Catherine Paolucci

Overview

Catherine Paolucci has more than 20 years of experience as a mathematics teacher, teacher educator, and mathematics education researcher. Her teaching experience spans middle school to graduate-level mathematics and includes a range of education topics (e.g., education policy, teaching undergraduate mathematics). As a Senior Research Associate with the Mathematics team, Paolucci draws on her combination of teaching and leadership experience to keep teacher support and student outcomes at the center of her work.  

The national scope of Paolucci’s work involves educators, students, and families throughout the United States. This includes projects and partnerships that have reached across more than 20 states, supported the work of prominent national organizations (e.g., the Mathematical Association of America), and created opportunities for unique collaborations and conversations through national convenings designed to drive innovation and progress in mathematics education.   

Prior to joining WestEd, Paolucci ran undergraduate and graduate programs in mathematics education, directed teacher licensure and professional development programs in multiple states, played a substantial role in developing undergraduate teacher education programs and policies in Ireland, and developed a mathematics enrichment program for students in South Africa. Her research on teachers’ mathematical knowledge and students’ affective development has been published in national reports, books, and journals and supported by the National Science Foundation (NSF), European Union, Bill and Melinda Gates Foundation, Microsoft, and Ireland’s Department of Education and Skills. She also served as an AMS Congressional Fellow in the US Senate and AAAS Fellow in NSF.  

Education

• EdD in mathematics education, Teachers College, Columbia University 
• MA in mathematics education, Teachers College, Columbia University 
• BA in mathematics, Hartwick College 

Select Publications

Paolucci, C. (in press). Affective development in mathematics: Reframing a classic theory. Mathematics Teacher: Learning and Teaching Pre-K–12. 

Paolucci, C., Vancini, S., Bex, R. T., Cavanaugh, C., Salama, C., & de Araujo, Z. (2024). A review of learning analytics opportunities and challenges for K–12 education. Heliyon, 10(4), e25767.  

Paolucci, C., Ní Ríordáin, M., & O’Dwyer, L. (2021). A critical examination of the impacts and lessons learned from a professional development program for out-of-field mathematics teachers. European Journal of Mathematics and Science Education, 2(1), 47–62.  

Paolucci, C., & Stepp, Z. (2021). Examining preservice teachers’ understanding of slope through posing problems and embedding learning in real-world contexts. Teaching and Teacher Education, 107, Article 103476.   

O’Dwyer, L., & Paolucci, C. (2019). Challenges in practice: A critical examination of efforts to link teacher practices and student achievement. In L. Suter, E. Smith, & B. Denman (Eds.), Handbook on comparative studies in education: Practices and experiences in student schooling and learning (pp. 469–489). Sage. 

Paolucci, C., & Wessels, H. (2019). The International Mathematics Enrichment Project (IMEP): Enhancing teacher preparation through international community engagement. In H. Rosario (Ed.), Mathematical outreach: Explorations in social justice around the globe (pp. 65–89). World Scientific. 

Ní Ríordáin, M., Paolucci, C., & O’Dwyer, L. (2017). Examining the mathematical knowledge of Irish out-of-field mathematics teachers. Teaching and Teacher Education, 64, 162–174. 

Paolucci, C., & Jennings, K. (2017). Turning policy into practice: Examining the relationship between policy, research and program development in teacher education. Action in Teacher Education, 39(2), 105–117. 

Paolucci, C., & Wessels, H. (2017). An examination of pre-service teachers’ capacity to create mathematical modeling problems for children. Journal of Teacher Education, 68(3), 330–344. 

Paolucci, C. (2015). Changing perspectives: Examining the potential for advanced mathematical studies to influence pre-service teachers’ beliefs about mathematics. Teaching and Teacher Education, 49, 97–107. 

Honors, Awards, and Affiliations

Co-Chair, Committee on the Mathematical Education of Teachers, MAA (2024–26); Committee member (2021–24) 

Chair, American Mathematics Competition (AMC) for All, MAA (2023–24) 

Executive Board, Special Interest Group of the MAA (SIGMAA) on Mathematical Knowledge for Teaching (2021–24) 

B. O. Smith Research Professorship, University of Florida (2022–23)  

American Association for the Advancement of Science (AAAS) Science and Technology Policy Fellowship (2017–19)  

American Mathematical Society (AMS) Congressional Fellowship (2016–17) 

Recent Media Appearances

Episode 87—Nicole Goberdhan and Dr. Catherine Paolucci, “The Power of the Invitation, NCSM Learning With Leaders Podcast – We’re All Math People Series, November 15, 2023.