Tetyana Berezovski, PhD

• PhD Simon Fraser University, Vancouver, BC, Canada 2007 (Mathematics Education)
• MS Simon Fraser University, Vancouver, BC, Canada 2004 (Secondary Mathematics Education)
• National Teaching Certificate, Professional Development Program: Secondary Mathematics, Simon Fraser University, Vancouver, BC, Canada
• BS, MS Ivan Franko National University in Lviv, Ukraine 1991 (Applied Mathematics)

Refereed Journal Articles:

• Cheng, D., Berezovski, T., and Talbert*, R. Dancing on Ice: Mathematics of Blade Tracings. (2019). Journal of Mathematics and the Arts. (Vol 13, Issues 1-2, p. 112-130)
• Berezovski, T., Cheng, D. (2016). Modeling Figure Skating Upright Spins: A Geometry & Trigonometry Activity. The MathMate. SCCTM. (Vol 38, Number 2, p. 9-19).
• Berezovski T., Cheng. D., Damiano, R. (2016). Spinning Arms in Motion: Exploring Mathematics within the Art of Figure Skating. In E. & B. Torrence, D. McKenna, K. Fenyvesi & R. Sarhangi (Eds.) Bridges 2016: Mathematics, Music, Art, Architecture, Education, Culture. (p. 625-628). Phoenix, AZ: Tessellations Publishing.
• Cheng, D. & Berezovski T. (2016). Exploring Geometric and Algebraic Relationships in the Pairs Figure Skating Death Spiral. NYSMTJ, New York State Mathematics Teacher Journal. (Vol. 66 Number 2, p. 61-66)
• Cheng, D., Berezovski, T. (2016). Arm Magic in Skating Spins. On Core Journal, Arizona Association of Teachers of Mathematics publication. (Spring 2016, p. 43-55).
• Appova, A. & Berezovski, T. (2016). Technology-Based Geometry Activities for Teaching Vector Operations. Mathematics Teacher. NCTM. (Vol. 109, Number 7, p. 542-545).
• Cheng, D., Berezovski, T., & Sezen-Barrie, A. (2015). Aiming a basketball for a rebound: Student solutions using dynamic geometry software. Illinois Mathematics Teacher. (Vol. 63, p. 1-6).
• Cheng, D. & Berezovski, T. (2014). The Mathematics behind the Art of the Death Spiral. In G. Greenfield, G. Hart & R. Sarhangi (Eds.) Bridges Seoul: Mathematics, Music, Art, Architecture, Education, Culture. Seoul, Korea. (p. 493-497). Phoenix, AZ: Tessellations Publishing.
• Berezovski, T. (2012). Calendar Problems. Mathematics Teacher. Reston, VA: NCTM. Vol. 106(3), pp. 200-205; Vol. 106(5), pp. 356-366.
• Berezovski, T. (2012). Geometry for Inservice Teachers – Course Focusing on Specialized Content Knowledge. Pennsylvania Association of Mathematics Teacher Educators Newsletter, (Fall 2012, pp. 4-5).
• Cheng, D. & Berezovski, T., Farrington, C. (2012). Mathematical Eyes on Figure Skating. In R. Bosch, D. McKenna, & R. Sarhangi (Eds.) Bridges Towson: Mathematics, Music, Art, Architecture, Education, Culture. Towson, Maryland. (p. 623-626). Phoenix, AZ: Tessellations Publishing.
• Berezovski, T., Gutik, O., & Pavlyk, K. (2010). Brandt Extensions and Primitive Topological Inverse Semigroups, International Journal of Mathematics and Mathematical Sciences, vol. 2010, Article ID 671401, 13 pages.

Refereed Conference Proceedings:

