Faculty Profiles

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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.
  • Alzaga Elizondo, T., Vroom, K., & Ellis, B. M. (2026). “It is always a quandary”: Uncertainty (d)iscourse in the proof classroom. In R. M. Zbiek, X. Yao, A. McCloskey, & F. Arbaugh (Eds.), Proceedings of the Forty-Seventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1641–1645). https://doi.org/https://doi.org/ 10.51272/pmena.47.2025
  • Ellis, B. M., Austin, C. K., Hamilton, C. D., Dvarishkis, B. C., & Melhuish, K. M. (2025). Examining inequitable talk and perceived status during group-worthy tasks in an undergraduate topology course. In Cook, S., Katz, B., & Melhuish, K. (Eds.), Proceedings of the 27th Annual Conference on Research in Undergraduate Mathematics Education (pp. 439–447).
  • 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). https://doi.org/10.51272/pmena.46.2024
  • 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
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  • Award / Honor Recipient: Teaching Excellence, Mathematics Department at Texas State University. December 2025
  • 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. Reviewer / Referee

    Research in Undergraduate Mathematics Education

  4. Organizer

    Mathematics Education Seminar

  5. Member

    Colloquium Committee

  6. Member

    Library Committee

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