Projects per year
Personal profile
University profile
Dr. Steven Greenstein's primary research interest is children’s mathematical thinking. He is also interested in the digitally mediated Making of physical tools for learning mathematics; contextually situated, culturally relevant pedagogy; and issues of education and social justice.
Dr. Greenstein is currently working on projects focused on understanding and cultivating children's creative and qualitative mathematics, and identifying the benefits of a manipulative Making experience within elementary teacher preparation.
Research interests
The main goal of Dr. Greenstein's teaching and research agenda is to democratize access to authentic mathematical activity that honors the diversity of learners’ mathematical thinking, that is both nurturing of and nurtured by intellectual agency, and that is guided by self-directed inquiry, mathematical play, and the having of wonderful ideas.
Scholarly Interests
Children’s mathematical thinking
Faculty/Media Expert
Expert on mathematics education.
Expertise related to UN Sustainable Development Goals
In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):
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Projects
- 4 Finished
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PROSPECTIVE ELEMENTARY TEACHERS MAKING FOR MATHEMATICAL LEARNING
National Science Foundation (NSF)
1/09/18 → 31/08/20
Project: Research
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Preparing the Effective Elementary Mathematics Teacher
Greenstein, S. S., Krupa, E. E. E., Aria, D. D., DiNapoli, J., Robinson, J. J. & Greenstein, S.
1/04/17 → 31/03/23
Project: Research
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Noyce at Montclair: Preparing the Effective Elementary Mathematics Teacher
Greenstein, S., Krupa, E. E. E. & Robinson, J. J.
15/08/13 → 31/07/16
Project: Research
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Noyce Capacity Building Project: STEM Teach VI
Mckayle, C. C. A., Peterson, M. M. D., Boumedine, M. M. K., Greenstein, S., Mattai, R. R. & Ekici, C. C.
15/08/11 → 30/09/15
Project: Research
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Understanding, honoring, and enabling the mathematical participation of students with learning disabilities through research at the intersection of special education and mathematics education
Greenstein, S. & Zhang, D., Mar 2022, In: Journal of Mathematical Behavior. 65, 100919.Research output: Contribution to journal › Editorial
1 Scopus citations -
Effects of Schematic Chunking on Enhancing Geometry Performance in Students With Math Difficulties and Students at Risk of Math Failure
Zhang, D., Indyk, A. & Greenstein, S., 1 Jan 2020, (Accepted/In press) In: Learning Disability Quarterly.Research output: Contribution to journal › Article › peer-review
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Imagining mathematical thinking for inclusive curriculum: A conversation
Greenstein, S. & Baglieri, S., 1 Jan 2018, In: Investigations in Mathematics Learning. 10, 3, p. 133-144 12 p.Research output: Contribution to journal › Article › peer-review
5 Scopus citations -
Constructing an Inquiry Orientation from a Learning Theory Perspective: Democratizing Access through Task Design
Buell, C. A., Greenstein, S. & Wilstein, Z., 2 Jan 2017, In: PRIMUS. 27, 1, p. 75-95 21 p.Research output: Contribution to journal › Article › peer-review
2 Scopus citations -
Making sense of qualitative geometry: The case of Amanda
Greenstein, S., 1 Dec 2014, In: Journal of Mathematical Behavior. 36, p. 73-94 22 p.Research output: Contribution to journal › Article › peer-review
2 Scopus citations