Regina Panasuk

Regina M. Panasuk, Graduate School of Education

Regina M. Panasuk, Graduate School of Education

Professor of Math Education, University Prof. 2011, ATMIM Hall of Fame 2013
Phone:
978-934-4616
Fax:
978-934-3005
Office:
O'Leary Library 526

Expertise

Mathematics & Mathematics Education

Research Interest

Philosophy of mathematics and mathematics education, cognitive processes related to developing conceptual understanding in mathematics, representations in mathematics and mathematics education, methods of teaching mathematics and teacher professional development.

Educational Background

Ph.D., Mathematics Education

M.Sc., Mathematics and Mathematics Education

B.S., Electrical Engineering

Biosketch

Director: Annual Symposium on Educational Research and Practice, since 1996

http://gse.uml.edu/colloquium

Honors and Awards

  • 2013, Hall of Fame, Massachusetts Mathematics Teacher Association
  • 2011, University Professor
  • 2008 UMass President's Public Service Award for outstanding service to the University and the Commonwealth of Massachusetts.  http://www.umasspresidentsreport.com/2008f_service_to_the_commonwealth.html 
  • Faculty Teaching Award, presented by the Graduate School of Education faculty in recognition of outstanding teaching (1998, 2004). 
  • Circles of Distinction. Outstanding Faculty Member nomination (2001) 
  • Dean’ and Chair’s Merit Award for Professional Development
  • Exemplary Teaching Award, presented by the Graduate Student Organization of the Graduate School of Education in recognition of outstanding teaching in both the Master's and Doctoral programs (1998). 
  • Special Merit Award by the Board of Editors of the International Journal EDUCATION, Project Innovation Association for the monograph "Need for Lesson Analysis in Effective Lesson Planning" (1998).
  • Award Title of "Distinguished Teacher" of Russian Federation, Ministry of Education, Russia. Highest National Teaching Award including title and monetary support. 
  • Honorable Rank of "Expert in Education Methods" by the Ministry of Education, Russia. A Competitive Merit Award for Career Work in Development and Research in Education.
  • The First Rank Diploma and Prize for the research presented at the 8th National Educational Meeting. Tashkent, Kazakhstan, USSR. 
  • Medal of Excellence in People’s Education, Ministry of Education, Russia. A Competitive Award for Work in the Professional Development Institute. 
  • Award from the USSR Ministry of Education. A Competitive Certificate awarded for Excellence in Teaching. 

Grants awarded (selected):

Principal Investigator and Director:

  • Three Year Program: Enhancing Math Collaboration (EMC3): School-University Initiative for Professional Development, sponsored by the sate BHE  $295,000 
  • Improving Middle School Students’ Mathematics Achievement through Planning Effective Teaching (PET), sponsored by the state Board of Higher Education. $50,000  
  • Three Year Program: Middle School Mathematics Initiative (MSMI): Training Massachusetts Mathematics Specialists. Sponsored by PALMS and MDOE. $167,000 
  • Five Year Program: Collaborative Investigations: Improving Elementary and Middle School Students’ Mathematics Performance. Title II Eisenhower Professional 
  • Development Program. Eisenhower Professional Development Program and Goals 2000. Massachusetts DOE. $205,000 
  • Three Year Program: Powerful Connections: A Professional Development Collaborative for Lowell School Mathematics Teachers. Eisenhower Professional
  • Development Program and Goals 2000. MDOE.   $89,000

*This project was awarded by the National Staff Development Council.          

Co-Principal Investigator

Exchanging Careers-Enhancing Learning (EXCEL), sponsored by the NSF, Noyce Foundation. $398,000

Co-Director

Developing High School Student Number Sense.  Submitted with the Lowell Public Schools, Lowell High School and Lowell Title I program to the Massachusetts Department of Education.  Total $90,000

Editorial and Scholarly Work

Publications (Peer Review)  

