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Jessie Store


Professor; Co-Chair of the Education Department



Contact Info

(989) 463-7185

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Dr. Jessie C. Store is a professor of education. Her career at Alma began in 2012. She teaches math, math teaching methods, instructional and assistive technology, and educational assessment courses. Dr. Store’s research agenda focuses on mathematical reasoning and instructional practices.

Dr. Store enjoys supporting undergraduate students’ research experiences in education. She also enjoys facilitating instructional technology professional development for K-12 teachers in the summer as part of the e-STEM Cooperative Research Experience for teachers. In addition, she teaches Summer e-STEM camp for K-12 students.

Educational Background:

  • B.Ed. Sciences, University of Malawi
  • M.Ed. Educational Research and Evaluation, University of Botswana
  • M.A. Educational Technology, Central Michigan University
  • Master of Applied Data Science (MADS), University of Michigan (Anticipated graduation: 2025)
  • Ph.D. Teacher Education and Development (Mathematics), The University of North Carolina at Greensboro

Signature Courses:
Mathematics Education; Educational Assessment; Instructional Technology.

My Expertise

Teacher education and development.

Recent Work and Accomplishments

Mwadzaangati, L. E., & Store, J. C. (2023). Affordances and Constraints for Mathematical Reasoning in Malawi’s Mathematics Textbooks: Form Two Pythagoras Theorem. Malawi Journal of Education and Development.

Store, J. C. (2023). Enacting Inclusive Mathematics Teaching and Learning Using Biography-Driven Instruction. Journal of Educational Research & Practice.

Store, D. & Store, J. C. (2022). Mathematics learning loss due to interruptions in formal education. In Bateiha, S. and Cobbs. G. (Eds.), Proceedings of the 49th Annual Meeting of the Research Council on Mathematics Learning (pp.12-19). Grapevine, Texas.

Store, J. C., Davis, J. Krauss, K., Drife, J. (2020). Addressing misconceptions in statistical reasoning using CODAP: Sampling concepts. Illinois Mathematics Teachers.

Store, J. C. (2018). Grounded theory of productive practices for algebraic thinking. Investigations in Mathematics Learning, 10(1), 9-32.