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Brittany Webre

Doctoral Research & Instructional Assistant at Texas State University at San Marcos

About Me

Through my tutoring experience, I fell in love with teaching and as a result, I have taught throughout my graduate career and have no plans to stop. My research complements teaching by providing teachers and students with resources that they can use to improve their metacognitive skills and help-seeking strategies.
With my teaching experience and strong mathematics background, I am able to teach most of your lower division mathematics courses. As a graduate teaching assistant, I have taught a wide variety of undergraduate mathematics courses including Developmental Algebra and College Algebra as well as lab sections for Pre-Calculus, Calculus I, and Calculus II. My graduate level course work includes 21 hours of Discrete Mathematics, 15 hours of Statistics & Quantitative Methods, 12 hours of Abstract Algebra and Number Theory as well as 15 hours in Real Analysis and Topology. I am certain that I qualified to teach the following Discrete Topics: Graph Theory, Discrete Optimization, Combinatorics, Set Theory, and Applied Discrete Mathematics.

My disciplines and areas of professional expertise include…


  • Texas State University at San Marcos

    • 2018 ABD - PhD Candidate, Mathematics Education
  • Texas State University

    • 2013 M.Ed., Mathematics
  • University of Texas

    • 2007 BA, Political Science


My dissertation research includes developing a questionnaire that will assess the nature of each student’s knowledge and application of learning/study strategies through their responses to my survey. Then that student is assigned to a Math Cognitive and Motivational Processes (CAMP) profile. Each Math CAMP profile will provide the instructor and the student with a microcasted recommendation list of suggested learning/study strategies to implement. This will also indicate which study behaviors may be incompatible with the student’s profile thus impeding the student’s success in this mathematics course. One outcome of my research is to increase struggling college algebra students’ awareness of the existing learning assistance programs while promoting the various benefits of help seeking behavior. This in turn will potentially help colleges and universities their decrease attrition rates.
My future research plans include working to improve my dissertation instrument’s psychometric properties by distributing to a wide variety of undergraduate mathematics students (algebra, pre-calculus, statistics, calculus, analysis, discrete, and pre-service math teachers). I am especially eager to extend my current research to pre-service teachers since they have a vital role where their math teachings influence their future students’ connation with mathematics. Jurisevic et al. (2008) summarized that there is a need to discover more effective methods to motivate students’ studies in STEM fields, especially pre-service STEM teachers; These prospective teachers can learn these educational strategies and incorporate them into their classroom to increase their future students’ motivation to learn STEM material.

My research interests include…


  • Student Government Scholarship

    2016 Texas State University Student Government

  • Public Choice Award for Dynamic Geometry Project

    2015 NSF STEM Video Showcase

  • The Graduate College Scholarship - Science & Engineering

    2016 Graduate College

  • Graduate College Doctoral Research Support Fellowship

    2016 Graduate College

  • Graduate Recognition for Academic Excellence

    2016 Mathematics Department


  • Texas State University at San Marcos

    • 4/2014 - Present Doctoral Research Assistant
    • 8/2013 - Present Doctoral Instructional Assistant
    • 8/2011 - 6/2013 Graduate Teaching Assistant
  • Sylvan Learning Center

    • 4/2009 - 8/2011 Academic Tutor


My goal is to have my students become aware of their math study behaviors, and evaluate those behaviors through both the use of monthly self-report writing assignments and in-class group activities. The in-class group activities provide students an opportunity to get to know their fellow classmates as part of a community learners who all want to succeed in this class; Students can quickly notice that everyone makes mistakes, and their partner or teammate is there is help them, not make fun of them. Furthermore, these group activities engage students to actively participate in their learning during class by giving them time to explain their answer or problem solving ideas to their classmate. The writing assignments encourages the practice of students self-assessing their learning as well as their study behaviors and reflect what is helping versus what needs to be modified. One of my favorite writing activities is when I ask the students to make-up a word problem from a given list of topics. My students soon realize that the challenges of developing a word problem around the mathematical material that elicits their critical thinking, reasoning, and problem solving skills. This writing activity is a perfect opportunity for students to experience the important process of productive struggle.

My teaching capabilities include…

Courses Taught

  • Pre-Calculus (M2417) - TA


    Texas State University at San Marcos

  • Calculus 2 (M2472) - TA


    Texas State University at San Marcos

  • College Algebra - Instructor of Record


    Texas State University at San Marcos

  • Calculus 1 (M2471) - TA


    Texas State University at San Marcos

  • Intermediate Algebra II (M1311) Developmental Math - TA


    Texas State University at San Marcos


  • Technology Research Assistant

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  • Dynamic Geometry Project funded by NSF $2.1 million grant

    This is a research project funded by the National Science Foundation to Texas State University. The project involved conducting repeated randomized control trials of an approach to high school geometry that utilizes Dynamic Geometry (DG) software and supporting instructional materials to supplement ordinary instructional practices. The study compared effects of the intervention with standard instruction that did not make use of computer drawing tools. The basic hypothesis of the study was that the use of DG software to engage students in constructing mathematical ideas through experimentation, observation, data recording, conjecturing, conjecture testing, and proof results in better geometry learning for most students. The study tested that hypothesis by assessing student learning in 64 classrooms randomly assigned to treatment and control groups. Student learning was assessed by a geometry standardized test, a conjecturing-proving test, and a measure of student beliefs about the nature of geometry and mathematics in general. Teachers in both treatment and control groups received relevant professional development, and were provided with supplemental resource materials for teaching geometry. Fidelity of implementation for the experimental treatment was monitored carefully. Data obtained for answering the research questions of the study were analyzed by appropriate HLM models and qualitative methods. Results have provided strong evidence about the effectiveness of the DG approach in high school teaching; evidence that can inform school decisions about innovation in that core high school mathematics course.


  • Difference in Self-Reporting Implementation of Instructional Strategies using Dynamic Geometry Approach

    Webre, Smith, Cuevas

    Forthcoming 11/2016 In ICME-13 Proceedings. Hamburg, Germany: International Congress of Mathematical Education.

  • Characteristics of Different Learning Environments in Geometry Classrooms

    Jiang, White, Webre

    2/2015 RCML 2015 Conference Proceedings



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  • American Association of Colleges for Teacher Education (AACTE)
  • American Educational Research Association (AERA)
  • American Mathematical Society (AMS)
  • Association for Women in Mathematics (AWM)
  • Mathematical Association of America (MAA)


  • Research Council on Mathematical Learning (RCML)

    10/2015 - 11/2015 Reviewer of 2016 conference submissions

  • International Congress of Mathematical Education (ICME)

    9/2015 - 11/2015 Reviewer of conference submissions

  • Department of Mathematics

    2013 Mentor


  • English