Pelin Jackson
Doctoral Student
Pelin Jackson is a doctoral student in educational studies with a specialization in mathematics and science education at BU Wheelock College of Education & Human Development. Her research interests focus on designing math curricula that instill students with an affection for mathematics, increasing accessibility to productive struggle, culturally responsive teaching, and equity issues in math education.
During her graduate studies at Lesley University, Pelin conducted several research projects and assignments about dehumanizing mathematics, assessment issues in mathematics, instilling an affection for mathematics, culturally responsive teaching, meeting the needs of bilingual learners, the role of gender identity and equity in a math classroom, supporting students with disabilities and students identified as gifted, the importance of productive struggle and high expectations, and negative impacts of tracking.
Before attending Boston University, Pelin worked at Walnut Hill School for the Arts as a high school math teacher and an academic advisor. During her time at Walnut Hill, Pelin helped create and implement a discussion-based, integrated, and spiraling math curriculum with other members of her math department.
pronouns: she/her
Recent News
Education
MEd in Mathematics Education, Lesley University
BSc in Industrial Engineering, Ozyegin University
Selected Publications
Satyam, V. R., & Jackson, P. (under review). Sensibilities of mathematical beauty for mathematics education. In M. Malgorzata, B. Czarnocha, R. Möller, Y. Ayalew, & S. Thornton (Eds.), Exploring richness of being human through philosophy of mathematics education.
Dietiker, L., Keyes, M., Dailey, A., & Jackson, P. (2025). Maintaining or enhancing curricular complexity: The case of Mr. Mitchell. Proceedings of the 47th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). State College, PA.
Dailey, A., Dietiker, L., Jackson, P., & Keyes, M. (2025). Influences on teachers’ attending to mathematics textbooks: Patterns in lesson planning. In Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development. Trondheim, Norway.
Jackson, P., & Dietiker, L. (2024). An asset-based approach for ELLs in mathematics. Mathematics Teacher: Learning and Teaching PK-12, 117(10), 729-736. Retrieved Feb 6, 2025, from https://doi-org.ezproxy.bu.edu/10.5951/MTLT.2024.0027
Dietiker, L., Jackson, P., & Smith, T. (2024). “I had this routine in my head”: The influence of instructional orientations and curricular conceptions. The proceedings of the Annual Conference of the Psychology of Mathematics Education - North American Chapter (PME-NA).
Selected Presentations
Ilhan, A., Dietiker, L., & Jackson, P. (2025, April 18). International education and research [Invited talk]. Silk Road Career Expo, Inonu University, Turkey. https://ipekyolukaf.inonu.edu.tr/index.html
An-Asset Based Approach for Multilingual Learners in Mathematics. Presented for NCTM webinars with Leslie Dietiker (co-presenter. https://www.nctm.org/online-learning/Webinars/Presenter/652