## Biography

Dr. Jane M. Wilburne is a Professor Emerita of Mathematics Education. Her expertise is in teacher practice related to enhancing teachers’ confidence and pedagogical knowledge to promote students’ mathematical problem solving and reasoning skills. She coordinated and taught a series of four graduate mathematics education courses that led candidates to a state endorsement in mathematics coaching.

Dr. Wilburne has been the Principal Investigator on various Eisenhower Professional Development and Mathematics and Science Partnership grants in excess of $3 million related to STEM, teacher practice, and mathematics coaching. She has published articles on culturally relevant practices in the mathematics classroom, promoting mathematical problem solving, and high-leverage teaching practices. Her co-authored book, "Cowboys Count, Monkeys Measure, and Princesses Problem Solve: Building Early Math Skills Through Storybooks," was co-published by Brookes Publishing Company and the National Council of Teachers of Mathematics.

## Research Interests

- Mathematics Teachers’ Practice in Promoting Problem Solving and Reasoning
- Coaching and Professional Development Programs for K-12 Mathematics Educators

## Publications

Wilburne, J. M., Polly, D., Franz, D. & Wagstaff, D. (2018, October). Mathematics teachers' implementation of high-leverage teaching practices: A Q-sort study. School Science and Mathematics, 118(6), 232-243.

Franz, D., Wilburne, J. M., Wagstaff, D., & Polly, D. ( October, 2017). The teacher action Q-sort: A card-sorting tool for professional learning. NCSM Journal of Mathematics Education Leadership, 18(2), 3-14.

Wilburne, J. M., & Dause, E. (2017). Teaching self-regulated learning strategies to low-achieving fourth-grade students to enhance their perseverance in mathematical problem solving. Investigations in Mathematics Learning, 9(1), 38-52.

Cohen, B., & Wilburne, J. M. (2016). Growing self-efficacy and collaboration: How school context relates to student teaching outcomes. Proceedings of the American Education Research Association. Washington, DC.

Thomas, A., & Wilburne, J. (2015). Preservice and inservice teachers’ conceptions of number and operation concepts. In Bartell, T. G., Bieda, K. N., Putnam, R. T., Bradfield, K., & Dominguez, H. (Eds.). Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp.237– 240). East Lansing, MI: Michigan State University

Wilburne, J. M., & Meister, D. G. (2014, December). Co-Teaching in the age of accountability: Secondary student teachers’ and mentor teachers’ co-teaching experiences. International Journal of Teaching and Education, 2(4), 89-101

Wilburne, J. M., Wildman, T., Morret, M., & Stipanovic, J. (2014). Classroom strategies to make sense and persevere. Mathematics Teaching in the Middle School, 20(3), 144-151.

Wilburne, J. M., Kulbacki, A. (2014). Connecting the “Missing Words” to the Common Core. Mathematics Teaching in the Middle School, 19(7), 430 – 436.

Wilburne, J. M. (2013, June). Enhancing preservice elementary teachers’ problem-solving ability and attitude: A mixed-methods study. Proceedings of the 2013 Canadian International Conference on Education. Ontario, Canada.

Wilburne, J. M., & Taylor, C. (2013). The common core mathematics classroom: Essential student practices. Pennsylvania Educational Leadership, 32(2), 7-18.

Wilburne, J. M., & Keat, J. B. (2011). Venturing into storybooks: Motivating teachers to promote mathematical problem solving. In D. J. Brahier (Ed.), 2011 NCTM Yearbook: Motivation in Mathematics Education. (pp. 251–264). Reston, VA: National Council of Teachers of Mathematics.

Wilburne, J. M. (2011). Museums connect culture and mathematics. Proceedings of Il Seminario Internacional Ciencia E Museologia, Belo Horizonte: Brazil.

Wilburne, J., Marinak, B., & Strickland, M. (2011). Addressing cultural bias in the mathematics classroom. Mathematics Teaching in the Middle School, 16(8), 460-465.

Wilburne, J. M., & Breyfogle, M. L. (2011). Exploring prospective elementary teachers’ abilities to solve non-routine problems: Content, cognition level, and habits of mind. Proceedings of the Research Council for Mathematics Learning, Cincinnati, OH.

Wilburne, J. M. (2011). Mathematical problem solving and the curriculum focal points: Connections for preservice elementary teachers. In R. M. Zbiek, G. B. Blume, & T. A. Evitts (Eds.), 2007-08 Pennsylvania Council of Teachers of Mathematics Yearbook (12 pp). State College, PA.

Wilburne, J., & Long, M. (2010). Secondary pre-Service teachers’ content knowledge for state assessments: Implications for mathematics education programs.Issues in the Undergraduate Preparation of Mathematics Teachers: The Journal. IUMPST: The Journal. Vol 2 (Content). January. (15 pages).

Strickland, M. J., Wilburne, J. M., Keat, J. B., & Adera, B. A. (2010). Parallel reflections: The interdisciplinary process of co-constructing meaning. Proceedings of the 2010 Northeastern Research Association Conference.

Wilburne, J., Shvartsman, I., & Walker, R. (2010). Integrating the TI-Nspire™ handheld in undergraduate calculus classes: Challenges and impact. Proceedings of the Twenty-First Annual International Conference on Technology in Collegiate Mathematics.