  • 2012 Panasuk, R., & L. Bolinger-Horton. Integrating history of mathematics into curriculum: What are the chances and constraints. International Electronic Journal on Mathematics Education.
  • 2012 Panasuk, R., & L. Bolinger-Horton. Integrating History of Mathematics into High School Curriculum: To Be or Not To Be? delta-K Mathematics Journal, Canada, 49(1).
  • Bolinger-Horton, L. & Panasuk, R. 2011. Raising awareness of the history of mathematics in the high school curriculum. International Journal of Humanities and Social Sciences (IJHSS), 1(14). 
  • Panasuk, R. & Beyranevand. M. 2011.  Middle school algebra students’ preferred representations when solving problems. The Mathematics Educator, International Journal, 13(1).
  • Panasuk, R. 2011.Taxonomy for assessing conceptual understanding in algebra Using multiple representations, College Student Journal, 47(2).
  • Panasuk, R. & Beyranevand, M. (2010, Oct.). Algebra students' ability to recognize multiple representations and achievement.  International Journal for Mathematics Teaching and Learning. http://www.cimt.plymouth.ac.uk/journal/panasuk.pdf
  • Panasuk, R. 2010. Three-phase ranking framework for assessing conceptual understanding in algebra using multiple representations. EDUCATION, International Journal, 131 (4).
  • Panasuk, R. 2009. Mathematical Misconceptions: Diagnosis and Treatment. delta-K Mathematics Journal. Canada, 46(2), 8-13.
  • Panasuk, R. 2006. Order of Operations: Connecting to real life and algebra. Illinois Mathematics Teacher (CIMT), 57(1), 32-38.
  • Panasuk, R. & Todd, J. 2005. Effectiveness of Lesson Planning: Factor Analysis. Journal of Instructional Psychology, 32(3), 215-233.
  • Panasuk. R. & Ginsberg, E. 2005. Student Use of a Solution Manual: Beneficial or Detrimental. Electronic Journal of Research in Science Education.
  • Panasuk. R. 2004.Concept and task analysis: Another look at planning instruction.  delta-K Mathematics Journal, Canada.43(1), 27-37,
  • Panasuk. R. 2004. Developing mental mathematics habits of mind. Connector: California Journal of Mathematics (CCMT), 29(3).
  • Panasuk, R. 2002. Connected Mental Mathematics: Systematic Planning. Illinois Mathematics Teacher Journal. Illinois Council of Teachers of Mathematics. Southern Illinois University Edwardsville, 53 (4), 3-9.
  • Panasuk, R. & Cutler, J. 2002. Mental Mathematics Activities that Promote Student Number Sense. Mathematical Connector. California Mathematics Teacher Journal. California Council of Teachers of Mathematics. 27(2) & 27(3), 38-42.
  • Panasuk, R., Stone, W. & Todd, J. 2002. Creating Conditions for Meaningful Mathematics Teaching. EDUCATION, 122(4), 808-826.
  • Panasuk, R. & Stone, W. 2002. Planning is a Basic Requirement for Successful Teaching. delta-K Mathematics Journal. Mathematics Council of the Alberta Teachers’ Association, Canada, 40(1), 10-17.
  • Panasuk, R. & Cutler, J. 2001Promoting Number Sense. Mathematics Educational Leadership Journal (NCSM), 42(2), 1-10.
  • Panasuk, R. & Greenleaf, Y. 2001. Using ROOTine Problem for Group Work in School Geometry. delta-K Mathematics Journal, 38(1), 23-27.  Canada. Reprinted with permission from the National Council of Teachers of Mathematics (NCTM).
  • Panasuk, R. 1999. Problem Solving: Developing Broad-Based Mathematical Power. Mathematics Magazine. PCTM (Pennsylvania Council of Teachers of Mathematics), 22-26.
