Alyse Schneider

I study teaching as an occupation, schools of education, pedagogical theory, and the use of education to solve political problems. My methods are historical. I am currently working on my dissertation, which has the working title of, Fuzzy Math: Progressive Pedagogy and the Struggle for Democratic Educational Expertise in the United States 1890-1920, 1950-1970, 1985-2010. The dissertation examines the negotiations between mathematicians, teachers’ unions and schools of education over pedagogical expertise through a Gramscian lens.

I am currently teaching 9th grade algebra in Oakland full time. Prior to moving to the East Bay, I taught high school and middle school math in New York City for four years and earned a B.S. in mathematics from Wayne State University in Detroit.

Refereed Journal Publications:

Schneider, A. (2018). Gramsci’s Contradictions in Mathematics Education Researcher Positionality. Mathematics Enthusiast.

Saxe, G. B., de Kirby, K., Le, M., & Schneider, A. (2015). Studying Cognition Through Time in a Classroom Community: The Interplay Between Everyday and Scientific Concepts. Human Development, 58(1), 5-44.


Schneider, A. (2019, November). The Same Old New Math?: Expert Seizure of Teachers’ Curricular Control During the Rise of Teacher Collective Bargaining 1950-1970. Paper presented at the annual meeting of the History of Education Society (HES), Columbus, Ohio.

Schneider, A. (2019, April). Equity as an Expert Process. Paper presented at the annual meeting of the American Education Research Association, Toronto, Canada.

Pais, A., Schneider, A., Mesquita, M. (2017, April). Dealing with Our Own Shit: The Researcher Behind the

[Mathematics Education]

Research. Proceedings of the 9th International Conference of Mathematics Education and Society (MES9), Volos, Greece.

Schneider, A. (2016, July). Gramsci’s Contradictions in Math Education Research. Paper presented at Math Education and Contemporary Theory 3 (MECT3), Manchester, England.

Schneider, A. (2016, April). A Gramscian Perspective on Mathematics Education Reform: Three Common Sense Ideas. Paper presented at the annual meeting of the American Education Research Association, Washington, D.C.

Schneider, A. (2015, November). The Invisible Hand of Whiteness and the Common Sense of Mathematics Education Reform. In T.G. Bartell, K.N. Bieda, R.T. Putnam, K. Bradfield, H. Dominguez (Eds.), Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 591). East Lansing, MI: Michigan State University.

Flood, V.J., Schneider, A., & Abrahamson, D. (2015, April). Moving Targets: representing and simulating choreographies of multimodal pedagogical tactics for virtual agent mathematics tutors. Paper presented at the annual meeting of the American Educational Research Association, Chicago, Illinois.

Flood, V. J., Schneider, A., & Abrahamson, D. (2014, June). Gesture enhancement of a virtual tutor via investigating human tutor discursive strategies: Forms and functions for proportions. In J.L. Polman, E.A. Kyza, D.K. O’Neill, I. Tabak, W.R. Penuel, A.S. Jurow, K. O’Connor, T. Lee & L. D’Amico (Eds.), Proceedings of “Learning and Becoming in Practice,” the 11th International Conference of the Learning Sciences (ICLS) 2014 (Vol. 3, pp. 1593-1594). Boulder, CO: International Society of the Learning Sciences.

Schneider, A. (2013, June). Gestures as socially mediated auxiliary stimuli in mathematics problem-solving. Paper presented at the 43rd Annual Meeting of the Jean Piaget Society, Chicago, Illinois.

Schneider, A. (2011, November). Alternative Teaching Methods in High School Math: Fostering Creativity, Patient Problem Solving and Peer Critique. Coalition of Essential Schools Fall Forum. Providence, Rhode Island.