Holt Wilson

Teacher Education and Higher Education (TEHE) Department
Holt Wilson

Associate Professor
Email: phwilson@uncg.edu
Office: 469 SOEB
Phone: (984) 444-8820
Website: tehe.uncg.edu/matheducation

Research Interest

Mathematics education, Professional development, Teacher learning


  • Ph.D. in Mathematics Education, N.C. State University
  • M.A. Ed. in Secondary Mathematics, East Carolina University
  • B.S. in Mathematics, East Carolina University


Dr. Holt Wilson is an Associate Professor of Mathematics Education in the Department of Teacher Education and Higher Education, where he teaches mathematics education courses for practicing teachers. His research focuses on practicing K-12 teachers’ learning and professional development.


  • NC²ML
  • Core Math
  • Core Math II
  • Core Math III

Link to Dr. Wilson’s CV


Wilson, P.H., Sztajn, P., Edgington, C., Webb, J., & Myers, M. (accepted). Changes in teachers’ discourse about students in a professional development on learning trajectories. American Educational Research Journal.

Myers, M., Sztajn, P., Wilson, P.H., & Edgington, C. (2015). From implicit to explicit: Articulated equitable Learning Trajectories Based Instruction. Journal of Urban Mathematics Education, 8(2), 11 – 22.

Wilson, P.H., Sztajn, P., Edgington, C., & Myers, M. (2015). Teachers’ uses of a learning trajectory in student-centered teaching practices. Journal of Teacher Education, 66(3), 227-244.

Edgington, C., Sztajn, P., Wilson, P.H., Myers, M., & Webb, J. (2015). Norms for discussing students’ mathematics in professional development. Journal of Mathematics Education Leadership, 16(1), 12 – 17.

Wilson, P. H., Sztajn, P., Edgington, C., & Confrey, J. (2014). Teachers’ use of their mathematical knowledge for teaching in learning a mathematics learning trajectory. Journal of Mathematics Teacher Education, 17(2), 149 – 175.

Sztajn, P., Wilson, P.H., Edgington, C., & Partner Teachers. (2014). Connecting classroom practice and research innovation: Learning from professional development researchers and teachers. ZDM: The International Journal of Mathematics Education, 46, 201 – 212.

Sztajn, P., Wilson, P. H., Edgington, C., Myers, M., & Dick, L. (2013). Using design experiments to conduct research on mathematics professional development. Revista Alexandria, Journal of Science and Technology Education, 6(1), 9-34.

Wilson, P.H., & Mojica, G.M., & Confrey, J. (2013). Learning trajectories in teacher education: Supporting teachers’ understandings of students’ mathematical thinking. Journal of Mathematical Behavior, 32, 103 – 121.

Sztajn, P., Confrey, J., Wilson, P.H., & Edgington, C. (2012). Learning trajectory based instruction: Toward a theory of teaching. Educational Researcher, 41(5), 147 – 156.

Wilson, P.H., Myers, M., Edgington, C., & Confrey, J. (2012). Fair shares, matey, or walk the plank. Teaching Children Mathematics, 18(8), 482 – 489.

Wilson, P.H., Edgington, C., Nguyen, K.H., Pescosolido, R., & Confrey, J. (2011). Fractions: How to Share Fair. Mathematics Teaching in the Middle School, 17(4), 230-237.

Wilson, P.H., Lee, H.S., & Hollebrands, K.F. (2011)*. Understanding prospective mathematics teachers’ processes for making sense of students’ work with technology. Journal for Research in Mathematics Education, 42(1), 42 – 67.