• Bargiband, J., Bell, S., & Berezovski, T. (2013). Guided Reflections on Mathematical Tasks: Fosterinf MKT in Gollege Geometry. In (Eds.), S. Brown, S. Larsen, K. Marrongelle, andM. Oehrtman, Proceedings of the 16th Annual Conference on Research in Undergraduate Mathematics Education. (Vol 2, p. 414-415). Denver, Colorado.
• Appova, A., & Berezovski, T. (2013). Commonly Identified Students’ Misconceptions about Vectors and Vector Operations. In (Eds.), S. Brown, S. Larsen, K. Marrongelle, and M. Oehrtman, Proceedings of the 16th Annual Conference on Research in Undergraduate Mathematics Education. (Vol 2, pp 2-8). Denver, Colorado.
• Gaspich, T. & Berezovski, T. (2011). Technologizing Mathematics Education: The Case of Multiple Representations. In (Eds.), S. Brown, S. Larsen, K. Marrongelle, and M. Oehrtman, Proceedings of the 14th Annual Conference on Research in Undergraduate Mathematics Education. (Vol. 4, pp. 76-80). Portland, Oregon.
• Berezovski, T. & Sosa, T. (2010). Using Video to Inform and Revise Pedagogical Practices of Female Mathematics Teachers. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 1035-1042). Chesapeake, VA: AACE.
• Berezovski, T. (2009). Innovative methodologies: the study of pre-service secondary mathematics teachers’ knowledge. Proceedings for the 12th Annual Conference on Research in Undergraduate Mathematics Education, Raleigh, NC.
• Berezovski, (2008). Innovative Methodology: Pre-service Secondary Mathematics Teachers’ Knowledge. In P. Liljedahl (ed.) Proceedings of Canadian Mathematics Education Study Group. (pp. 109-116). Sherbrooke, QC, Canada.
• Berezovski, T. (2007). Towards effective teaching of logarithms: the case for pre-service teachers. In T. Lamberg & L. Wiest (Eds.), Proceedings of the Twenty Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1144-1146). Stateline (Lake Tahoe), NV: University of Nevada, Reno.
• Berezovski, T. & Zazkis, R., (2006). Logarithms: Snapshots from two tasks. In Novotna, J., Moraova, H., Kratka, M., Stehlikova, N. (Eds.), Proceedings of the 30th International Conference for Psychology of Mathematics Education, (Vol. 2, pp. 145-152). Prague, CZ.
• Berezovski, T. (2006). Manifold nature of logarithms: numbers, operations and functions. In Alatorre, S., Cortina, J.L., Sáiz, M., and Méndez, A.(Eds). Proceedings of the 28th International Conference for Psychology of Mathematics Education - North American Chapter. (Vol.2, pp. 62-64). Merida, Mexico.

Books:

• Berezovski, T. (2008). An Inquiry into High School Students' Understanding of Logarithms. VDM Verlag Dr. Mueller e.K., Germany. ISBN-10: 3639052412.

Invited & Refereed Conference Presentations:

