Roser Gine

Associate Professor

617.349.8936
faculty roser gine

Roser’s current research focuses on understanding how students make sense of mathematics in the context of the classroom, with a focus on classroom discourse developed through the interaction of students, teacher, and curriculum artifacts. She brings academic expertise in the following areas: methods of teaching mathematics at the secondary school level; mathematics professional development for teachers; discourse analysis for understanding meaning making in mathematics; socio-cultural theories and their appropriation in the learning of mathematics.

Courses taught at Lesley include Calculus I and II; Discrete Mathematics; Inferential Statistics; Patterns and Functions; Teaching Middle and Secondary Mathematics: Exploring Connections; Teaching Mathematics for Elementary School Teachers; Geometry Measurement and Data; Curriculum, Instruction and Assessment in Mathematics; Teaching Mathematics in a Student-Centered Secondary Classroom; Constructing Mathematical Understanding for Number Theory.

Roser holds a BA from Dartmouth College, an M.Ed. from Harvard Graduate School of Education, and an Ed.D. from the University of Massachusetts, Boston.

 

Publications

  • Giné, R. & Clark, S. (2017). Critical literacy of graphs: A mathematical and Freirean exploration of An Abundance of Katherines.  In P. Greathouse, B. Eisenbach, & J. Kaywell (Eds.), Adolescent Literature as a Complement to the Content Areas. Washington, DC: Rowman and Littlefield.
  • Giné, R. (2013). Actualizing an ethic of care in the (mathematics) classroom. In R. Lake, & T. Kress (Eds.), We saved the best for you: Letters of hope, imagination, and wisdom. Rotterdam: Sense Publishers.
  • Giné, R. (2011). The interplay of identity, context, and purpose in a study of mathematics teaching and learning. In T. Kress (Ed.), Critical Praxis Research (CPR): Breathing new life into research methods for teachers. London, New York: Springer.
  • Giné, R., & Kruse, D. (2007). What if less is just less? The Role of depth over breadth in the secondary mathematics curriculum. Horace, 23(2), 5-15.
  • Giné, R. (2004). What is essential in a high school mathematics curriculum framework? One school’s response to the challenge of designing and supporting a meaningful mathematics curriculum. Horace, 20(2), 6-11.
  • Giné, R. (2010). Linear Programming: Optimizing media reach [Integrated Mathematics Unit]. Digital Media Arts: Introduction to media arts and digital design. Newton: Education Development Center.
  • Giné, R. (2010). Transforming Figures: The mathematics of animation [Integrated Mathematics Unit]. Digital Media Arts: Introduction to media arts and digital design. Newton: Education Development Center.
  • Giné, R. & Kelemanik, G. (2010). Developing algebraic thinking (DAT). [Course Materials for use by certified DAT course instructors, Massachusetts Department of Elementary and Secondary Education]. Newton: Education Development Center.

Scholarly Activity

  • SIGMAA on RUME (Special Interest Group of the Mathematics Association of America on Research in Undergraduate Mathematics Education), “Understanding student thinking about volume”, Spring 2019
  • Community of Scholars 2018, Lesley University: “Another kind of visual literacy: Infusing critical literacy of mathematics text into a Lesley diversity course”; Spring 2018.
  • SIGMAA on RUME (Special Interest Group of the Mathematics Association of America on Research in Undergraduate Mathematics Education),  “Investigating prospective teachers’ meanings of covariation before and after Calculus coursework”, Spring 2017
  • International Visual Literacy Association, 49th Conference: “Visual literacy experiences that enhance understanding of concepts in mathematics”; co-presenter with James O’Keefe. Results presented from participation in the Visual Literacy inFUSION project at Lesley University, Fall 2017
  • Community of Scholars 2017, Lesley University: “What does structural thinking in mathematics look like?”; Spring 2017
  • Mentoring and Partnerships for Women in RUME, (Research in Undergraduate Mathematics Education)
  • MPRMent Group Leader: organize research group with six women from national universities as we review one another’s research projects and provide each other feedback; monthly research meetings over Skype
  • MPWR seminar (Mentoring and Partnerships for Women in RUME, Research in Undergraduate Mathematics Education), February, 2017
  • Lesley University 4th Annual Summer Mathematics Institute: “Eliciting mathematical structure through high school level tasks”, Summer 2016
  • Lesley University Center for Mathematics Achievement Workshop Series 2015-16: “What is Mathematical Structure and what does attention to structure afford problem solvers in the 7-12 classroom?”, May 2016
  • Reviewer, NCTM journal: Mathematics Teacher, 2013-present
    • Book review: Eugenie Cheng’s Beyond Infinity: An expedition to the outer limits of mathematics, 2017, Basic Books (published in Mathematics Teacher, September, 2017)
    • Book review: Hattie et at, Visible learning in mathematics: What works best to optimize student learning, Grades k-12 (to be published in Mathematics Teacher, 2018).
    • Book review: Kanold et al, Mathematics homework and grading in a PLC at work (to be published in all three mathematics teaching journals, NCTM, 2018).
  • Lesley University 3rd Annual Summer Mathematics Institute presentation: “Planning and enacting project-based learning in the high school math classroom”, Summer 2015
  • NCTM National Research Conference: “Using discourse analysis to uncover student development of mathematical practices”, Spring 2015
  • NCTM National Research Conference: “Developing Common Core Mathematical Practice #7 in an algebra classroom”, Spring 2014
  • NCTM Regional conference, Baltimore: “Uncovering learning possibilities for ELLs in our mathematics classrooms”, Fall 2013
  • UMass Lowell Faculty Symposium on Teaching and Learning: “Preparing secondary mathematics lessons with the Understanding by Design model”, Fall 2013
  • New England Educational Research Organization, “Digital video use and analysis for educational research”, (NEERO), Spring 2011.
  • Coalition of Essential Schools Fall Forum, “Creating a thrilling roller coaster ride and other mathematical adventures: The Design and implementation of a calculus program in an urban coalition school”, Fall 2006.
  • Coalition of Essential Schools Fall Forum, “What if less is just less? Facing the challenges of depth over breadth in the secondary mathematics curriculum”, Fall 2006.
  • Coalition of Essential Schools Fall Forum: “How do we create classroom instruction that challenges and supports diverse learners in the context of a rigorous educational program?”, Fall 2006.
  • Coalition of Essential Schools Fall Forum, “Designing authentic interdisciplinary curriculum: Facing the challenges and reaping the rewards”, Fall 2004.
  • Coalition of Essential Schools Fall Forum, “What is essential in a high school mathematics curriculum framework? One school’s response to the challenge of designing and supporting a meaningful mathematics curriculum”, Fall 2004.