College of Education, Sport, and Human SciencesAmy Roth McDuffie

Amy Roth McDuffie

  1. Professor
  2. Mathematics Education
Email Addressmcduffie@wsu.edu
LocationCleveland Hall 328
Phone509-335-8395

Biography

Curriculum Vitae

Research interests

Amy Roth McDuffie conducts research on the professional development of prospective and practicing teachers in mathematics education. Specifically, she focuses on supporting teachers’ learning and development in the areas of equitable instructional practices and teachers’ use of curriculum resources.

Teaching/professional interests

Dr. Roth McDuffie regularly teaches Methods of Teaching Mathematics for prospective teachers. She also teaches graduate level courses in mathematics education for our EdM program and for our PhD in Mathematics and Science Education, as well as Qualitative Research Methods for doctoral students in the College of Education, Sport, and Human Sciences.

Selected recent publications

* Indicates a current or former doctoral student

  • Roth McDuffie, A., Thomas Zapata, J., Graham, M. (2025, Online First). Elementary teachers’ noticing of equitable practices through lesson study. Journal of Mathematics Teacher Education. DOI: 10.1007/s10857-025-09711-4.
  • Harvey, K.* & Roth McDuffie, A. (2025). Math is hard; life is harder: Lessons learned from students enrolled in a community college co-requisite mathematics class. Journal of Applied Research in the Community College, 32 (2), 3-19.
  • Thomas Zapata, J.* & Roth McDuffie, A. (2025). Empowering students through mathematical modeling: The better buy. Mathematics Teacher: Learning and Teaching PK-12, 118 (9), 674-683. DOI: 10:5951/MTLT.2024.0230/.
  • Young, T. Roth McDuffie, A., Moore, E., & Crossley, J. (2025). Highlighting mathematical practices with biography breaks. Mathematics Teacher: Learning and Teaching PK-12, 118 (8), 622-626. DOI: 10.5951/MTLT.2023.0360/.
  • Roth McDuffie, A., Slavit, D., Goldhaber, D. Theobald, R., & Griggs, N.* (2024). Attention to equity in teacher education admissions processes. Journal of Teacher Education, 75 (3), 275-291. DOI: 10.1177/00224871241230306
  • Slavit, D., Roth McDuffie, A., Griggs, N.*, Goldhaber, D., & Theobald, R. (2024). Faculty perspectives and values toward mathematics and science content information used in teacher preparation admissions processes. School Science and Mathematics, 124, 93-110. DOI: 10.1111/ssm.12627
  • Graham, M.* & Roth McDuffie, A. (2023). Supporting mathematics teachers in noticing for equity. School Science and Mathematics, 123 (8), 488-501. DOI: 10.1111/ssm.12619
  • Choppin, J., Roth McDuffie, A., Drake, C., & Davis, J. (2022). The role of instructional materials in the relationship between the official curriculum and the enacted curriculum. Mathematical Thinking and Learning, 24 (2), 123-148. DOI: 1080/10986065.2020.1855376
  • Turner, E., Roth McDuffie, A., Bennett, A., Aguirre, J., Chen, M. K., Foote, M. &. Smith, J. (2022). Mathematical modeling in the elementary grades: Developing and testing an assessment. International Journal of Science and Mathematics Education, 20, 1387-1409. DOI: 10.1007/s10763-021-10195-w
  • Roth McDuffie, A., Akmal, T., & Foote, M. (2021).  Mathematics teacher education in the United States with a focus on innovations in recruitment and equitable instructional practices. In D. Thompson, C. Surrtamm, & M.A. Huntley (Eds.) International Perspectives on Mathematics Teacher Education (pp. 167-196). Information Age Publishing.
  • Young, T., Monroe, E., & Roth McDuffie, A. (2021), Picturebook biography read-alouds and Standards for Mathematical Practice. Reading Teacher, 75 (22), 135-146. DOI: 10.1002/trtr.2019.

National Science Foundation Grants

  • PI on National Science Foundation (NSF) grant, Collaborative Research: Quantifying Curricular Reasoning as a Critical Practice in Teaching Mathematics. Multi-institution research project funded through the Discovery Research K-12 Program with PIs from Brigham Young University (Teuscher, D.), University of Arkansas (Dingman, S.), University of Binghamton (May, T. & Koskey, K.): $2,970,622.
  • PI on NSF grant, Applicant Information, Selection, and STEM Teacher Retention and Effectiveness (2020-2025). Multi-institution research project funded through the Noyce Program, Research Strand with PIs from American Institute of Research (Goldhaber, D.),  Washington State University (Slavit, D.), University of Washington (Theobald, R.) & Central Washington University (Dechaine Berkas, J.): $1,270,888.
  • PI on NSF grant, Mathematical Modeling with Cultural and Community Contexts, (2016-2019). Multi-institution collaborative research project funded through the CORE Research Program with PIs from University of Arizona (Turner, E.), University of Washington – Tacoma (Aguirre, J.), & Queens College, CUNY (Foote, M.).: $1,499,942.
  • Co-PI on NSF grant, Developing Principles for Mathematics Curriculum Design and Use in the Common Core Era (2012-2017), funded through the DR K-12 with Choppin, J., Davis, J., & Drake, C.; $2,200,000.
  • Co-PI on NSF grant, Teachers Empowered to Advance Change in Mathematics: Preparing preK-8 teachers to connect children’s mathematical thinking and community based funds of knowledge. (2010-2016), funded through DR K-12 Drake, C., Turner, E., Aguirre, J., Bartell, T., Civil, M., & Foote, M.; $3,497,467.

Selected national service

  • National Assessment for Educational Progress Mathematics Standing Committee Member, 2021-present.
  • Association of Mathematics Teacher Educators, Get the Facts Out Task Force Member,  2020-2023.
  • National Council of Teachers of Mathematics, Series Editor for Annual Perspectives in Mathematics Education, 2011-2016.

Educational background

  • Ph.D. Mathematics Education, University of Maryland, 1998
  • M.S. Technology for Education, Johns Hopkins University, 1991
  • B.A. Mathematics, Franklin and Marshall College, 1987
  • Maryland Advanced Professional Certificate for Secondary Mathematics and Computer Science, 1989