University at Buffalo

Virginia J. Flood

Virginia J. Flood

Assistant Professor

LEARNING AND INSTRUCTION


Specialty/Research Focus

Computer Science Education; Ethnography; Mathematics Education; Instructional Technology; Multimodality, Embodiment, and Digital Literacy; Science Education; Linguistic, Discourse, and Sociocultural Context; Qualitative Research Methods

Contact Information
505 Baldy Hall
North Campus
Phone: (716) 645-2455
vflood@buffalo.edu


Professional Summary:

In my research, I use the fine-grained analysis of video to investigate multimodal communication (especially gesture) and the role of the body in mathematics teaching and learning, as well as in computer science and science education contexts. I’m especially interested in peer and student-teacher interactions surrounding new educational technologies. My work in the learning sciences draws on applied linguistics, human-computer interaction, and sociocultural studies. In particular, my approach is informed by ethnomethodology and conversation analysis (EMCA).

Education and Training:
  • PhD, University of California, Berkeley (2020)
  • MST, University of Maine (2012)
  • BS, University of Southern Maine (2007)
Awards and Honors:
  • Dissertation Fellowship; National Academy of Education/Spencer; 2018-09-01;
Publications:
Journal Article:
  • Flood, V. J., Shvarts, A., & Abrahamson, D. (2020). Teaching with embodied learning technologies for mathematics: Responsive teaching for embodied learning, ZDM Mathematics Education, (52)7, 1307-1331.
  • Abrahamson, D., Flood, V. J., Miele, J. A., & Siu, Y. T. (2019). Enactivism and ethnomethodological conversation analysis as tools for expanding Universal Design for Learning: The case of visually impaired mathematics students. ZDM Mathematics Education, 51(2), 291-303.
  • Flood, V. J. (2018). Multimodal revoicing as an interactional mechanism for connecting scientific and everyday concepts. Human Development, 61(3), 145-173.
  • Flood, V. J., Amar, F. G., Nemirovsky, R., Harrer, B. W., Bruce, M. R., & Wittmann, M. C. (2015). Paying attention to gesture when students talk chemistry: Interactional resources for responsive teaching. Journal of Chemical Education, 92(1), 11-22.
  • Wittmann, M. C., Flood, V. J., & Black, K. E. (2013). Algebraic manipulation as motion within a landscape. Educational Studies in Mathematics, 82(2), 169-181.
News:

    Contact Information

    505 Baldy Hall
    North Campus
    Phone: (716) 645-2455
    vflood@buffalo.edu