Anna Bargagliotti, an associate professor of mathematics and director of the Master of Arts in Teaching Mathematics program has a strong commitment to data-driven teaching. This passion has led to a career in teacher preparation, STEM curriculum development, and educational research that has had a local, national and global impact on the way today's math teachers impart their numerical wisdom to students.

In a partnership between Loyola Marymount University's School of Education and the Frank R. Seaver College of Science and Engineering, this unique program helps teachers strengthen their content knowledge in a supportive, small-group setting. "It's a unique program-one of the only ones like it in the U.S.," Bargagliotti said. "Our graduates stay connected, supporting each other long after they've completed the program."

She takes a collaborative approach, ensuring that teachers feel like equal partners in their professional development. "You're on the same side of the table as the teachers you're working with," she said. "They are the experts in their classrooms, and our work together should reflect that."

Former students such as Ruth Luna '23 and Lauren Magee '15, who worked closely with Bargagliotti in the classroom and on research, have spoken highly of the experience and the mentorship they received.

Bargagliotti's love for teaching dates back to high school, where she first considered becoming an educator. Her academic journey included a Ph.D. in mathematics from UC Irvine, a master's degree in statistics from UCLA, and a bachelor's degree in mathematics and economics from UC Santa Barbara. "I realized that working in higher education would allow me to have the greatest impact-not just in my own classroom, but in classrooms across the U.S. and the world," she explains.

Beyond LMU, Bargagliotti's expertise has shaped national education policies and reports. She has contributed to major publications for the American Statistical Association, a group she's worked with for more than fourteen years, and the National Academies of Sciences, focusing on the future of STEM and data science education. She is involved in research with mathematicians and educators in countries as far flung as Australia and Spain.

What allows her to work across so many borders is her belief in the universality of the language of math. "How you write a math problem up in the US is the exact same way how you write a math problem up across the world." she said. "If you take that sort of universal approach in preparation, you're looking at preparing a society that is literate in the fundamental language of the world."

A crucial issue she addresses is the discomfort many educators and students have with ambiguity in mathematics and statistics. "Most people think math is about hard-and-fast answers, but statistics is about variability, uncertainty, and interpretation," she explains. In her classroom, she designs projects that challenge students to navigate ambiguity, formulating and investigating data-driven questions rather than seeking simple answers.

One of Bargagliotti's key research areas is understanding why certain student groups fall off STEM pathways. "We see gaps-certain groups are underrepresented in math and science, and we need to create opportunities that ensure diversity is retained," she says. Her work focuses on assessing the effectiveness of programs aimed at increasing retention and success in STEM, particularly through a data-driven lens.

Bargagliotti currently leads a National Science Foundation-funded study of computer science equity and student success titled "Equity of Access to Computer Science: Factors Impacting the Characteristics and Success of Undergraduate CS Majors." The multi-institution study is analyzing a decade of admissions and retention data to understand the factors influencing student success in computer science, particularly among underrepresented groups.