Assistant Professor, Center for STEM Education
D’Anna Pynes 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.
Dr. 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.
Dr. Pynes earned her Ph.D. in STEM Education from the University of Texas at Austin with a focus on elementary mathematics. In previous roles, Dr. 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
- Teacher Education and Teacher Professional Learning
- Core Mathematics Teaching Practices
- Mathematical Knowledge for Teaching
- Children's Mathematical Thinking
- 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.
- Content Methods for Elementary Education (EDU 60162)
- Elementary Assessment (EDU 60172)
- Clinical Seminar in Teaching (EDU 65930)
- Capstone Seminar in Teaching (EDU 65935)
- Supervised Teaching (EDU 65950)