Keat, J. B., & Wilburne, J. (2009). The impact of storybooks on kindergarten children’s mathematical achievement and approaches to learning. US-China Education Review, 6(7), 61-67.

Wilburne, J. (2009). Virtual mentoring in the secondary mathematics teacher education program. In G. Zimmermann (Ed.) Empowering the mentor of the preservice mathematics teacher (pp. 52-54). Reston, VA: National Council of Teachers of Mathematics.

Smith, N. & Wilburne, J. (2009). Transiency and retention: Impact on one urban elementary school’s benchmark assessments. Pennsylvania Educational Leadership, 28(2), 15-23.

Wilburne, J. & Napoli, M. (2008). Connecting mathematics and literature: An analysis of pre-service elementary school teachers’ changing beliefs and knowledge.Issues in the Undergraduate Preparation of Mathematics Teachers: The Journal. IUMPST: The Journal. Vol 2 (Pedagogy). September. (10 pages).

McGivney-Burelle, J., McGivney, K. & Wilburne, J. (2008). Resolving the tension between interdisciplinarity and assessment. In D. M. Moss, T. A.Osborn, & D. Kaufman (Eds.) (2008).Interdisciplinary Education in the Age of Assessment (pp. 71-85). New York: Routledge.

Wilburne, J., & Bohan, J. (2008). Teacher candidates’ assessment competencies: What do Pennsylvania school districts value? Pennsylvania Teacher Educator, 7(1), 32-40.

Wilburne, J., & Peterson, W. (2007). Using a before-during-after (BDA) model to plan effective secondary mathematics’ lessons. Mathematics Teacher, 101(3), 209-213.

Wilburne, J., & Napoli, M. (2007). Integrating literature and mathematics: A mysterious connection. Mathematics Teaching in the Middle School, 13(3), 135-139.

Wilburne, J., Napoli, M., Keat, J., Dile, K., Trout, M., & Decker, S. (2007). Journeying into mathematics through storybooks: A kindergarten study. Teaching Children Mathematics, 14(4), 232-237.

Wilburne, J. (2007). The misrepresentation of an egg timer. New Jersey Mathematics Teacher, 65(2), 15-16.

Wilburne, J. (2006). Preparing preservice teachers to teach problem solving. Teaching Children Mathematics, 12(9), 454-464.

Wilburne, J. M. (2006). Preparing proficient problem solvers by teaching habits of mind that are hard to break. In M. S. Smith, M. K. Heid, & R. M. Zbiek (Eds.). 2005-2006 Yearbook of the Pennsylvania Council of Teachers of Mathematics (pp. 7-15). University Park, PA.

Subramaniam, K., Keat, J., Wilburne, J., & Napoli, M. (2006). Reconceptualizing preservice teachers’ field experiences through a structured reflection model. Pennsylvania Teacher Educator, 5(Fall), 1-8.

Wilburne, J., & Goldsworthy, C. (2006). Response to intervention (RTI) in primary mathematics. Pennsylvania Educational Leadership, 26(1), 27-37.

Wilburne, J. (2004). Motivating every student through effective questioning. In M. F. Chappell, & T. Pateracki (Eds.). Empowering the beginning teacher of mathematics in elementary school (pp. 19-20). Reston, VA: National Council of Teachers of Mathematics.

Wilburne, J., & Evitts, T. (2002). Packing for the future: Best practice in secondary mathematics methods courses. Pennsylvania Teacher Educator, 1, 32-36.

Wilburne, J. M., Keat, J. B., & Napoli, M. (2011). Cowboys count, monkeys measure, and princesses problem solve: Building early math skills through storybooks. Baltimore, MD: Brookes Publishing Co.

Wilburne, J. M. (2014). Promoting creative problem solving: An essential 21st century skill. In T. A. Evitts, M. L. Breyfogle, & L. Columba (Eds.) 2011-2012 Yearbook of the Pennsylvania Council of Teachers of Mathematics. (pp. 1-10). University Park: PA.

Wilburne, J. M., & Keat, J. B. (2011). Venturing into storybooks: Motivating teachers to promote mathematical problem solving. In D. J. Brahier & W. R. Speer (Eds.), Motivation and Disposition: Pathways to Learning Mathematics. Seventy-third Yearbook (pp. 251-264). Reston, VA: National Council of Teachers of Mathematics.

McGivney-Burelle, J., McGivney, K. & Wilburne, J. (2008). Resolving the tension between interdisciplinarity and assessment. In D. M. Moss, T. A.Osborn, & D. Kaufman (Eds.) (2008). Interdisciplinary Education in the Age of Assessment (pp. 71-85). New York: Routledge.

Wilburne, J. (2006). Preparing proficient problem solvers by teaching habits of mind that are hard to break. In M. S. Smith, M. K. Heid, & R. M. Zbiek (Eds.). 2005-2006 Yearbook of the Pennsylvania Council of Teachers of Mathematics, a peer reviewed book (pp. 7-15). University Park, PA.

## Education

Ed. D. Curriculum & Instruction: Mathematics Education, Temple University

M. S. Mathematics Education, State University of New York at Buffalo

B. A. Mathematics, D'Youville College, Buffalo, NY