Roser Gine

Associate Professor

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.

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.



  • Giné, R. (2012). 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.


  • 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.