Associate Professor of Mathematics Education, School of Behavioral Sciences and Education

Chair of Teacher Education

Teaching and Curriculum Graduate Faculty

Office Phone: +1 717 948 6212

Office Location: Olmsted Building, W331

Office Hours:

T 3:00 - 4:30pm

W 3:00 - 4:30 pm

Th 1:30 - 2:30 pm

or anytime my door is open or by appointment

W 3:00 - 4:30 pm

Th 1:30 - 2:30 pm

or anytime my door is open or by appointment

Mailing Address:

W331 OLMSTED BLDG

PENN STATE HBG

MIDDLETOWN, PA 17057

PENN STATE HBG

MIDDLETOWN, PA 17057

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Mathematics Teachers’ Practice in Promoting Problem Solving and Reasoning

Coaching and Professional Development Programs for K-12 Mathematics Educators

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

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. [http://www.k-12prep.math.ttu.edu/journal/contentknowledge/wilburne01/article.pdf ] (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. http://archives.math.utk.edu/ICTCM/VOL21/R011/paper.pdf

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. [www.k-12prep.math.ttu.edu] (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. (2004). Motivating every student through effective questioning. In M. F. Chappell, & T. Pateracki (Eds.). Empowering the beginning teacher of mathematics in middle school (pp. 19-20). Reston, VA: National Council of Teachers of Mathematics.

Wilburne, J. (2004). Motivating every student through effective questioning. In M. F. Chappell, & T. Pateracki (Eds.). Empowering the beginning teacher of mathematics in high 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.

B.S.; M.S.; Ed.D. (Temple)

EDMTH 301

EDMTH 302

EDUC 417

EDUC 440

EDMTH 441

EDMTH 442

EDMTH 443

EDMTH 444

EDMTH 455

EDPSY 101

EDUC 539

MATH 200

MATH 026