Ph.D. in Mathematics Education, University of Wisconsin
M.S. in Mathematics Education, University of Wisconsin
B.A. in Journalism and Media Studies, University of Oregon
B.A. in Philosophy, University of Illinois
Cultural politics of mathematics education
Health and equity
Ryan Ziols is an assistant professor in the Department of Early Childhood and Elementary Education and the Master’s of Arts in Creative and Innovative Education (MACIE). Drawing from historical, philosophical, interdisciplinary and post foundational perspectives, his work examines the politics of inclusion/exclusion at the intersection of educational research and health/pathology discourses. His current scholarship focuses on how health/pathology discourses have played dynamic and constitutive roles in the formation of school subjects such as mathematics and literacy, the making of scientific objects such as creativity and the production of educational research.
His recent and forthcoming published work includes academic journals such as the Review of Research in Education, Educational Studies in Mathematics, and Discourse, and peer-reviewed book chapters and proceedings. Ziols received his M.A. and Ph.D. in Curriculum and Instruction from the University of Wisconsin-Madison. Ziols has also worked previously as an educator in arts-based, experiential and subject-specific PK-20 educational spaces in the Midwest, the Pacific Northwest and China.
Ziols, R. (in press). “The perceptron: A partial history of models and minds in data-driven educational systems.” In T. Jules, and F. Salajan (Eds.), The Educational Intelligent Economy: Big Data, Artificial Intelligence, Machine Learning and the Internet of Things in Education. Emerald Publishing.
Ziols, R. (2019). “Teacher preparation programs, teacher diversity, and STEM: Considering a race-centered political economy perspective.” In Leonard, J., Burrows, A., and Kitchen, R. (Eds.), Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation. Sense Publishers.
Matthews, P.G. and Ziols, R. (2018). “What’s perception got to do with it?: New insights on rational number learning.” In Norton, A., and Alibali, M. (Eds.), Constructing Number: Merging Perspectives from Psychology and Mathematics Education. Springer.
Ziols, R., Fonger, N., Elliot, N., and Tran, D. (2015). “Children’s reasoning with fraction representation systems.” In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, and H. Dominguez (Eds.), Proceedings of the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 261): East Lansing, MI: Michigan State University.
Ziols, R. and Matthews, P.G. (2015). “Exploring a not-so-common ‘common fraction.’” In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, and H. Dominguez (Eds.), Proceedings of the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 249-252): East Lansing, MI: Michigan State University.