Ph.D., New York University
Areas of Expertise
Instructional approaches for supporting struggling math learners, poverty and math performance, applied social science research methods.
Courses I Teach:
ED 325 Teaching Elementary Math
ED 427 Inquiry Science Practicum
GED 612 Math and Diversity
John Tapper completed his PhD in Teaching and Learning at New York University. His research includes teaching methods that support struggling math learners and the effects of poverty and race on mathematics learning. Before going to New York, John was the Director of Curriculum, Instruction, and Assessment for Barre, Vermont. In the 1990s, he cofounded the nationally recognized Westminster Primary Program, an innovative non-graded public school in southern Vermont. John has provided professional development on topics ranging from mathematics learning to multiage teaching throughout the U.S., Eastern Europe, and Japan.
“Mathematics, in schools at least, is about opportunity,” he said. “When students are successful with math classes they can graduate high school and go on to college. My goal, regardless of whether or not students enter STEM careers, is to be sure they have access to every opportunity math affords them.”
John was an elementary classroom teacher, math curriculum coordinator and math coach for over 20 years. His teaching experiences range from the two-room elementary school in Vermont, where he began his career to his work at the Neighborhood School on the Lower East side of Manhattan. John completed his PhD in Teaching and Learning at New York University focusing his research on teaching methods that support struggling math learners and the effects of poverty on mathematics learning. He is the author of several papers on math learning and the book, Solving for Why: Understanding, Assessing, and Teaching Children who Struggle with Mathematics. Solving for Why was the winner of a 2012 Academy for Emerging Professionals Award for publications for professional development.