Ph.D. in Curriculum and Instruction,University of Wisconsin-Madison,1998.
Bachelor of Science in Family Sciences,Brigham Young University, 1984.
Associate of Science in Child Development and Family Relations,Brigham Young University,1974
Secondary Mathematics Credentialing Program resulting in a State of California K-12 Multiple-Subject Professional Clear Credential with Mathematics Supplementary Authorization issued through Pacific Oaks College in 1988, California State University Los Angeles, attended 1986-1988.
Master of Arts Program in Human Development (Emphasis: Educational Administration), Pacific Oaks College, attended 1983-1986.
- Learning and teaching elementary mathematics with understanding
Children’s and elementary teacher’s conceptions of mathematics
Teacher education and professional development in elementary mathematics education
Stephanie Z. Smith is an associate professor in the Department of Early Childhood Education and co-director of the ECE M.Ed. program in mathematics education. She received her Ph.D. in Curriculum and Instruction (Mathematics Education) from the University of Wisconsin–Madison in 1998. Her professional experience includes teaching mathematics in public schools at all levels and mathematics teacher education in California, Utah, and Georgia. She has consulted with many schools and districts on a wide variety of issues involving the professional development of mathematics teachers. Her research interests include learning and teaching mathematics with understanding, children’s and teacher’s conceptions of mathematics, and teacher education and professional development. She has published in the Journal of Mathematics Teacher Education, School Science and Mathematics, Journal of Mixed Methods Research, International Journal of Social Research Methodology, Action in Teacher Education, Teaching Children Mathematics, Educational Leadership, Journal of Mathematical Behavior, Curriculum Studies, Urban Education, Current Issues in Education, and other journals and books. She is an active member of the Association of Mathematics Teacher Educators (AMTE), National Council of Teachers of Mathematics (NCTM), and the Special Interest Group for Research in Mathematics Education (SIG/RME) of the American Educational Research Association (AERA). She has served NCTM as an invited co-editor or editorial board member for two books—Teachers Engaged in Research: Inquiry in Mathematics Classrooms, Grades Pre-K–2 (2006); and Mathematics in the Middle (1998).
Smith, M. E., Swars, S. L., Smith, S. Z. Hart, L. C., & Haardörfer, R. (2012). Effects of an additional mathematics content course on elementary teachers’ mathematical beliefs and knowledge for teaching. Action in Teacher Education 34(4), 336-348. DOI: 10.1080/01626620.2012.712745 [refereed journal, international audience]
Hart, L. C., Smith, S. Z., Swars, S. L., & Smith, M. E. (2009). An examination of research methods in mathematics education (1995-2005). Journal of Mixed Methods Research, 3(1), 26-41. DOI: 10.1177/1558689808325771 [refereed journal, international audience]
Swars, S. L., Smith, S. Z., Smith, M. E., & Hart, L. C. (2009; 2008 online). A longitudinal study of effects of a developmental teacher preparation program on elementary prospective teachers’ mathematics beliefs. Journal of Mathematics Teacher Education, 12(1), 47-66. [refereed journal, international audience]
Smith, S. Z., & Smith, M. E. (2006). Assessing elementary understanding of multiplication concepts. School Science and Mathematics 106(3), 140-149. [refereed journal, national audience]
Smith, S. Z., Smith, M. E., & Williams, S. R. (2005). Elaborating a change process model for elementary mathematics teachers’ beliefs and practices. Current Issues in Education, 8(19). (Online at http://cie.asu.edu/volume8/ number19/index.html) [refereed online journal, international audience]