Mary Kay Stein is an American mathematics educator who works as a professor of learning sciences and policy and as the associate director and former director of the Learning Research and Development Center at the University of Pittsburgh.[1]

Education and career

Stein graduated from Pennsylvania State University in 1975, with a bachelor's degree in rehabilitation education. She stayed at Penn State for another year to earn a master's degree in counseling, and then became a staff member in the university administration. In 1980 she began her doctoral studies at the University of Pittsburgh, and she completed a Ph.D. in educational psychology there in 1986.[1]

She worked as a researcher in the Learning Research and Development Center at the University of Pittsburgh from 1986 to 2010, and became a faculty member in the university's Department of Administrative and Policy Studies in 1995, and was promoted to professor of learning sciences and policy in 2005.[1]

Books

Stein is the co-author of:

  • Improving Instruction in Algebra: Using Cases to Transform Mathematics Teaching and Learning (with Margaret Schwan Smith and Edward A. Silver, Teachers College Press, 2005)[2]
  • Improving Instruction in Geometry and Measurement: Using Cases to Transform Mathematics Teaching and Learning (with Margaret Schwan Smith and Edward A. Silver, Teachers College Press, 2005)[2]
  • Improving Instruction in Rational Numbers and Proportionality: Using Cases to Transform Mathematics Teaching and Learning (with Margaret Schwan Smith and Edward A. Silver, Teachers College Press, 2005)[2]
  • Reform as Learning: School Reform, Organizational Culture, and Community Politics in San Diego (with Lea Hubbard and Hugh Mehan, Routledge, 2006)[3]
  • Implementing Standards-Based Mathematics Instruction: A Casebook for Professional Development (with Margaret Schwan Smith, Marjorie Henningsen, and Edward A. Silver, Teachers College Press and National Council of Teachers of Mathematics, 2000; 2nd ed., 2009)[4]
  • 5 Practices for Orchestrating Productive Mathematics Discussions (with Margaret Schwan Smith, National Council of Teachers of Mathematics, 2011)[5]
  • 5 Practices for Orchestrating Productive Task-based Discussions in Science (with Jennifer L. Cartier, Margaret Schwan Smith, and Danielle K. Ross, National Council of Teachers of Mathematics, 2013)[6]

Recognition

In 2014, Stein was recognized as a Fellow by the American Educational Research Association.[7]

References

  1. 1 2 3 Mary Kay Stein, University of Pittsburgh, retrieved 2019-08-31. See also the linked curriculum vitae for additional details.
  2. 1 2 3 Eith, Susan (February 2006), "Review of the Using Cases to Transform Mathematics Teaching and Learning series", Mathematics Teaching in the Middle School, 11 (6): 304, JSTOR 41182311
  3. ↑ Schneider, Barbara (May 2008), "Review of Reform as Learning", American Journal of Sociology, 113 (6): 1745–1747, doi:10.1086/590983, JSTOR 10.1086/590983
  4. ↑ Reviews of Implementing Standards-Based Mathematics Instruction:
    • Roberts, Shirley (November 2000), Teaching Children Mathematics, 7 (3): 186, JSTOR 41197549{{citation}}: CS1 maint: untitled periodical (link)
    • Osburn, L. Lee (December 2000), The Mathematics Teacher, 93 (9): 795, JSTOR 27971587{{citation}}: CS1 maint: untitled periodical (link)
    • Hauben, Penny (January 2001), Mathematics Teaching in the Middle School, 6 (5): 328, JSTOR 41180960{{citation}}: CS1 maint: untitled periodical (link)
    • Kise, Jane (April 2010), Mathematics Teaching in the Middle School, 15 (8): 493, JSTOR 41183526{{citation}}: CS1 maint: untitled periodical (link)
  5. ↑ Reviews of 5 Practices for Orchestrating Productive Mathematics Discussions:
  6. ↑ Review of 5 Practices for Orchestrating Productive Task-based Discussions in Science: "Back-to-School Resources", Teaching Children Mathematics, 21 (1): 60–63, August 2014, doi:10.5951/teacchilmath.21.1.0060, JSTOR 10.5951/teacchilmath.21.1.0060
  7. ↑ Mary Kay Stein named an American Educational Research Association Fellow, University of Pittsburgh School of Education, February 28, 2014
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