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MATH UP Research

Publications & Reports



Evaluating the Impact of Teacher Education for Elementary Teachers of English Learners/Emergent Bilingual Learners.

The focus of the proposed research by Dr. Nancy Dubetz, Associate Professor, Undergraduate Childhood Program is to investigate how effectively elementary teachers are prepared to teach English learners/emergent bilingual learners in the MATH UP teacher education program, and to compare their preparation to that of candidates in a traditional teacher education program.

Teacher Learning Communities

Dr. Cecilia Espinosa, Associate Professor, Early Childhood Education Graduate Program and Dr. Maria Victoria Rodriguez, Associate Professor, ECCE & Specialized Services in Education focus their research on the Teacher Learning Communities within the MATH UP Program. The Teacher Learning Communities (TLC) meeting is a monthly professional development attended by cooperating teachers. Their research centers on what transpires when teachers, teacher candidates and college faculty in two urban schools with student populations that include both children with special needs and second language learners, come together through a clinically rich TQP project to establish a dialogue about improving student learning through the use of formative assessments (KLT Strategies).

Mathematical Content Knowledge

Dr. Anne Marie Marshall, Assistant Professor, Childhood Graduate Program conducts several research projects around mathematical content knowledge. For some of these projects she has collaborated with other investigators including Deb Coffey of Research for Better Schools and Dr. Harriet Fayne, Dean of the School of Education.

Using a Think-Aloud Protocol to Understand Elementary Students' Problem-Solving Capabilities in Fraction Situations (Marshall)

This study aims to understand elementary students’ informal problem-solving capabilities while solving problems that require ‘fractional thinking’. Ten elementary grade students were interviewed in the summer of 2012 during the MATH-UP College Institute using a “think-aloud” protocol as a provided record of their thinking while they attempted to solve a variety of fraction problems.

Impact of a Clinically Rich Internship and a Mathematics-Focused M.S.Ed. on Pedagogical Content Knowledge in Mathematics (Marshall & Coffey)

This study provides insights into how the MATH UP initiative, a mathematics-focused M.S.Ed. program with an intensive, clinically rich internship experience affects the preparation of teachers. Specifically, the study sheds light on how participation in this innovative teacher preparation program may change pre-service teachers’ pedagogical knowledge as measured on the MKT (Mathematical Knowledge for Teaching) test. This research will add to the growing body of research that aims to improve mathematics teaching by identifying the particular kinds of knowledge that elementary teachers must know to effectively teach mathematics.

Understanding Co-Teaching Relationships As Vehicles For Building A Culture Of Communication And Collaboration Within And Across Institutional Settings

Dr. Harriet “Niki” Fayne, Dean of the School of Education and Dr. Marshall’s research explores the collaborative pedagogy employed in Math-Up graduate courses, which are co-taught by teaching pairs consisting of a College faculty member and a teacher from one of the MATH UP partner schools.We are exploring whether preparing and retaining teachers in high needs urban elementary schools require unique kinds of preparation and support structures across the teacher development continuum.


Dr. Laura Roberts, Assistant Professor, Counselor Education/School Counseling, concentrates her research on the mentoring aspect of the MATH UP program. The study aims to answer certain questions relating to the mentoring relationship. Some of these questions are to what degree did mentees feel that their mentors provided them with psychosocial supports (e.g. acceptance, friendship and role-modeling)? To what degree did mentors perceive that they provided such supports?