Julie Amador is Associate Dean for Research and Faculty Development and Professor of Mathematics Education in the College of Education, Health, and Human Sciences.

Amador came to North Idaho from Indiana University, Bloomington, where she worked as a postdoctoral fellow at the Center for Research on Learning and Technology. She has taught in elementary and in university classrooms, served as an instructional coach for new mathematics teachers, trained adult volunteers to serve as tutors, and has served on district and state department of education boards, shaping district and state teaching standards and policies.

Her research focuses on the design and enactment of mathematics lessons with an emphasis on student thinking and reasoning as related to professional noticing. She is specifically interested in how practicing and pre-service teachers construct models of student mathematical thinking based on professional noticing and engage in Lesson Study.

Amador holds a doctoral degree in curriculum, teaching and learning and a master's degree in educational leadership, from the University of Nevada, Reno, and a bachelor's degree in elementary education from California State University, Fresno.

• Elementary and Middle School Mathematics Education

  • Curriculum
  • Lesson Planning
  • Student Thinking
  • Lesson Study
  • Professional Noticing
  • Technology.

• Rural Education

• Mathematics Coaching

• Synchronous Online Professional Development

• Synchronous Online Video-Based Development for Rural Mathematics Coaches
• Synchronous Online Professional Development for Middle School Teachers in Rural Contexts, Idaho and New York
• Regional Mathematics Director, Region I & II, Idaho Department of Education
• Coeur d'Alene School District Mentor Project, Coeur d'Alene, Idaho

Grants:

• Principal Investigator (2021). Amador, J. Idaho Regional Mathematics Center. Idaho State Department of Education ($356,223).
• Principal Investigator (2020). Amador, J. Idaho Regional Mathematics Center. Idaho State Department of Education ($345,038).
• Principal Investigator (2020). Amador, J. Collaborative Research: Synchronous Online Video-Based Development for Rural Mathematics Coaches  [SyncOn for Coaches]. National Science Foundation, DRK12. ($2,728,687 ($1,368,804)). Collaboration with Choppin, J., & Callard, C., University of Rochester.
• Principal Investigator (2019). Amador, J. Idaho Regional Mathematics Center. Idaho State Department of Education. ($339,037).
• Principal Investigator (2018). Amador, J. Idaho Regional Mathematics Center. Idaho State Department of Education. ($325,287).
• Co-Principal Investigator (2016-2020). Choppin, J., Callard, C., & Amador, J. Synchronous Online Professional Learning Experiences for Middle Grades Mathematics Teachers in Rural Contexts. National Science Foundation, DRK12. ($2,822,085)
• Principal Investigator (2017-2018). Amador, J., Wallin, A., Carney, M., & Champion, J. Modeling and data analysis literacy. Boise State University, Idaho State Department of Education. ($17,040)
• Principal Investigator (2017). Amador, J. Idaho Regional Mathematics Center. Idaho State Department of Education. ($321,469).
• Principal Investigator (2016). Amador, J. Idaho Regional Mathematics Center. Idaho State Department of Education ($307,958).
• Co-Principal Investigator (2016). Conte de Leon, D., Soule, T., Heckendorn, R., Amador, J. North Idaho and Eastern Washington GenCyber Camps 2016. GenCyber 2016. National Security Agency Associate Directorate for Education and Training and National Science Foundation. ($67,629).
• Principal Investigator (2015). Amador, J. Idaho Regional Mathematics Center. Idaho State Department of Education ($485,408).
• Principal Investigator (2015). Amador, J., & Bennett, C. Supporting Teachers’ and Administrators’ Professional Noticing of Students’ Mathematical and Scientific Thinking. Idaho State Board of Education ($269,760).
• Principal Investigator (2015). Amador, J. Geometry Practices in Action: Statewide Summer Academy on Mathematics Education. Idaho State Department of Education ($107,795)
• Principal Investigator (2015). Amador, J. Build Vectors from Scratch. Idaho State Department of Education ($28, 210).
• Principal Investigator (2014). Amador, J. Statewide Summer Academy on Mathematics Education. Idaho State Department of Education ($133,007).
• Principal Investigator (2014). Amador, J. Idaho Regional Mathematics Center. Idaho State Department of Education ($500,411).
• Co-Principal Investigator (2014). Bennett, C., & Amador, J. Professional Noticing: Using Evidence-based Learning in Idaho’s Mathematics Classrooms. Idaho State Board of Education ($269,436).
• Principal Investigator. (2014). Amador, J. Professional Noticing: Using Evidence-based Learning in Idaho’s Mathematics Classrooms. Idaho State Board of Education ($72,426).
• Principal Investigator (2014). Amador, J. Build Vectors from Scratch. Idaho State Department of Education ($38,208).
• Co-Principal Investigator (2013). Soule, T., & Amador, J. Digital Innovation Generating New Information Technology. National Aeronautics and Space Administration (NASA). ($4,570).
• Principal Investigator (2013). Amador, J., & Buck, C. Digital Innovation Generating New Information Technology. Verizon Foundation ($8,511).
• Principal Investigator (2013). Amador, J. Idaho Mathematics Regional Professional Development Infrastructure II. Idaho State Board of Education ($90,000).
• Principal Investigator (2013). Amador, J. Idaho Regional Development Centers. Idaho Department of Education. ($255,000).
• Principal Investigator (2013). Amador, J., & Bennett, C. Idaho Mathematics Regional Professional Development Infrastructure. Idaho State Board of Education ($284,303).
• Principal Investigator. (2013) Amador, J., & Soule, T. Micron STEM Initiative, University of Idaho, Digital Innovation Generating New Information Technology ($14,550) (Internal) .       
• Principal Investigator. (2013). Amador, J. Micron STEM Initiative, University of Idaho, Technology to Teach Mathematical Practices to Parents ($8,000) (Internal).
• Co-Principal Investigator. (2012). Miller, B., & Amador, J. Students Come First, Integrating Technology in Teaching: Faculty Innovation. Integrating Technology in Teaching: Redesign of Technology Tools for Teaching and Learning. ($9,700) (Internal).
• Principal Investigator. (2012). Amador, J. Student Centered Mathematics: Implementing the Common Core State Standards in Grades 3-5. Coeur d’Alene Tribe. ($5,000) (External).