  • Panasuk. M. R. &. Sullivan, M. M. 1999Mathematical Connections. Illinois Mathematics Teacher Journal, 50 (2), 9-14.
  • Sullivan, M. M. & Panasuk. M. R. 1999. From Puzzle to Proof. Mathematical Connector, 47 (3), 5-9. California Council of Teachers of Mathematics.
  • Panasuk, R. & LeBaron, J. 1999. Student Feedback: A Tool for Improving Instruction. EDUCATION, 120 (2), 356-368.
  • Spadano, J. & Panasuk, R. 1999. Advancing Problem Solving Behavior. Mathematics Education Leadership. National Council of Supervisors of Mathematics (NCSM), 1-21.
  • Panasuk, R. & Sullivan, M. 1998.Need for Lesson Analysis in Effective Lesson Planning. EDUCATION, International Journal. 118(3), 330-345. Special Merit Award by the Board of Editors.
  • Panasuk, R. & Sullivan, M. 1998. Powerful Connections. Teaching Mathematics in the Middle School. 5(1), 46-52.National Council of Teachers of Mathematics (NCTM).
  • Panasuk, R., Sullivan, M. & Cutler, J. 1998. Preservice Program: Professional Reformation. The Professional Educator, XX(2), pp. 21-30.
  • Ginsberg, E. & Panasuk, R. 199. 8Follow-up of the Survey of Physics Students’ Attitudes on Access to Problem Solutions. Electronic Journal of Science Education, 2(4), pp. 1-9. hh://unr.edu/homepage/jcannon/ejse/ejsev2n2.html
  • Ginsberg, E. & Panasuk, R. 1998. Survey of Physics Students’ Attitudes on Access to Problem Solutions. Electronic Journal of Science Education, 2(3), pp. 1-8.hh://unr.edu/homepage/jcannon/ejse/ejsev2n2.html
  • Panasuk, R., Cutler, J. & Sullivan, M. 1998. Enhancing the Field Experience Component in a Mathematics Teacher Preparation Program. Mathematics Education Leadership, 1(4), pp. 16-23. National Council of Supervisors of Mathematics (NCSM).
  • Panasuk, R. & Greenleaf, Y. 1998. Using ROOTine Problem for Group Work in School Geometry. The Mathematics Teacher, 91(9), pp. 794-799. (NCTM).
  • Panasuk, R. & Spadano, J. 1998. When Homework Is a Means to Advance Secondary Mathematics Students' Understanding and Responsibility. New England Mathematics Journal, XXXI(1), pp. 35-41. 
  • Pierson, D. & Panasuk, R. 1998. A Model of a Preservice Teacher  Preparation Program. EDUCATION, International Journal, 118, pp. 327-330. 
  • Ginsberg, E., Panasuk, R. & George, S. 1997. Survey of Physics Instructor Attitudes on Students’ Access to   Problem Solutions. Electronic Journal of Science Education, 2(2), December, pp. 1-16.
  • Panasuk, R. 1997. Problems and Solutions. The College Mathematical  Journal, 28(1), p.72. Mathematical Association of America (MAA).
  • Sullivan, M. & Panasuk, R. 1997. Fibonacci Numbers and an Area Problem: Connecting Geometry and Algebra in the Mathematics Classroom. School Science and Mathematics, 97(3), pp. 132-138. School Science and Mathematics Association (SSMA).
  • Panasuk, R. & Sullivan, M. 1997. Exploring a Fibonacci Puzzle. New England Mathematics Journal, XXX(2), pp. 18-26. Association of Teachers of Mathematics in New England (ATMNE).
  • Panasuk, R. & Rasmussen, S. 1996. Assessment to Enhance Teaching and Learning Effectiveness. New    England Mathematical Journal, XXIX (1), pp. 20-29. Association of Teachers of Mathematics in New England (ATMNE).
  • Rasmussen, S. & Panasuk, R. 1995. Reasoning About a Pie Chart. Mathematics Curriculum Content. Massachusetts Department of Education, pp. 72-73. 

