• Ph.D., College of Education, University of Washington Seattle
• M.Ed., College of Education, University of Washington Seattle

Dr. Hintz’s research focuses on mathematics education, specifically how to support all students – and educators – in meaningful mathematics learning. She is the Director of the Goodlad Institute for Educational Renewal – a UW research center that exists to promote justice-centered purposes of education by co-designing and studying processes for continuous renewal with schools, universities, and communities.

Photography, travel, cooking, and connection

Selected Books and Chapters

• Tyson, K., Hintz, A. & English, A. (2026). Pedagogical Listening: Conceptualizing Teaching as a Listening Profession for Fostering Equitable Learning Environments. In Chung, M., Yu, G. & Pollitt, J. (Eds.) Listening as a Transdisciplinary Pedagogy: The Right to be Heard. United Kingdon: Taylor & Francis Publishers.
• Kazemi, E. & Hintz, A. (2025). Intentional Talk and Listening: Leading and Structuring Productive
  Mathematical Discussions. New York, NY: Routledge Publishers.
• Hintz, A., & Smith, A. T. (2022). Mathematizing Children’s Literature: Sparking Connections, Joy,
  and Wonder Through Read Alouds and Discussion. Portland, ME: Stenhouse.
• Hintz, A. & Latimer, S. (2018). Counting Collections in the Primary Grades. In Franke, M.,
  Kazemi, E. & Turrou, A. (Eds.) Choral Counting and Counting Collections: Transforming the PreK-5 Math Classroom. Portland, ME: Stenhouse Publishers.
• Kazemi, E. & Hintz, A. (2014). Intentional Talk: Leading and Structuring Productive
  Mathematical Discussions. Portland, ME: Stenhouse Publishers.

Selected Grants

• PI, LEADER Initiative: Leaders in Education Advancing Diversity, Equity, and Racial Justice. 2024-2030. Funded by College Spark Washington. Funding Awarded and Active. $1,050,000. Research project funded through College Spark Washington to 1) continue building relationships as a regional coalition of fourteen partner institutions, including school districts, community-based organizations, and teacher preparation programs — the Transformational & Equitable Education (T.E.E.) Coalition — in order to 2) recruit and retain the cultural, ethnic, linguistic, and racial diversity of the teacher workforce in Snohomish and King Counties and beyond.
• Co-PI, Pathways to Culturally and Linguistically Relevant and Sustaining Mathematics and Science Teacher Preparation to Support Multilingual Learners. 2023-2024. The Spencer Foundation. Funding Awarded and Active. $74,968. Project PI: Carrie Tzou (University of Washington Bothell). Co-PI: Yue Bian (University of Washington Bothell). Research planning grant with the Northshore School District Racial and Educational Justice Team to design and build a multi-tiered system of teacher preparation and professional development that focuses on how K-12 teachers come into the practice of culturally and linguistically relevant and sustaining mathematics and science education for multilingual learners.
• PI, LEADER Initiative: Leaders in Education Advancing Diversity, Equity, and Racial Justice. 2022-2024. Funded by College Spark Washington. Funding Awarded and Complete. $150,000. Research project funded through College Spark Washington to 1) form a regional coalition of fourteen partner institutions, including school districts, community-based organizations, and teacher preparation programs, in order to 2) increase and inform capacity as regional partners to recruit and serve teachers from historically underrepresented groups in education, improve retention and graduation rates for teachers of color, and prepare an educational system that is designed to sustain the well-being and thriving of culturally and linguistically diverse teachers.

Selected Publications

• Gibbons, L. K., Kazemi, E., & Hintz, A. (2025). Examining a Professional Learning Routine to Support Educators to Learn Teaching with and from Students. Cognition and Instruction, 43(4), 389–417.
• English, A., Tyson, K., Hintz, A., Murdock, D. & Anderson, J. (2023). Measuring the environment, not the child: An exploratory study of how teachers listen to student struggle during mathematical discussion. Teachers and Teaching Special Issue: Uncertainty as Provocation in and of Teaching and Teacher Education.
• Bian, Y., Hintz, A., & Couto, A. (2023). Diversifying the teaching workforce: Lessons learned from a self-study in a teacher preparation program serving candidates of minoritized backgrounds. Washington Educational Research Association (WERA) Educational Journal, 3-13.
• Tyson, K., Hintz, A., & English, A. (2022). Hearing Silence: Understanding the complexities of silence in democratic classrooms and our responsibility as teachers and teacher educators to foster the collective. Democracy and Education, 30(1), 6.
• Murdoch, D., English, A., Hintz, A., & Tyson, K. (Dec 2020/Jan 2021). Feeling Heard: Inclusive Education, Transformative Learning, and Productive Struggle. Educational Theory, 70(5), 653-679.
• Hintz, A., Tyson, K., & English, A. R. (2018). Actualizing the Rights of the Learner: The Role of Pedagogical Listening. Democracy and Education, 26(2), 8.
• Kazemi, E., Gibbons, L., Lewis, R., Fox, A., Hintz, A., Kelly-Peterson, M., Cunard, A., Lomax, K., Lenges, A., Balf, R. (2018). Math Labs: Teachers, teacher educators, and school leaders learning together with and from their students. Journal of Mathematics Educational Leadership, 19(1), 23-36.
• Gibbons, L., Kazemi, E., Hintz, A. & Hartman, L. (2017). Teacher Time Out: Educators Learning Together In and Through Practice. Journal of Mathematics Education Leadership, 18(2) 28-46.
• Hintz, A. & Tyson, K. (2015). The Complexities of Listening: An analysis of student and teacher listening during mathematical discussion. Mathematical Thinking and Learning, 17(4) 296-326.
• Hintz, A., Gibbons, L, & Knapp, M. (2015). Posing Purposeful Questions to Support Productive Struggle in Mathematical Discussion. Educational Leadership. 73(1), online.
• Hintz, A. & Kazemi, E. (2014). Talking about Math. Educational Leadership, 72(3), 36-40.
• Tyson, K., Hintz, A., & Hernandez, K. (2014). Listening for Understanding: Learning to Listen, Listening to Learn. Educational Leadership. 72(3), online.