jbrickwedde@hamline.edu
james brickwedde

Contact Info

James Brickwedde
jbrickwedde@hamline.edu
(651) 523-2175

James Brickwedde

Lecturer

Contact Info

James Brickwedde
jbrickwedde@hamline.edu
(651) 523-2175

Biography

James Brickwedde has a varied education and work background that informs his teaching and research interests. A native of New York State, he arrived in Minnesota as a VISTA volunteer to work as an urban planner, then led arts-in-education non-profits before returning to school at the University of Wisconsin, River Falls, where he obtained a Masters of Science in Elementary Education degree. This led to a twenty-one year teaching career working with first, second, and fourth graders. A professor at River Falls introduced him to conducting research in how children think and develop ideas as they learn. This sparked curiosity in elementary mathematics around a research base known as Cognitively Guided Instruction (CGI). Working with researchers and teachers around the country, he conducted action research with his classroom students and collaborated with networks of teachers interested in similar ideas. His affiliation with Hamline’s School of Education began with the creation of the Project for Elementary Mathematics in 2000, which provides professional development support in CGI for teachers across Minnesota. Returning to school once again, Brickwedde earned a doctorate in mathematics education from the University of Minnesota.

Teaching Style

Professor Brickwedde believes that any class or professional development session is noted for helping participants to think about the mathematics through the eyes of the elementary student. This often times means relearning one’s own understanding of the mathematics in very supportive ways. Problem-solving and learning for understanding are the hallmarks of the classes while consistently looking at video and samples of student work.

"I had to completely relearn my own mathematical understandings as a result of working and listening to children think. My goal in my adult classes is to impart the professional noticing practices of listening and observing students as they think, interpreting the students’ understanding via developmental frameworks through which they progress, and exploring the instructional decision-making processes available as one responds to students in-the-moment of classroom interactions.”

- James Brickwedde