• Amador, J. (online first). School leaders’ noticing based on video of mathematics instruction. International Journal of Leadership in Education.
• Amador, J. Wallin, A., Keehr, J., & Chilton, C. (online first). Collective noticing: Teachers’ experiences and reflection on a mathematics video club. Mathematics Education Research Journal.
• Amador, J., Gillespie, R., Carson, C., & Kruger, J. (online first). Online teaching labs: Changes in design and facilitation for teacher learning in synchronous professional development. Professional Development in Education.
• Estapa, A., & Amador, J. (online first). A qualitative metasynthesis of video-based prompts and noticing in mathematics education. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-021-00378-7
• Amador, J. (online first). Mathematics teacher educator noticing: Examining interpretations and evidence of students’ thinking. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-020-09483-z
• Kosko, K., Amador, J. & Weston, T. (2021). 360 video as an immersive representation of practice: Interactions between reported benefits and teacher noticing. Mathematics Teacher Education and Development, 23(4), 162-181. https://mted.merga.net.au/index.php/mted/article/view/635
• Glassmeyer, D., Amador, J., & Brakoniecki, A. (2021). Identifying and supporting teachers’ robust understanding of proportional reasoning. Journal of Mathematical Behavior, 62, https://doi.org/10.1016/j.jmathb.2021.100873
• Bragelman, J., Amador, J., & Castro Superfine, A. (2021). Micro-Analysis of noticing: A lens on prospective teachers’ trajectories of learning to notice. ZDM: Mathematics Education, 53, 215-230. https://doi.org/10.1007/s11858-021-01230-9
• Amador, J., Estapa, A., Kosko, K., & Weston, T. (2021). Prospective teachers’ noticing and mathematical decisions to respond: Using technology to approximate practice. International Journal of Mathematical Education in Science and Technology, (52)1.  https://doi.org/10.1080/0020739X.2019.1656828
• Weston, T., & Amador, J. (2021). Investigating student teachers’ noticing using 360 video of their own teaching. Journal of Technology and Teacher Education, 29(3), 309-338.
• Amador, J., Kosko, K., Weston, T., & Estapa, A. (2021). Prospective teachers’ appraisals of technology platforms: Comparing perception and complexity. Technology, Pedagogy, and Education, 30, 473-489. https://doi.org/10.1080/1475939X.2021.1915372
• Amador, J., Bragelman, J., & Castro Superfine, A. (2021). Prospective teachers’ noticing: A literature review of methodological approaches to support and analyze noticing. Teaching and Teacher Education, 99. https://doi.org/10.1016/j.tate.2020.103256
• Amador, J., & Galindo, E. (2021). Mathematics field experience design: The role of teaching experiments and lesson study one year later during student teaching. The Teacher Educator, 56(2), 132-152. https://doi.org/10.1080/08878730.2020.1825891
• Brakoniecki, A, Amador, J., & Glassmeyer, D. (2021). One task, multiple proportional reasoning strategies. Mathematics Teacher: Learning and Teaching Pre-K–12. https://doi.org/10.5951/MTLT.2019.0276
• Amador, J., Glassmeyer, D., & Brakoniecki, A. (2020). Noticing before responding. Mathematics Teacher: Learning and Teaching Pre-K–12, 113(4), 310-316. https://doi.org/10.5951/MTLT.2019.0145
• Park Rogers, M., Carter, I., Amador, J., Galindo, E., & Akerson, V. (2020). Adapting a model of preservice teacher professional development for use in other contexts: Lessons learned and recommendations. Innovations in Science Teacher Education, 5(1). https://innovations.theaste.org/adapting-a-model-of-preservice-teacher-professional-development-for-use-in-other-contexts-lessons-learned-and-recommendations/
• Amador, J. (2020). Teacher leaders’ mathematical noticing: Eliciting and analyzing. International Journal of Science and Mathematics Education, 18(2), 295-313. http://dx.doi.org/10.1007/s10763-019-09956-5
• Gillespie,. R., Amador, J., & Wallin, A. (2020). Do they know they don’t know? Mathematics Teacher: Learning and Teaching Pre-K–12, 113(9), e12-e17. https://doi-org.uidaho.idm.oclc.org/10.5951/MTLT.2019.0085
