• My research centers on the everyday quantitative literacy practices of college students and the import of those practices for learning and teaching. Because a goal of numeracy coursework is to support students in their engagement with quantitative information, it is important that we understand what students already do with such information and how that use is mediated by factors like identity and culture.  

    In addition to numeracy practices, I am also interested in equity as it relates to postsecondary mathematics placement policies.

    As a first-generation college student and someone who grew up in a rural area of North Carolina, equity is not a buzzword for me, but rather, an imperative that propels all of the work that I do.

    • Ph.D. in Mathematics Education, Michigan State University
    • M.A. in Mathematics, Appalachian State University
    • B.A. in Mathematics, The University of North Carolina at Chapel-Hill

    • Tunstall, S. L. (2022). College students’ numeracy events in discussing public issues. Numeracy, 16(2).  
    • Tunstall, S. L. (2020). Measuring numeracy: Validity and the Programme for the International Assessment of Adult Competencies (PIAAC). Numeracy, 13(2).  
    • Tunstall, S. L., Karaali, G., & Piercey, V. (Eds.). (2019). Shifting Contexts, Stable Core: Advancing Quantitative Literacy in Higher Education. Washington, D.C.: Mathematical Association of America.
    • Tunstall, S. L. (2018). Investigating college students’ reasoning with messages of risk and causation. Journal of Statistics Education, 26(2), 76-86.  
    • Tunstall, S. L. (2018). College Algebra: Past, present, and future. PRIMUS, 28(7), 627-640.  

     

    Book

    • Tunstall, S. L., Karaali, G., & Piercey, V. (Eds.). (2019). Shifting Contexts, Stable Core: Advancing Quantitative Literacy in Higher Education. Washington, D.C.: Mathematical Association of America.

     

    Journal Articles

    • Bae, Y., Tunstall, S. L., Knowles, K. S., & Matz, R. L. (2019). Alignment between learning objectives and assessments in a quantitative literacy course. Numeracy, 12(2).
    • Matz, B., & Tunstall, S. L. (2019). Investigating embedded remediation as a pathway for equitable access to Quantitative Literacy and College Algebra. Numeracy, 12(2).
    • Hamman, K., Piercey, V., and Tunstall, S. L. (2019). Numeracy and social justice: A wide, deep, and longstanding intersection. Numeracy, 12(1).
    • Tunstall, S. L., Osibodu, O. , and Bartell, T. G. (2019). On “icky” data, the political classroom, and Towards Equity and Social Justice in Mathematics Education: A conversation with Tonya Bartell. Numeracy, 12(1).
    • McCune, D., & Tunstall, S. L. (2018). Calculated democracy—Explorations in gerrymandering. Teaching Statistics, 41(2), 47-53.
    • Tunstall, S. L. (2018). Investigating college students’ reasoning with messages of risk and causation. Journal of Statistics Education, 26(2), 76-86.
    • Tunstall, S. L. (2018). College Algebra: Past, present, and future. PRIMUS, 28(7), 627-640.
    • Tunstall, S. L., Matz, B., & Craig, J. (2018). Quantitative literacy courses as a space for fusing literacies. Journal of General Education, 65(3-4), 178-194.
    • Tunstall, S. L. (2018). Reader Reflection: Bringing the bacon home to math class. Mathematics Teacher, 111(5), 326.
    • Tunstall, S. L., & Ferkany, M. (2017). Mathematics education and flourishing. For the Learning of Mathematics. 37(1).