Other Referred Publications:

  • Panasuk, R. 1989. Cooperative Group Work in Mathematics Classroom. 1989
  • Panasuk, R., Simonova, T. & Chistyakova, T. 1989. Social-Pedagogical Issues of Professional Development of Novice Teachers
  • Panasuk, R. 1987. Observation and Analysis of Lesson
  • Panasuk, R. 1987. Teaching Gifted High School Students
  • Panasuk, R. 1986. Organization of a Summer School for Gifted High School  Students
  • Panasuk, R. 1985. Instructional Psychology: Seminars on  Student Self-Education 
  • Panasuk, R. 1984. The Use of Derivative for Solving Physics Problems
  • Panasuk, R. 1983. Designing Mathematical Problems by Students to Facilitate Student Creativity
  • Panasuk, R. 1983. The Concept of Derivative in Physics Science
  • Panasuk, R. 1982. Pedagogical Analysis of Students' Self-Education and Self- Development    

Research:

Research instruments 

  1. Diagnostic Test: DIAGNOSTIC TESTS FOR MEASURING ELEMENTARY AND MIDDLE SCHOOL STUDENTS’ NUMBER SENSE AND CRITICAL THINKING SKILLS
    Copyright: First Edition, 2002, Second Edition, 2004, Third Edition, 2006
  2. Lesson Plan Evaluation Rubric (LPER), Copyright, 2005.
  3. Survey:  Investigating Mathematics Students’ Use of Multiple Representation. 2010
  4. Survey: Investigating Mathematics Students’ Misconceptions,  2011
  5. Survey: Investigating Teachers' Perceptions of Students' Misconception in Mathematics, 2012
  6. Three Phase Ranking Framework for Assesing Conceptual Understanding in Algebra, 2010
  7. Taxonomy of Conceptual Understanding in Algebra,2011

Research in Progress

  • Misconceptions in mathematics and their fundamental role in the process of mathematics development, and teaching and learning mathematics.
  • Absolutist-Fallibilist philosophies about the nature of mathematics, and History of Mathematics as a means of raising awareness about alternative perspectives in mathematics education. 
  • Visual Reasoning and Visual Methods: Do They Really Help to Reduce the Level of Abstraction in Learning Algebra?
  • Investigating Mathematics Students’ Thinking and Use of Multiple Representations When Learning Algebra 
  • Analysis of the Early Algebra Students' Abilities to Generalize and Cope with the Algebraic Abstractions
  • Investigating  Early Algebra Students’ Reasoning and Use of Multiple Representations

Completed Research

(published)

  • Conceptual Understanding in Early Algebra, empirical study resulted in the Taxonomy of Conceptual Understanding; Multiple representations in Algebra.
  • Four Stages of Lesson Planning (FSLP) strategy/ the empirical results that provide the insight into the elements of lesson planning. Development of the conceptual framework that guided the development of the Lesson Plan Evaluation Rubric (LPER) instrument. Validation of the research instruments: Lesson Plan Evaluation Rubrics (LPER) and Lesson Observation Guide (LOG).
  • Analysis of the Development of Elementary and Middle School Students’ Number Sense Through Systematic Mental Mathematics Activities.
  • Improving Teacher Quality (ITQ):  Mathematics Teacher Preparation.
  • Analysis of the data (in collaboration with Joyce Cutler, Ed.D., Framingham State College) collected from the Planning Effective Teaching (PET) project sponsored by the Massachusetts Board of Higher Education.
  • Validation of the Diagnostic Tests (Panasuk & Cutler, 1999) for Assessing 1-8 Students’ Number Sense and Critical Thinking
  • Analysis of the Middle School Teachers’ Implementation of the FOUR STAGES OF LESSON PLANNING strategy (Panasuk, 1999). 
  • Analysis of the Influence of Quality Written Lesson Plan on Middle School Mathematics Teacher Instruction and Students' Response to the Instruction.
  • Analysis of the Development of Elementary and Middle School Students’ Number Sense Through Systematic Mental Mathematics Activities.
  • Relationship Between Teacher Planning and the Teacher's Subsequent Actions in the Classroom. Sponsored by the BHE.
  • Analysis of Physics Instructors and Students Attitudes on Student’s Access to Problem Solutions. Longitudinal study (in collaboration with Edward Ginsberg, Ph.D., UMass Boston). 
  • Student Feedback: A Tool for Improving Instruction. Longitudinal study (in collaboration with John LeBaron, Ph.D., UMass Lowell).
  • Influence of Middle School Mathematics Teacher Professional Development on Student Attitude Toward Mathematics and Performance. Sponsored by the MDOE.
  • The Nature and Extent of Changes in the Beliefs and Knowledge about Mathematics, Mathematics Learning and Teaching among Preservice Teachers: Inclusion of Lesson Observation and Analysis in Preservice Teacher Preparation. 
  • Assessing Mathematics Performance in Impoverished Multicultural Inner City Elementary Middle School. 
  • Development of Students' Reasoning and Analytical Skills During Cooperative Work in Mathematics Lessons. 
  • The Analysis of a Collaborative Dialogue Within Small Group Interaction. 
  • Analysis of Strategies for Problem Solving and Searching Knowledge Structures. Mathematics Curriculum Design: A van Hiele's Perspectives on Geometric Thinking.