Kathleen Pitvorec received a B.A. in Anthropology in 1987 and an M.S.T. in 2001 from the University of Chicago and a Ph.D. in Learning Sciences (Math Ed focus) in 2016. Dr. Pitvorec began her career in education with eight years as an elementary school teacher in both public and private schools. She left the classroom to become part of the author team of Everyday Mathematics, joining the team in late 1995 as a Teacher-in- Residence, and becoming one of the authors for second and third editions. From 2000 to 2004, Dr. Pitvorec served as the Associate Director of the Implementation Center at the University of Chicago School Mathematics Project (UCSMP) where she developed and implemented workshops for inservice teachers, teacher-leaders, and administrators at local and national levels. From 2005 to the present, Ms. Pitvorec has worked on three research projects at the University of Illinois at Chicago—investigating teachers’ implementations of mathematics lessons; researching assessment tools; and most recently, as a member of the Center for the Mathematics Education of Latinas/os investigating how curricular materials can support English Language learners. She taught preservice and inservice mathematics courses at University of Illinois at Chicago and is currently involved with several grant projects at University of Chicago, DePaul, and University of Illinois at Chicago.
University of Illinois at Chicago - Learning Sciences—Mathematics Education Focus - Ph.D., 2016
University of Chicago - Elementary Education - M.S.T., 2001
University of Chicago - Anthropology - B.A., 1987
Inservice and preservice mathematics teacher preparation for the elementary and middle school; Curriculum development (mathematics); Classroom discourse; Teacher learning
Brown, S. A., Pitvorec, K., Ditto, C., & Kelso, C. R. (2009). Reconceiving the intended curriculum: An investigation of elementary whole number lessons. Journal for Research in Mathematics Education, 40(4), 363–395.
Pitvorec, K., Willey, C., & Khisty, L. L. (2010). Toward a framework of principles for ensuring effective mathematics instruction for bilingual learners through curricula. In W. Secada, M. Graven, P. Valero, & B. Atweh (Eds.), Mapping Equity and Quality in Mathematics Education. (pp. 407–422). Springer: Netherlands.
2010 Nominated for Dean’s Scholarship Award
1994 Golden Apple Award Finalist
1994 Heinemann Family Grant to support classroom Lego-Logo project
1992 Heinemann Family Grant for cross-curricular project comparing the economic
systems of socialism and capitalism
National Council of Teachers of Mathematics
National Council of Supervisors of Mathematics
TODOS: Mathematics for All
Association of Mathematics Teacher Educators
European Association for Research on Learning and Instruction
To design and implement courses for and to do research about pre-service preparation and in-service professional development for elementary and middle school mathematics teachers. In addition, I am interested in designing elementary school mathematics curriculum materials and investigating teachers’ and students’ use of such materials.
Travel, scuba diving, skiing, biking.
The emphasis on exploring the roles of communication, community, and technology in learning drew me to this program.