Rate My Professor Cacey Wells

Wells’ research specializations in mathematics education include authenticity in teaching and learning, recreational mathematics, learning spaces, teaching mathematics for social change, and the intersections between mathematics and social justice. His publications have appeared in journals such as the Journal of Humanistic Mathematics, Journal of Learning Spaces, School Community Journal, Journal of Curriculum and Pedagogy, and NCTM's Mathematics Teacher. Notable works include Wells, C. (2022). “The fractal geometry of mathematics education: Navigating classroom environments in factory-model schools.” Journal of Humanistic Mathematics, 12(2), 429-442; Wells, C., & Reeder, S. (2022). “The other first days of school: A case study of two teachers in an urban setting.” Journal of Learning Spaces, 11(1), 1-12; Wells, C. (2021). “Math is tearable: Engaging students with recreational mathematics.” In K. Vaidya (Ed.), Teaching mathematics with a sense of humor: Why (and how to) be a funnier and more effective mathematics teacher and laugh all the way to your classroom; Wells, C., & Hoffpauir, R. (2024). “Understanding pre-service teachers’ perceptions of classroom community and care.” School Community Journal, 34(2), 239-256; Ross, A., & Wells, C. (2025). “Ethnomathematics in the classroom.” Philosophy of Mathematics Education Journal, 42(1); and forthcoming Wells, C. (2026). “Math in the Wild.” Mathematics Teacher: Learning and Teaching PK-12. Wells is an active member of the School Science and Mathematics Association and the National Council of Teachers of Mathematics. He has received the Reich College of Education’s Outstanding Undergraduate Teaching Award in 2021 and the Outstanding Service Award in 2025, underscoring his contributions to teaching excellence and departmental service.