• Berezovski, T. (2017). "Mathematics with Apparatus: Explorations Into Rhythmic Gymnastics." Joint Mathematics Meetings: American Mathematical Society and Mathematical Association of America. Atlanta, VA.
• Berezovski, T. (2016). “Contextualizing CCSS-M in Geometry Course: Innovative Approach, Effectiveness of Fundamental Changes.” Joint Mathematics Meetings: American Mathematical Society and Mathematical Association of America. Seattle, WA.
• Berezovski, T. & Cheng, D. (2016). “Getting on Top of Spinning: Modeling the figure skating in upright spin.” Joint Mathematics Meetings: American Mathematical Society and Mathematical Association of America. Seattle, WA.
• Berezovski, T. & Cheng, D. (2016). "From Content to Context: Mathematics of an Upright Spin in Figure Skating." 10th Annual PAMTE Conference. Shippensburg, PA.
• Berezovski, T. (2015). "Learning and Teaching Mathematical Practices in Geometry: Concept of Area." MCTM 2015 Annual Conference, Baltimore, MD.
• Cheng, D. & Berezovski, T. (2015). "Two Skaters and Several Equations: Modeling Pairs Figure Skating." MCTM 2015 Annual Conference, Baltimore, MD.
• Berezovski, T. & Cheng, D. (2014). “Ice Math: Related Rates and Pairs Figure Skating.” Join Mathematics Meetings: American Mathematical Society and Mathematical Association of America. Baltimore, MD.
• Cheng, D. & Berezovski, T. (2013). “Pairing Mathematics and Figure Skating.” National Council of Teachers of Mathematics Annual Meeting. Denver, CO.
• Berezovski, T., & Cheng, D., (2013). "Using Figure Skating Activities to Develop Middle School Teachers’ Rational Number Sense." Abstracts of Papers Presented to the American Mathematical Society. Vol.34, Num.1, Issue 171, p. 418. AMS.
• Bargiband, J., Bell, S., & Berezovski, T., (2013). "Developing teachers’ flexibility in geometry: Addressing the CCSS Mathematics Objectives." Abstracts of Papers Presented to the American Mathematical Society. Vol.33, Num.1, Issue 167, p. 420. AMS.
• Berezovski, T., & Cheng, D. (2013). "Figure This: Mathematics and the Winter Olympics' most popular sport." NCTM Regional Conference and Exposition. Baltimore, MD.
• Berezovski, T., (2012). "Concept of Area: From Problem Solving to Proof." 61st Annual Conference of the Pennsylvania Council of Teachers of Mathematics. Harrisburg, PA.
• Berezovski, T., (2012). "Contextualizing Geometry for Teachers: Focusing on the Specialized Content Knowledge." Wright State University, Dayton, OH.
• Berezovski, T., (2012). "Developing teachers’ flexibility in geometry: Addressing the CCSS Mathematics Objectives." Abstracts of Papers Presented to the American Mathematical Society. Vol.33, Num.1, Issue 167, p. 420. AMS.
• Berezovski, T. & Gaspich, T., (2012). "Using Dynamic Geometry Software to Foster Students’ Understanding of Vectors." Abstracts of Papers Presented to the American Mathematical Society. Vol.33, Num.1, Issue 167, p. 426. AMS.
• Berezovski, T., (2012). "Solving ‘Area’ Problems in Geometry: connecting SMP with SMC." American Mathematics Teacher Educators annual meeting. Fort Worth, TX.
• Berezovski, T. (2011). "Innovative methodologies: the study of pre-service secondary mathematics teachers’ knowledge." Mathematical Science Seminar, Montclair University. Montclair, NJ.
• Berezovski, T. & Sosa, T. (2009). "Visualization of One’s Own Teaching as a Domain of Professional Growth: The Case of Pedagogical Practices of Mathematics Teachers." P-12 sTEm Research Brown Bag luch series, College of Technology, Perdue University, West Lafayette, IN.
• Milner-Bolotin, M., Antimirova, T., Andriati, R., & Berezovski, T. (2009). "Technology as a Lens for Examining Instructor’s Pedagogical Content Knowledge." Paper presented at the Physics Education Research Conference. Ann Arbor, MI. July 2009.
• Bogomolny, M. & Berezovski, T. (2007). "Reaching for Understanding with Example-Generation Tasks." Annual Conference on Research in Undergraduate Mathematics Education, San Diego, CA.
• Berezovski, T. (2006). "On transcendental numbers: teachers’ understanding and their practices." Conference of the Special Interest Group of the MAA on Research in Undergraduate Mathematics Education. Piscataway, NJ.
• Berezovski, T. (2006). "Students, Teachers, Logarithms and I." In P. Liljedahl (ed.) Canadian Mathematics Education Study Group. (p.135). Calgary, AB, Canada.

• 2021 – 2024 Preparation for Persistence: Building a Community of Practice to Research and Support Noyce Scholars in High-Needs Schools, Jacqueline DeLisi (PI), Education Development Center. It is Track 4 Noyce Research project, supported through the Robert Noyce Teacher Scholarship Program (NSF award #2050641, $1,642,585.00).
• 2018 – 2023 Philadelphia Regional Noyce Partnership – Scholarship Program, Tetyana Berezovski (PI). It is a track 1 scholarship grant supported through the Robert Noyce Teacher Scholarship Program (NSF Noyce - 1758353, $1,450,000.00, for 5 years)
• 2019 – 2020 PRNP Team member with Victory Donnay (PI), Bryn Mawr College Philadelphia Regional Pre- and In-Service Teaching Conference Series on Integrating STEM in Everyday Life (NSF DUE-1852807- $49,996.00)
• 2012 – 2016 Co-Principal Investigator with Dr. Lurie (PI), Dr. Wei (Co-PI), Dr. McCann (Co-PI), Dr. Terry (Co-PI), Dr. Forman (Co-PI)
  The Pathways to Careers in Mathematics and Computer Science (PACMACS) Bridge Expansion Program
  (NSF S-STEM - 1154161, $595,887.00 for 5 years)
• Spring 2015: Sabbatical
• 2009- 2014: Co-PI with Dr. Fillebrown (PI), Dr. Snetslaar (Co-PI), Dr. Clapper (Co-PI), Dr. McCann (Co-PI)
  • Enchancing the 5 YR Math and Science Education Programs at SJU (NSF, $748,182.00)
• 2012 – 2013: Principal Investigator
  • Philadelphia STEM Teacher Fellow Program for High School Mathematics Teachers (SJU sub-award of Mathematics and Science Partnership grant with Philadelphia School District, Pennsylvania State Department of Education, $176,825.00)
• 2011 – 2012: Principal Investigator
  • Philadelphia STEM Teacher Fellow Program for High School Mathematics Teachers (SJU sub-award of Mathematics and Science Partnership grant with Philadelphia School District, Pennsylvania State Department of Education, $137,858.00)
• 2010 – 2011: Principal Investigator
  • Philadelphia STEM Teacher Fellow Program for High School Mathematics Teachers (SJU sub-award of Mathematics and Science Partnership grant with Philadelphia School District, Pennsylvania State Department of Education, $161,085.00)
• 2010 – 2011: Co-Organizer with Dr. Rash Collaborative Mathematics Education Research Group
• St. Joseph’s University Diversity Grant ($3,750.00)
• 2009 - 2010: Principal Investigator
  • Exploring Mathematics Teacher Knowledge using the Technological Pedagogical Content Knowledge ModelSt.
• Joseph’s University Summer Research Grant ($8,000.00)
• 2008 – 2009: Co-Investigator with Dr. Cifelli (PI)
• FIE - Fund for Improvement of Education Grant (U.S. Department of Education, $85,480.00)

