Ph.D. Elementary Education, Mathematics Education Specialization, University of Central Florida
M.Ed. K-8 Mathematics and Science, University of Central Florida
B.A. Elementary Education and Learning and Behavior Disorders, Bellarmine University
Children's Mathematical Thinking and Ways of Being
Integrated STEM/STEAM Education
Daniel Edelen is an assistant professor in the Department of Early Childhood Elementary Education at Georgia State University. He received his Ph.D. in Elementary Education with a specialization in mathematics education from the University of Central Florida.
Edelen uses interactional and microethnographic approaches to research in collaboration with children in elementary mathematics spaces. He examines the social construction of authority, autonomy and agency and their implications on learning opportunities for elementary students. Edelen’s work also examines how ethnographic and qualitative research approaches might better collaborate with children to uplift and honor their stories within the mathematics education community. His current research projects aim to understand how students co-create cultures for learning and collaboration during early childhood mathematics.
In addition, Edelen examines integrated STEM/STEAM and how empathy can be used as a catalyst for humanistic approaches to problem-solving in elementary educational spaces. He teaches elementary mathematics methods in the Early Childhood and Elementary Education department and brings several years of public-school experience teaching elementary grades from second to fifth.
Edelen, D., Cox, R., Bush, S. B., & Cook, K. L. (In press). “Centering students in transdisciplinary STEAM using positioning theory.” Electronic Journal for Research in Science & Mathematics Education.
Ivy, J., Mohr-Schroederf, M., Roberts, T., Bush, S.B., Jackson, C., Burton, M., Edelen, D., Maiorca, C. (In press). “Discursive practices and the digital divide.” Kappa Delta Pi Record.
Edelen, D., Bush, S. B., Schmidt, A., Fulton, T., Kebreab, L., & Rutledge, T. (2022). “Untangling classroom positionings: A telling case unpacking positioning theory in mathematics education,” 14(2), 117-133. https://doi.org/10.1080/19477503.2022.2038470
Edelen, D. & Skukauskaitė, A (2022). “Untangling constructionisms: Social constructions of qualitative research pedagogies.” In J. Richards, A. Skukauskaitė, & R. Chenail (Eds.). “Learning-centered, socially constructed, qualitative research: Supporting students as active participants in their own learning.” Brill/Sense.
Edelen, D., Schmidt, A., Cox, R., & Bush, S. B. (2021). “A closer examination into elementary students’ mathematics discourse: The role of language games.” For the Learning of Mathematics, 41(3), 14-16.
Edelen, D., & Bush, S. B. (2021). “Moving towards inclusiveness in STEM with culturally responsive teaching.” Kappa Delta Pi Record, 57(3), 115-119. https://doi.org/10.1080/00228958.2021.1935178
Edelen, D., Simpson, H., & Bush, S. B. (2021). “Insulating tiny homes: An empathetic STEAM investigation.” Science and Children, 58(4), 31-35. Special issue on Culturally Responsive Teaching
Edelen, D., & Bush, S. B. (2020). “A cross-cultural approach communication in the mathematics classroom and beyond.” STRATE Journal, 29(2), 1-8.
Fulton, T., Edelen, D., Kebreab, L., Greer, M., Caton, J., Brewer, J., Bush, S. B., & Mohr-Schroeder, M. (2020). “Integrated STEM learning: Ensuring access in virtual settings.” The Elementary STEM Journal, 25(2), 2-25.
Bush, S. B., Cook, K. L., Edelen, D., & Cox, R. (2020). “Elementary students’ perceptions of STEAM learning.” The Elementary School Journal, 120(4), 692-714. https://doi.org/10.1086/708642
Cook, K. L., Bush, S. B, Cox, R., & Edelen, D. (2020). “Development of elementary teachers’ STEAM planning practices. School Science and Mathematics,” 120(4), 197-208. https://doi.org/10.1111/ssm.12400
Edelen, D., Bush, S. B., Simpson, H., Cook, K. L., & Abassian, A. (2020). “Moving towards shared realities through empathy in mathematical modeling: An ecological systems theory approach.” School Science and Mathematics, 120(3), 144-152. https://doi.org/10.1111/ssm.12395
Edelen, D., Simpson, H., & Bush, S. B., (2020). “A STEAM exploration of tiny homes.” Mathematics Teacher: Learning and Teaching Pre-K–12, 1(1), 25-32.
Edelen, D., Bush, S. B., & Nickels, M. (2019). “Transcending boundaries: Elevating towards empathy in STEM with a robotics inquiry.” Science and Children, 55(1), 44-50.
Edelen, D., Bush, S. B., Cook, K. L., & Cox, R. (2019). “The power of building empathy in STEAM.” The Elementary STEM Journal, 23(4), 10-13.
Edelen, D., Bush, S. B., & Nickels, M. (2019). “Crossing the amazon river: An interdisciplinary STEM adventure.” Science and Children, 56(6), 30-36.
Edelen, D., Bush, S. B., Abassian, A., Cook, K. L, & Simpson, H. (2020). “Using mathematical modeling to bridge unshared realities through empathy.” School Science and Mathematics, 120(3), e4-e6. https://doi.org/10.1111/ssm.12396
Edelen, D., Bush, S. B., & Andreasen, J. B. (in-press). “Authority systems in elementary mathematics.” Proceedings of the American Education Research Association.