Christopher Engledowl, Ph.D. 

Research Scientist & Coordinator of Mathematics Content Development and Implementation

Christopher Engledowl



0711 Norman Hall
PO Box 117052
Gainesville, FL 32611



Chris Engledowl is a Research Scientist and Coordinator for Mathematics Content Development and Implementation at the Lastinger Center for Learning. He works closely with math-related products while also supporting research efforts more broadly across the center.

Chris began his career as a high school mathematics teacher, teaching algebra and statistics courses. Since then, he has dedicated his career to promoting mathematics education, statistics education, and data science education through teaching methods and research courses in academic settings; providing professional development in local and state-level capacities; formally supporting state curriculum adoption and evaluation; establishing a state-licensed Elementary Mathematics Specialist endorsement and affiliated Master’s program; and publishing/presenting his research in national and international venues. He brings a wealth of expertise with quantitative research methods to the Lastinger Center, as well as experience working in a product setting from his most recent role as a Senior Quantitative User Experience Researcher at Meta on the Facebook Search team.

Chris has a BA in Mathematics and an MAT from the University of Arkansas, and a PhD in Mathematics Education from the University of Missouri. In his free time, Chris enjoys board games, playing guitar, punk/metal music, exploring data in R, and spending time with family.


  • Lastinger Center for Learning

Research Interests

Curriculum Development, Educational Assessment and Measurement, Mathematics Education, Mixed Methods, Multilevel Model, Online and Distance Education, Quantitative Research, Statistical Power Analysis, Teacher Education, Technology


  • PhD in Mathematics Education from University of Missouri
  • MAT in Teaching Secondary Education – Mathematics from University of Arkansas
  • BA in Mathematics from University of Arkansas

Activities and Honors

  • Distinguished Member of the NMSU Teaching Academy, 2018/2019
  • STaR Institute Fellow, Association of Mathematics Teacher Educators, 2018

Selected Grants

Math Snacks Early Algebra: Using Games and Inquiry to Help Students Transition from Number to Variable

  • Co-PI
Funding Agency
  • National Science Foundation
Project Period
  • 2015 - 2021
Award Amount
  • $2,999,995

Selected Publications

Books / Book Chapters
  • Weiland, T., Engledowl, C., Cannon, S. O. (In Press). Preparing teachers of statistics: A critical read of standards, review of past research, and future directions. To be included in B. Benken (Ed.), the AMTE Professional Book Series, Volume 5, Reflection on Past, Present and Future: Paving the Way for the Future of Mathematics Teacher Education. IAP.
  • Engledowl, C. (2023). Math Snacks: A history of cultivating digital game-based learning environments. In C. Martin, B. Miller, & D. Polly (Eds.), Technology Integration and Transformation in STEM Classrooms. IGI Global. DOI: 10.4018/978-1-6684-5920-1.ch013
  • Weiland, T., Engledowl, C. (2022). Transforming curriculum and building capacity in K–12 data science education. Harvard Data Science Review, 4(4).
  • Engledowl, C., Al-younes, M.*, Chamberlin, B., Stanford, T. (2021). Learning acquired from a computer game-based early algebra intervention. School Science and Mathematics, 121, 495-508. DOI: 10.1111/ssm.12500.
  • Engledowl, C., Weiland, T. (2021). Data (mis)representation and COVID-19: Leveraging misleading data visualizations for developing statistical literacy across grades 6–16. Journal of Statistics and Data Science Education. DOI: Available at
  • Engledowl, C., Webel, C., Yeo, S.* (2021). Profiles of elementary teachers’ use of curriculum materials for teaching mathematics. International Electronic Journal of Mathematics Education, 16(2), 1–16. Available at
  • Engledowl, C., Tarr, J. (2020). Secondary teachers’ knowledge structures for center, spread & shape of distributions supporting their statistical reasoning. International Journal of Education in Mathematics, Science and Technology, 8(2), 146–167. Available at
  • Engledowl, C. (2020). Constructing and validating an early algebra assessment. In J. Cribbs and H. Marchionda (Eds.), Proceedings for the Annual Meeting of the Research Council on Mathematics Learning (pp. 51–58). Las Vegas, NV. Available at
  • Bainter, T., & Engledowl, C. (2023). Reconceptualizing professional development in response to these ever-changing contexts. Presented at the Florida Association of Mathematics Teacher Educators 2023 Virtual Symposium, Empowering Mathematical Minds: Promoting Equitable Outcomes and Innovation in Mathematics Teacher Education on November 3, 2023.
  • Engledowl, C. (2023). Purposefully Integrated Mixed Methods: Using a Validity Framework to Drive Scalable and Reliable Long-Term Research. Presented at Quant UX Conference 2023 on June 15, 2023.
  • Engledowl, C. (2023). A Mixed Method Approach to Validity to Help Build Trust. Invited presentation to the Quant Qual Bridge Community: Connecting Qualitative, Quantitative and Hybrid Approaches to Data on April 28, 2023.
  • Byun, S., Engledowl, C., Cannon, S., Weiland, T. (2022). Teaching and Learning with Data Investigation. Working group facilitated at the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Nashville, TN.
  • Engledowl, C., Stanford, T. (2022). Elementary students’ emergent use of parentheses when writing expressions in a sandbox style learning game. Paper presented at 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Nashville, TN.
  • Harrell-Williams, L., Huggins-Manley, C., Tjoe, H, Casey, S., Engledowl, C., Whitaker, D., Bolch, C. (2021). Expanding opportunities: Facilitating discussions to improve measurement practices in statistics education research. Paper presented at the 2021 United States Conference on Teaching Statistics (USCOTS).