My research program is in the areas of: Mathematics Education (primarily Motivational Contexts for teaching Mathematics, Mathematical Knowledge for Teaching, Pedagogical Content Knowledge, and issues of Technology in mathematics teaching and learning), and Mathematics (primarily Geometry, Algebra, and History of Mathematics). The major focus of my research work is teacher development (both at the preservice and inservice levels) of Mathematical Knowledge for Teaching (MKT) (Ball, Hill & Bass, 2005). Specifically, I study the central domain of MKT – the Specialized Mathematical Knowledge (SMK). This research is supported through two programs: the Math Science Partnership (funded by the State Department of Education), and the NOYCE scholarship program (funded by National Science Foundation).

Overall, my line of research is related to advancing and improving the mathematical knowledge of teachers (as well as my own) through various professional avenues, such as professional development, coursework, collaborations, summer institutes, and teacher support initiatives. My overall goal is to understand how prospective and practicing teachers learn mathematics, and how mathematics educators can enhance teacher learning. Consequently, I am interested in how mathematics can be taught, and how to prepare prospective and practicing mathematics teachers to become highly competent and effective in their profession. I have been pursuing my research interests in several ways.

My primary interests in the field of mathematics education are driven by my personal passion for mathematics learning. For example, I completed a collaborative study in Algebraic Topology related to properties of topological semigroups. These efforts resulted in a publication in the International Journal of Mathematics and Mathematical Sciences, vol. 2010.

I began my career as a secondary school mathematics teacher. I tried to identify mathematical concepts that were difficult for my students. In particular, I was intrigued by the fact that logarithms were very problematic for students. After I entered graduate school, the inquiry into students’ understanding of logarithms and logarithmic functions became the focus of my graduate thesis. Given the opportunity to teach undergraduate mathematics, I continued to experiment with various ways of teaching logarithms to students. I developed different tasks that helped improve my students’ understanding of logarithms and as well as making their learning more creative and meaningful.

Later on, from my work with teachers, I learned that they too find concepts of logarithms and logarithmic functions problematic and challenging. According to my dissertation findings, the correlation between subject matter knowledge and pedagogical content knowledge is not isomorphic. In 2010, I received a 3-year Mathematics and Science Partnership (MSP) grant in a collaboration between Saint Joseph’s University and the Philadelphia School District. This grant is focused on providing support through content-based professional development to secondary mathematics teachers. Through the Summer Intensive Institute, participating teachers have an opportunity to extend their mathematical knowledge beyond traditional undergraduate mathematics courses, and to enhance their specialized knowledge and skills to prepare them for success in educating students according to the expectations of the Common Core State Standards in Mathematics (CCSSI, 2010). The project targets in-service and pre-service secondary mathematics teachers.

Witnessing an increasing influence of technology on our lives, led me to believe that incorporating technological tools into education might change our perspectives on the ways we teach and learn. Specifically, I am interested in further examining the integration of non-cognitive technology, such as electronic response systems (clickers), into mathematics education that would create an opportunity for the cognitive growth of learners. Thus, my research program related to technology-related issues in education, is primarily based on my belief that generational shifts bring new avenues and exciting opportunities for educational research. With shifts in technology, some of our knowledge becomes obsolete - creating the need for new more suitable knowledge (that may not be familiar to us). To continue our journey as educators and researchers, we need to gain a better understanding of what the up-coming generation of students needs to know (or knows already), how they learn and process new information, and how does technology affect their thinking, mind, social, cultural, and cognitive interactions.