• Amador, J., Keehr, J., Wallin, A., & Chilton, C. (2020). Video complexity: Describing videos used for teacher learning. EURASIA Journal of Mathematics, Science and Technology Education, 16(4), em1834. https://doi.org/10.29333/ejmste/113288
• Amador, J., Callard, C., Choppin, J., Gillespie, R., & Carson, C. (2019). Transitioning face-to-face mathematics professional development to synchronous online implementation: Design considerations and challenges. Journal of Mathematical Education Leadership, 20(2), 15-24.
• Carson, C., Callard, C., Gillespie, R., Choppin, J., & Amador, J. (2019). Bridging the distance: One-on-one video coaching supports rural teachers. The Learning Professional, 40(6), 66-70. https://uidaho.idm.oclc.org/login?url=https://www-proquest-com.uidaho.idm.oclc.org/scholarly-journals/bridging-distance/docview/2330960343/se-2?accountid=14551
• Amador, J., & Earnest, D. (2019). Launching forth: Preservice teachers translating elementary mathematics curriculum into lessons. Mathematics Education Research Journal, 31(3), 301-323. https://doi.org/10.1007/s13394-018-0254-6
• Amador, J., Wallin, A., & Keehr, J. (2019). Action research through a collaborative structured teacher leader program to support mathematics instruction. Educational Action Research, 5, 691-708. https://doi.org/10.1080/09650792.2018.1528875
• Amador, J. (2019). Preservice teachers’ use of curricular resources for mathematics lesson design. Mathematics Teacher Education and Development, 21, 51-81.
• Wallin, A., & Amador, J. (2019). Supporting secondary rural teachers’ development of noticing and pedagogical design capacity through video clubs. Journal of Mathematics Teacher Education, 22, 515-540. https://doi-org.uidaho.idm.oclc.org/10.1007/s10857-018-9397-3
• Glassmeyer, D., Brakoniecki, A., & Amador, J. (2019). Promoting uncertainty to support preservice teachers’ reasoning about the tangent relationship. International Journal of Mathematics Education in Science and Technology, 50, 527-556. https://doi.org/10.1080/0020739X.2018.1527405
• Castro Superfine, A., Amador, J., & Bragelman, J. (2019). Facilitating video-based discussions to support prospective teacher noticing. Journal of Mathematical Behavior, 54. http://dx.doi.org/10.1007/978-3-319-04993-9_16
• Earnest, D., & Amador, J. (2019). Lesson planimation: Preservice elementary teachers’ interactions with mathematics curricula. Journal of Mathematics Teacher Education, 22, 37-68. https://link.springer.com/article/10.1007/s10857-017-9374-2
• Earnest, D., & Amador, J. (2017, online first). Lesson planimation: Preservice elementary teachers’ interactions with mathematics curricula. Journal of Mathematics Teacher Education.
• Dietiker, L., Males, L., Amador, J., & Earnest, D. (2018). Curricular noticing: A framework to describe teachers’ interactions with curriculum materials. Journal for Research in Mathematics Education,49(5),521-532.
• Weston, T., Kosko, K., Amador, J., & Estapa. A. (2018). Preservice teachers’ questioning: Comparing platforms for practice-based teacher education. Journal of Technology and Teacher Education, 26, 149-172.
• Brakoniecki, A., Amador, J., & Glassmeyer, D. (2018). Preservice teachers’ creation of dynamic geometry sketches to understand trigonometric relationships. Contemporary Issues in Technology and Teacher Education, 18(2).
• Earnest, D., & Amador, J. (2018). Reflecting on standards when lesson planning. Teaching Children Mathematics, 24(6), 344-346.
• Amador, J., & Carter, I. (2018). Audible conversational affordances and constraints of verbalizing professional noticing during preservice teacher lesson study. Journal of Mathematics Teacher Education, 21, 5-34.
• Amador, J. (2018). Video simulations to develop preservice mathematics teachers’ discourse practices. Technology, Pedagogy, and Education, 27, 1-14.
• Amador, J. (2017). Preservice teachers’ video simulations and subsequent noticing: A practice-based method to prepare mathematics teachers. Research in Mathematics Education, 19, 217-235.
• Amador, P., & Amador, J. (2017). Academic help seeking: A framework for conceptualizing Facebook use for higher education support. Tech Trends, 61, 195-202.
• Amador, J., Estapa, A., De Araujo, Z., Weston, T., & Kosko, K. (2017). Eliciting and analyzing preservice teachers’ mathematical noticing. Mathematics Teacher Educator, 5, 158-177.
