D'Anna Pynes
D’Anna Pynes, Ph.D. is an assistant professor of mathematics education in the Center for STEM Education and a faculty member and fellow of the Institute for Educational Initiatives at the University of Notre Dame.
Pynes’ research focuses on teacher professional development in mathematics and in particular teacher noticing of children’s mathematical thinking and learning opportunities in teacher collaboration. She is especially interested in how teachers understand and implement their learning from professional development experiences.
Pynes earned her Ph.D. in STEM education from the University of Texas at Austin with a focus on elementary mathematics. In previous roles, Pynes has taught in elementary classrooms and served as a district and regional professional development and curriculum specialist in central Texas.
- Ph.D. in STEM Education, University of Texas at Austin
- Jacobs, V. R., Empson, S. B., Jessup, N., Dunning, A., Pynes, D., Krause, G., Franke, T. M. (2022). Profiles of teachers’ expertise in professional noticing of children’s mathematical thinking. Journal of Mathematics Teacher Education. Advance online publication. https://doi.org/10.1007/s10857-022-09558-z
- Jacobs, V. R., Empson, S. B., Case, J. M, Dunning, A., Jessup, N., Krause, G., Pynes, D. (2022). A new twist on fraction equations. Mathematics Teacher: Learning and Teaching PK-12, 115(12), 859-866. https://doi.org/10.5951/MTLT.2022.0105
- Shaughnessy, M., Garcia, N., & Pynes, D. (2021). Recording Student Thinking in a Mathematics Discussion. Mathematics Teacher: Learning and Teaching PK-12, 114(12), 926-232. https://doi.org/10.5951/MTLT.2021.0117
- Empson, S. B., Jacobs, V. R., Jessup, N., Hewitt, A., Pynes, D., Krause, G. (2020). Unit fractions as superheroes for fraction instruction. Mathematics Teacher: Learning and Teaching PK-12, 113(4), 278-286. https://doi.org/10.5951/MTLT.2018.0024
- Boerst, T. A., Shaughnessy, M., DeFino, R., Blunk, M., Farmer, S.O., Pfaff, E., Pynes, D. (2019). Preparing Teachers to Formatively Assess: Connecting the Initial Capabilities of Preservice Teachers with Visions of Teaching Practice. C. Martin, D. Polly, & R. Lambert (Eds.), Handbook of Research on Formative Assessment in Pre-K through Elementary Classrooms.
- Jacobs, V. R., Empson, S. B., Pynes, D., Hewitt, A., Jessup, N., & Krause, G., (2019). Responsive teaching in elementary mathematics (RTEM) project. P. Sztajn & P. H. Wilson (Eds.), Designing Professional Development for Mathematics Learning Trajectories.
