Uyiosa Ugiagbe
Speed | Results | Access | "The Architect"
PhD Candidate in Mathematics Education
University of Georgia
Speed | Results | Access | "The Architect"
PhD Candidate in Mathematics Education
University of Georgia
When I first arrived in Athens from Nigeria in 2022, one of the things that shocked me most was not the campus, the language, or the academics—it was the library.
The library here, oh my God, the best. Literally, I remember my first two, three months I literally lived in the library, because everywhere was just too good.
Now in my fourth year as a PhD student in Mathematics Education at the University of Georgia, I've transformed from a student navigating culture shock into a leader and advocate. My first semester was intense—filled with coursework, studying, and spending Christmas alone in Athens. But through it all, I built a community.
Coming from a tropical climate, my path to UGA involved strategic thinking. I printed out a map of the U.S. and drew a line: no states north of Virginia, too cold. The top-ranked program was in Michigan. So I was like, "Okay, you know what, let me go to number two."
The transition from lecture-based Nigerian classrooms to UGA's discussion-focused approach was jarring. When asked to discuss 20-page research articles, I read them eight times to figure out what to look for. Over time, I found my footing and now serve as an ambassador in the UGA Mentor Program, helping other international students navigate the same journey I went through.
My dissertation research focuses on how teachers notice and respond to student argumentation in integrated STEM classrooms. I'm particularly interested in how teachers' noticing practices can support equitable learning environments where all students' ideas are valued and explored.
As we advance in education, our classrooms are becoming melting pots of diverse identities, cultures, and race. Now, more than ever, there's a pressing need for educational justice and equity, especially in mathematics classrooms.
I work with the EQUIP (Evaluating Quality Interactions in Programs) framework to help teachers use quantitative data from classroom discourse to critically reflect on their practice. Through a three-year study with in-service and preservice teachers, I'm examining how using tools like EQUIP positions teachers to enact more equitable teaching practices.
Recent Presentation: "Equity and EQUIP: Connecting Research to Practice" at the Georgia Association of Mathematics Teacher Educators (GAMTE) Conference, October 2023
Ugiagbe, U. O., Elekofehinti, S. J., & Makinde, O. O. (2025). Assessment of Mathematics Students' Knowledge and Attitude Towards Cloud Computing. International Journal of Research and Scientific Innovation (IJRSI).
Research alone isn't enough—we need action. That's why I established the Aspire Uyiosa Achievers Foundation, dedicated to showing how fair and equal education can shape future leaders and drive societal progress.
Through this foundation, I work to bridge the gap between educational research and real-world impact, particularly for underserved communities in both Nigeria and the United States. Education equity isn't just a research interest for me—it's a personal mission rooted in my own experiences navigating different educational systems.
We don't see people that are struggling that we can help and not help. That's why I think I'm able to volunteer so many hours and not feel this stress, because I feel like it is my duty.
Whenever I wake up to difficult news, I can't necessarily do anything about that news, but what I can do is show up to my classroom prepared, show up to my meeting prepared, show up to my dorms prepared, show up to my friend group. I think that's the only thing we can do because at some point, this is out of my control. But I have to make sure the things that are within my control are done to the best capacity possible.
Because I'm from Nigeria, we don't allow people to struggle. We don't see people that are struggling that we can help and not help. That's why I think I'm able to volunteer so many hours and not feel this stress, because I feel like it is my duty.
I think international students should not fight the current climate. We should find a way to make our value known, to show it to people and say, "Hey, I'm not causing you harm. I'm not causing you issues. I'm actually contributing to the economy that makes even your life better."
Let's make math not just a subject, but a space. A space where every student feels seen, heard, and valued. A space that humanizes math instruction. Because every student, irrespective of their background, culture, race, or gender, deserves a shot at the stars.