Associate Professor
Ph.D., Virginia Polytechnic Institute and State University — Mathematics Education
Rupnow investigates how students and mathematicians conceptualize abstract algebraic structures — particularly structural sameness through isomorphism and homomorphism — and how instructor beliefs, norms and pedagogical choices shape learning in proof-based courses. Her work also examines the values mathematicians uphold during proving, defining and algorithmatizing, with implications for undergraduate curriculum design. Currently supported by an NSF grant on values-centered collaboration in the teaching of mathematical definitions (2024–2027), she has published in Educational Studies in Mathematics, the Journal of Mathematical Behavior and the International Journal of Research in Undergraduate Mathematics Education.
Explore Rachel Rupnow's research program, publications and scholarly work.
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Anders Linner