriculum Studies, 1-19.
