Faculty Profiles

Colleges and Departments

Dr. Bea Ellis

  • Assistant Professor - Mathematics
Portrait of Dr. Bea Ellis
  • Melhuish, Kathleen Mary (Principal), Heaton, Ruth (Co-Principal), Thanheiser, Eva (Co-Principal), Strickland, Sharon K (Co-Principal), Sorto, Maria Alejandra (Co-Principal), Ellis, Brittney Marie (Co-Principal). Using Technology to Capture Classroom Interactions: The Design, Validation, and Dissemination of a Formative Assessment of Instruction Tool for Diverse K-8 Mathematics Classrooms, NSF, Federal, $1984657. (Submitted: November 2, 2017, Funded: September 4, 2018 - August 31, 2023). Grant.
  • Patterson, Cody Lynn (Principal), Melhuish, Kathleen Mary (Co-Principal), Strickland, Sharon K (Co-Principal), Ellis, Brittney Marie (Co-Principal). MAA OPEN Math, Mathematical Association of America, Institutional (Higher Ed), $12000. (Submitted: October 2024, Funded: May 2025 - December 2025). Grant.
  • Melhuish, Kathleen Mary, Ellis, Brittney Marie, Patterson, Cody Lynn, Strickland, Sharon K. Structuring Equitable Participation in Undergraduate Proof, National Science Foundation, Federal, $600000. (Submitted: July 2022, Funded: January 1, 2023 - December 31, 2025). Grant.
  • Ellis, B. M., & Alzaga Elizondo, T. (2024). Two Competing Storylines that Influenced Status During Small Group Proof Activity. In K. W. Kosko, J. Caniglia, S. A. Courtney, M. Zolfaghari, & G. A. Morris (Eds.). Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 264–269). Retrieved from https://www.pmena.org/pmenaproceedings/PMENA%2046%202024%20Proceedings.pdf
  • Ellis, B. M., Austin, C. K., Hamilton, C. D., Dvarishkis, B. C., & Melhuish, K. M. (n.d.). Examining Inequitable Talk and Perceived Status During Group-Worthy Tasks in an Undergraduate Topology Course. In Proceedings of the 27th Annual Conference on Research in Undergraduate Mathematics Education.
  • Ellis, B. M., & Wrightsman, E. (2024). A counterstory of a Black girl’s forms of resilience in a standards-based mathematics classroom. Journal of Urban Mathematics Education, 17(1), 48–83. https://doi.org/10.21423/jume-v17i1a514
  • Vroom, K., & Ellis, B. M. (2024). Sociomathematical scaffolding as students engage in revising draft definitions, conjectures, and proofs. Educational Studies in Mathematics, 116, 27–47. https://doi.org/10.1007/s10649-023-10294-1
  • Ellis, B. M., & Alzaga Elizondo, T. (2023). Exploring how status influences relational and participatory equity in inquiry-oriented small group interactions. In Cook, S., Katz, B., & Moore-Russo, D. (Eds.). Proceedings of the 25th Annual Conference on Research on Undergraduate Mathematics Education (pp. 324–332). Retrieved from http://sigmaa.maa.org/rume/RUME25_Proceedings.pdf
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  • Award / Honor Recipient: Graduate Student Outstanding Teaching Award, Portland State University. 2018
  1. Reviewer / Referee

    Research in Undergraduate Mathematics Education

  2. Reviewer / Referee

    Research in Undergraduate Mathematics Education

  3. Organizer

    Mathematics Education Seminar

  4. Member

    Library Committee

  5. Reviewer / Referee

    North American Chapter of the International Group for the Psychology of Mathematics Education

  6. Reviewer / Referee

    Journal of Urban Mathematics Education

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