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Home > Academics > College of Liberal Arts, Education, & Sciences > School of Education > Graduate Education, Leadership, and Counseling > Faculty & Staff > Judith Fraivillig, Ph.D.
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Judith Fraivillig, Ph.D.

Associate Professor, Teacher Education; Coordinator, MAT Program

Academic Background

  • 1996 Ph.D. Northwestern University
  • 1984 M.S.E. University of Pennsylvania
  • 1984 B.A. University of Pennsylvania

Selected Publications

  • Book Chapters
    Fraivillig, J.L., Murphy, L.A., and Fuson, K.C. (2002). Advancing children’s mathematical thinking. In J.Sowder & B.Schappelle(Eds.), Research, reflection, and practice. Reston, VA: National Council for Teachers of Mathematics.
    Fuson, K.C. and Fraivillig, J.L(1993). Supporting children’s ten-structured thinking in the classroom. In G.Bell (Ed.), Asian perspectives on mathematics education (42-55). Lismore, Australia: northern Rivers Mathematical Association.
    Fuson, K.C., Burghardt, B.H. and Fraivillig, J.L. (1992). Relationships children construct among English number words, multiunit base-ten blocks, and written multi-digit addition. In J.I.D. Campbell (Ed.), The nature and origins of mathematical skills (pp.39-112). New York: North-Holland.
     
  • Articles
    Fraivillig, J. (2001). Strategies for Advancing Children’s Mathematical Thinking. Teaching Children’s Mathematics, 7(8), 454-459
    Fraivillig, J.L., Murphy, L. and Fuson, K.C (1999) Advancing children’s mathematical thinking in reform mathematics classrooms. Journal for Research in Mathematics Education, 30(2), 148-170
    Fraivillig, J.L (August, 1998). Listen while they work: What’s the best way to learn what your students can do? Ask them for help solving real-life problems. Creative Classroom, 62-64
    Fraivillig, J.L. (May/June, 1998). Algebra? It’s a picnic! Creative Classroom 24-25
    Fuson, K.C., Diamond, A. and Fraivillig, J.L. (Manuscript under revision). Implementation of reform norms in Everyday Mathematics classrooms.
     
  • Conference Papers
    Fraivillig, J.L., Fuson, K.C. and P.W. Thompson. (1993). Microworld support of children’s understanding of multi-digit addition. In P. Brna, S. Ohlsson, and H. Pain (Eds.), Proceedings of the World Conference on Artificial Intelligence in Education (pp.161-168). Charlottesville, VA: International Association for the Advancement of Computing in Education.
     
  • Dissertation
    Case studies and instructional frameworks of expert reform mathematics teaching. Dissertation Abstracts International, 57 (06), 2400A. (University Microfilms No. 9632689.(1996).

Selected Presentations

  • Invited Talks and Professional Activities
  • Invited Reviewer for California State K-2 Mathematics Standards. K-2.(fall, 2003)
  • Knowledge of Mathematics for Teaching. Institute for Advanced Studies/Park City Mathematics Institute summer session. (July, 2003), Park City, UTssessing Teacher Quality in Mathematics Education. Working group for the U.S Secretary of Education’s initiative on mathematics education for the implementation of the No Child Left Behind legislation. (May, 2003), Washington. DC
  • Member, team of outside evaluators of mathematics program, West-Windsor-Plainsboro School District, (Spring, 2002)
  • Assessment in the Mathematic Classroom, Invited talk, West Windsor-Plainsboro School District, October, 2001
  • Advancing Children’s Mathematical Thinking, Invited talk, Everyday Learning Corporation conference for Everyday Mathematics consultants (May, 1995), Evanston, IL
  • Cultivating Productive and Collaborative Discussions in Reform Mathematics Classrooms, Invited Talk, TERC meeting, May 1995

Conference Presentations

  • Supporting Inquiry-based Teaching and Learning and Learning Through Virtual Learning Communities. (2004, February). American Association of Colleges for Teacher Education. Chicago, IL.
  • High-Tech Support for Preservice and Inservice K-8 Teachers of Mathematics. (2004, January). AMTE (Association of Mathematics Teacher Educators) 8th Annual Conference. San Diego, CA. 2004.
  • Creating Virtual Learning Communities: Novice-to-Expert Inquiry -Based Teaching. (2003, March) National Association for Research in Science Teaching, Philadelphia, PA.
  • Preservice Teachers’ Perceptions of the Connections between Education Course Content and Field-Site Experiences.(1999, February) Eastern Educational Research Association, Hilton Head, SC.
  • Images and Pedagogical Implications of Expert Teaching: interpretation of the Everyday Mathematics Curriculum. (1996, April) Presented at the annual American Educational Research Association meeting. New York, NY.
  • Advancing Children’s Mathematical Thinking: A Case Study of an Expert Teacher. (1995, April) Presented at the annual American Educational Research Association meeting. San Francisco, CA.
  • Microworld Support of Children’s Understanding of Multi-digit Addition. (1993, August). Presented at the World Conference on Artificial Intelligence in Education. Edinburgh, Scotland.
  • Critical Thinking Strategies for Science Teachers. (1986, November) Presented at the annual Pennsylvania Science Teachers’ Association meeting. Pittsburgh, P.A.

Community Education and Inservice Programs

  • Mathematics Education for Early Childhood, Professional Inservice Workshop, U.N.O.W Nursery School, Princeton University. (March, 2002)
  • K-5 Mathematics Curriculum and Assessment Workshop, Professional Inservice Workshop, West-Windsor Plainsboro School District (July, 2001)
  • Supporting Children’s Mathematical thinking in the Classroom, Professional Inservice Workshop, Lawrenceville Presbyterian Cooperative Nursery School, Princeton, NJ, (January, 2001)
  • Seeing Mathematics in your Child’s Play, Parents Education Workshop, Lawrenceville Presbyterian Cooperative Nursery School, Lawrenceville, NJ,( February 2001)
  • Integrating Mathematics into the Preschool Curriculum, Professional Inservice Workshop, The Jewish Center Nursery School, Princeton, NJ, (March 2000)
  • Promoting Mathematical Thinking through Your Child’s Play, Parent Education Workshop, Community nursery School, Metuchen, NJ, (March 1999)
  • Using Math Manipulative to Promote Problem Solving in Young Learners, Professional Inservice Program, Joseph Stokes Memorial School, Trenton, NJ, (March 1998)
  • Reform Mathematics Teaching and Learning in the Elementary School, Higher Order Thinking Skills (HOTS) program, Rider University, Lawrenceville, NJ, June, 1997

Current Agenda

  • I am currently engaged in applying my frameworks of expert teaching (Fraivillig, 1996) and in discourse analysis of teacher discourse in online environment.

Academic Honors and Awards

  • Faculty Development Summer Fellowship ($6,126) for Analysis of Teacher Discourse in Online Environments, 2004.
  • Mathematics Teaching Professional Institute planning grant ($21,500) from the Martinson Family Foundation, 2003.
  • New Jersey Commission of Higher Education grant ($1,619,388) for SELECT-VLC: high tech Support for Continuum of Professional Development for Teachers of Science and Mathematics, 2001.
  • Summer Innovative Instruction Grant ($5000) to design inquiry-based laboratory mathematical methods course, 2001.

Awards

  • Recipient of the Northwestern University Phi Delta Kappa Outstanding Dissertation Award, 1997.

Courses Taught

  • ELD-375 Teaching Math Nursery- Grade 8
  • GLTP-510 Curriculum/Teaching in the Elementary School: Mathematics
  • EDU-465 Student Teaching and Seminar