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College of Education

Faculty and Staff

Elif Karsli-Calamak, Ph.D.

Title: Associate Professor, Early Childhood Education
Department: Teacher Education
College of Education
Phone: 803-777-8073
Office: Wardlaw College 105
Elif Karsli Calamak, Ph.D.


Ph.D., Early Childhood Education, University of Georgia, United States

B.S.,   Early Childhood Education, Middle East Technical University, Turkey

Research Expertise

Socio-cultural contexts of young children’s mathematics, Family-school-community relationships in culturally and linguistically diverse settings


Elif Karslı-Çalamak is an associate professor in the Department of Teacher Education.  She began her teaching career in a public kindergarten in Turkey. Later, as a Fulbright Scholar, she received her Ph.D. in Early Childhood Education from the University of Georgia. Her dissertation research focused on children's embodied mathematical practices in and out of school contexts and family perspectives on early mathematics education. In recent years, she has led research grants on supporting teachers of Syrian refugee children in public schools in Turkey and working with refugee families with a focus on mathematics education.

Selected Publications

Karsli-Calamak, E., Tuna, M. & Allexsaht-Snider, M. (2022). Understanding refugee families’ potentials for supporting children's mathematics learning. Teachers College Record. 124(5), 49–68.

Valencia Mazzanti C. & Karsli-Calamak, E. (2022). Kind of interrupting: Teachers of Young Children Understanding Mathematics Learning and Linguistic Diversity. International Journal of Qualitative Studies in Education. 35(2), 210-227.

Karsli-Calamak, E. & Kılınç, S. (2021). Becoming the teacher of a refugee child: Teachers’ evolving experiences in Turkey. International Journal of Inclusive Education. 25(2), 259-282.

Karsli-Calamak, E. & Allexsaht-Snider, M. (2020). Manifestations of mathematics within the power dynamics in a pre-k classroom. Teachers College Record. 122(9), 1-42.

Karsli-Calamak, E., Tuna, M. & Allexsaht-Snider, M. (2020). Transformation of teachers’ understandings of refugee families’ engagement through participation in multilingual family spaces. International Journal of Early Years Education, 28(2), 198-205.

Karsli-Calamak, E. (2018). Syrian mothers producing counter stories in co- constructed school spaces: Rethinking the role of schools in engaging refugee families. European Education, 50(1), 42-57.

Kayumova, S., Karslı, E., Allexsaht-Snider, A. & Buxton, C. (2015). Latina Mothers and Daughters: Ways of Knowing, Being, and Becoming in the Context of Bilingual Family Science Workshops. Anthropology & Education Quarterly, 46(3), 260-276.


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