• Estapa, A., & Amador, J. (2016). Technology as an innovative tool to capture preservice teacher noticing. Journal of Technology and Teacher Education, 24(3), 281-307.
• Amador, J., & Weiland, I. (2016). Conversational affordances and constraints of professional noticing during preservice teacher lesson study. Journal of Mathematics Teacher Education, online first.
• Amador, J., Carter, I., & Hudson, R.A. (2016). Analyzing Preservice Mathematics Teachers’ Professional Noticing. Action in Teacher Education, 38(1), 371-383.
• Carter, I., Park Rogers, M., Amador, J., Akerson, V., & Pongsanon, K. (2016). Using an iterative based-based lesson study approach in preservice elementary science teacher education. Electronic Journal of Science Education, 8 (20).
• Estapa, A., & Amador, J. (2016). Technology as an innovative tool to capture preservice teacher noticing. Journal of Technology and Teacher Education, 24(3), 281-307.
• Amador, J., Weston, T., Estapa, A., Kosko, K., & De Araujo, Z. (2016). Animations as a transformational approximation of practice for preservice teachers to communicate professional noticing. Journal of Technology and Teacher Education, 24(2), 127-151.
• Amador, J. (2016). Mathematics pedagogical design capacity from planning through teaching. Mathematics Teacher Education and Development, 18, 70-86.
• Amador, J. (2016). Teachers’ considerations of students’ thinking during mathematics lesson design. School Science and Mathematics, 116, 239-252.
• Prummer, K., Amador, J., Wallin, A. (2016). Persevering with prisms: Producing nets. Mathematics. Teaching in the Middle School, 21, 472-479.
• Amador, J. (2016). Professional noticing practices of novice mathematics teacher educators. International Journal of Science and Mathematics Education, 14, 217-241.
• Amador, J. & Earnest, D. (2016). Lesson plan-imation: Transforming preservice mathematics teachers’ lesson design experiences with animation (pp. 241-271). In M. Niess, S. Driskell, and K. Hollerbrands (Eds.) Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age. IGI Global.
• Kimmons, R., Miller, B., Amador, J., Dejardins, C., & Hall, C. (2015). Technology integration methods: Supporting pre-service teachers’ meaningful application of technologies for teaching and learning. Educational Technology Research and Development, 63, 809-829.
• Amador, J., Wallin, A., & Amador, P. (2015). Professional development of multi-experienced Educators through a book study: Fostering mentoring relationships. Mentoring and Tutoring: Partnership in Learning, 23(4), 273-292.
• DeAraujo, Z., Amador, J., Estapa, A., Kosko, K., Weston, T., & Aming-Attai, R. (2015). Animating preservice teachers’ noticing. Mathematics Teacher Education & Development, 17(2), 25-44.
• Weiland, I., & Amador, J. (2015). Lexical and indexical conversational components mediating professional noticing during lesson study. Eurasia Journal of Mathematics, Science, and Technology Education, 11, 1339-1361.
• Bennett, C., Amador, J., & Avila, C. (2015). Framing professional conversations with teachers: Developing administrators’ professional noticing of students’ mathematical thinking. Journal of Mathematics Education Leadership, 16, 14-26.
• Amador, J., & Weiland, I. (2015). What preservice teachers and knowledgeable others professionally notice during lesson study. The Teacher Educator, 50, 1-18.
• Amador, J., & Soule, T. (2015). Girls build excitement for math from Scratch. Mathematics Teaching in the Middle School, 20, 408-415.
• Amador, P., & Amador, J. (2014). Academic advising via Facebook: Examining student help seeking. The Internet and Higher Education, 21, 9-16.
• Amador, J., & Lamberg, T. (2013). Learning trajectories, lesson planning, affordances, and constraints in the design and enactment of mathematics teaching. Mathematical Thinking and Learning, 15, 146-170.
• Weiland, I., Hudson, R., & Amador, J. (2013). Preservice formative assessment interviews: The development of competent questioning. International Journal of Science and Mathematics Education.
• Amador, J., Vesperman, C., & Weibke, H. (2012). Eliciting geometric student thinking through questioning techniques. Wisconsin Teacher of Mathematics, 63, 7-10.