Paola Sztajn

People

Professional Title: 
Professor
Organization/Institution: 
About Me (Bio): 
Paola Sztajn is a professor of Mathematics Education in the Department of Elementary Education. She teachers mathematics methods courses for prospective and practicing teachers. Her research program focuses on practicing elementary teachers mathematics knowledge and professional development. The overarching question that guides Paola's research agenda is: in which ways do practicing elementary mathematics teachers acquire and continue to develop the knowledge needed to teach all students high quality mathematics? She is interested in collaborative studies that allow multi-faceted, in-depth investigations of this complex question.
Michigan State University (MSU)
05/15/2013

The goal of this project is to extend the theoretical and methodological construct of noticing to develop the concept of reciprocal noticing, a process by which teacher and student noticing are shared. The researcher argues that through reciprocal noticing the classroom can become the space for more equitable mathematics learning, particularly for language learners.

University of Missouri, Columbia
08/01/2014

This research investigates student mathematics learning outcomes at the elementary level in relation to teacher expertise (elementary teachers with math specialist certification versus generally prepared elementary teachers) and school organization (departmentalized versus self-contained mathematics classrooms). Findings will provide evidence of the impact of content-specific teacher expertise and a departmentalized school organizational model that offers students access to well-qualified teachers of mathematics with no additional staffing costs.

Florida State University (FSU)
08/01/2014

This project investigates the variation in teachers' practice of lesson study to identify effective and scalable design features of lesson study associated with student mathematics achievement growth in Florida. Lesson study is a teacher professional development model in which a group of teachers works collaboratively to plan a lesson, observe the lesson in a classroom with students, and analyze and discuss the student work and understanding in response to the lesson.

North Carolina State University (NCSU)
08/15/2010

This project is conducting a comprehensive study of professional development models designed for mathematics teachers in grades K-12. The research team will identify key constructs and frameworks within professional development programs and identify types of professional development models. The goals of the project are to encourage researchers and professional developers to reconceptualize mathematics professional development, develop a shared language, and renew discussions on effective professional development for teachers of mathematics.

North Carolina State University (NCSU)
08/01/2010

This project will adapt and study successful discourse strategies used during language arts instruction to help teachers promote mathematically-rich classroom discourse. Of special interest is the use of models to promote mathematics communication that includes English language learners (ELL) in mathematics discourse.The project will result in a full 40-hour professional development module to support mathematics discourse for Grade 2 teachers, with an emphasis on place value, multidigit addition and subtraction, and linear measurement.

North Carolina State University (NCSU)
03/01/2011

This project aims to pull together a diverse set of experts to make research-based recommendations on how to implement massive professional development that is needed to effectively employ the Common Core State Standards (CCSS) in a way that will reform classroom instruction in mathematics for grades K-12.  The project is convening a meeting of experts to recommend how to design, implement, and assess large-scale professional development systems.

University of Texas, Austin
09/15/2013

This project addresses the growing need for research to support teachers in developing expertise in responsive decision making in which teachers elicit and build on children's mathematical thinking in the midst of instruction.