Josh Markle, PhD

Assistant Professor, Faculty of Education - Elementary Education

Pronouns: he, him, his;


Assistant Professor, Faculty of Education - Elementary Education


Area of Study / Keywords

Mathematics Education Spatial Reasoning Visualization Embodiment


Josh joined the Faculty of Education at University of Alberta as Assistant Professor (K-12 Mathematics Education) after obtaining his PhD from the University of Calgary in 2022. Prior to that, he taught mathematics education courses at Brock University (Ontario) and the University of Lethbridge (Alberta) and was a secondary mathematics teacher.


Broadly, Josh is interested in students’ and teachers’ experiences in classroom mathematics. Some specific interests include understanding how spatial reasoning skills are developed and used in mathematical problem solving and posing, embodiment and the experience of the body in coming to know and do mathematics, and how mathematics can enable students to flourish, both within and beyond the classroom.


EDEL 316 - Communication Through Mathematics Education

This course provides an introduction to the teaching and learning of mathematics in the elementary classroom. The focus will be on using curriculum, strategies, planning and resources to meet student needs. Prerequisite: EDU 100 and 210; pre/corequisite EDU 211. For students in the Elementary After Degree program: pre/corequisite EDU 210, 211, and 300. EDEL 316 is offered as part of Year 3 of the Elementary Program Route.

EDSE 501 - Conference Seminar

Prerequisites: consent of Instructor and Department. May include alternate delivery sections; may require payment of additional student instructional support fees. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Browse more courses taught by Josh Markle

Featured Publications

Towers, Jo; Markle, Josh; Jacinto, Everton

Canadian Journal of Science, Mathematics and Technology Education. 2023 January; 10.1007/s42330-023-00272-3

Markle, Josh

For the Learning of Mathematics. 2022 March; 42 (1):20-24

Layering methodological tools to represent classroom collectivity

McGarvey, L., Glanfield, F., Mgombelo, J., Thom, J., Towers, J., Simmt, E., Markle, J., Davis, B., Martin, L., & Proulx, J.

In C. Fernández, S. Llinares, Á. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. 2022 January; 1

Tentativeness in the mathematics classroom: Two cases of the hand as a landing site

Markle, Josh

Philosophy of Mathematics Education Journal. 2022 January; 39 (September):1-18

Enactive hermeneutics as an interpretive framework in the mathematics classroom

Markle, Josh

Philosophy of Mathematics Education Journal. 2021 January; 37 (August):1-27

How do you feel? Using scribblers in the math classroom to elicit mathematical and personal connections

Markle, Josh; Shivji, Raessa

delta-K: Journal of the Mathematics Council of the Alberta Teachers’ Association. 2021 January; 57 (1):41-47

Markle, Josh

Journal of The Canadian Association for Curriculum Studies. 2019 January; 17 (1):1-11