Background
Mary Kay Stein was born on December 2, 1953, in Pittsburgh, Pennsylvania, to Clement L. Freilino, a restaurant owner and operator, and Mary L. Freilino, a homemaker.
State College, PA 16801, United States
In 1975, Mary Kay Stein received a Bachelor of Arts from Pennsylvania State University, and a Master of Education in 1976.
4200 Fifth Ave, Pittsburgh, PA 15260, United States
Mary Kay Stein received a Ph.D. from the University of Pittsburgh in 1986.
State College, PA 16801, United States
In 1975, Mary Kay Stein received a Bachelor of Arts from Pennsylvania State University, and a Master of Education in 1976.
4200 Fifth Ave, Pittsburgh, PA 15260, United States
Mary Kay Stein received a Ph.D. from the University of Pittsburgh in 1986.
https://www.amazon.com/Implementing-Standards-Based-Mathematics-Instruction-Professional/dp/0807749575/?tag=2022091-20
2000
(Helping students develop an understanding of important ma...)
Helping students develop an understanding of important mathematical ideas is a persistent challenge for teachers. In this book, one of a three-volume set, well-known mathematics educators Margaret Smith, Edward A. Silver, and Mary Kay Stein provide teachers of mathematics the support they need to improve their instruction. They focus on ways to engage upper elementary, middle school, and high school students in thinking, reasoning, and problem solving to build their mathematics understanding and proficiency. The content focus of Volume Two is algebra.
https://www.amazon.com/Improving-Instruction-Transform-Mathematics-Teaching/dp/0807745308/?tag=2022091-20
2005
(Helping students develop an understanding of important ma...)
Helping students develop an understanding of important mathematical ideas is a persistent challenge for teachers. In this book, one of a three-volume set, well-known mathematics educators Margaret Smith, Edward A. Silver, and Mary Kay Stein provide teachers of mathematics the support they need to improve their instruction. They focus on ways to engage upper elementary, middle school, and high school students in thinking, reasoning, and problem solving to build their mathematics understanding and proficiency. The content focus of Volume Three is geometry and measurement.
https://www.amazon.com/Using-Transform-Mathematics-Teaching-Learning/dp/0807745316/?tag=2022091-20
2005
(Helping students develop an understanding of important ma...)
Helping students develop an understanding of important mathematical ideas is a persistent challenge for teachers. In this book, one of a three-volume set, well-known mathematics educators Margaret Smith, Edward A. Silver, and Mary Kay Stein provide teachers of mathematics the support they need to improve their instruction. They focus on ways to engage upper elementary, middle school, and high school students in thinking, reasoning, and problem solving to build their mathematics understanding and proficiency. The content focus of Volume One is rational numbers and proportionality.
https://www.amazon.com/Improving-Instruction-Rational-Numbers-Proportionality/dp/0807745294/?tag=2022091-20
2005
https://www.amazon.com/Reform-Learning-Organizational-Community-Paperback/dp/B014I6QZXW/?tag=2022091-20
2006
(The same five practices teachers know and love for planni...)
The same five practices teachers know and love for planning and managing powerful conversations in mathematics classrooms, updated with current research and new insights on anticipating, lesson planning, and lessons learned from teachers, coaches, and school leaders.
https://www.amazon.com/Practices-Orchestrating-Productive-Mathematical-Discussion/dp/1680540165/?tag=2022091-20
2011
(Robust and effective classroom discussions are essential ...)
Robust and effective classroom discussions are essential for providing students with opportunities to simultaneously engage in science practices while learning key science content. Using numerous examples and science learning tasks, the authors show how teachers can plan the lesson to encourage students to not only learn science content but employ disciplinary practices as well.
https://www.amazon.com/Practices-Orchestrating-Task-Based-Discussions-Science/dp/0873537459/?tag=2022091-20
2013
Mary Kay Stein was born on December 2, 1953, in Pittsburgh, Pennsylvania, to Clement L. Freilino, a restaurant owner and operator, and Mary L. Freilino, a homemaker.
Mary Kay Stein received a Bachelor of Arts in 1975 and a Master of Education in 1976 from Pennsylvania State University. She also received a Ph.D. from the University of Pittsburgh in 1986.
Mary Kay Stein holds a joint appointment as a Professor in the School of Education and Senior Scientist at the Learning Research and Development Center, both at the University of Pittsburgh. Over the past decade, her research has transitioned from an exclusive focus on classroom-based mathematics teaching and learning to research that seeks to understand how institutional, interpersonal and policy contexts shape teachers' learning and their practice.
Her work has been published in the Journal for Research in Mathematics Education, the American Educational Research Journal, Teachers College Record, Urban Education, and the Harvard Educational Review. She is the lead author of a widely used casebook for mathematics professional development, Implementing Standards-Based Mathematics Instruction and co-author of a book on educational reform in San Diego (Reform as Learning).
Dr. Stein has served on several national panels including the National Academy of Education's Panel on Strengthening the Capacity of Research to Impact Policy and Practice, and NCTM's Standards Impact Research Group.
Dr. Mary Kay Stein is a nationally known scholar of mathematics teacher learning and has published numerous articles and books on policy, leadership, and organizational contexts that support teacher learning in mathematics. This includes (with Margaret Smith) the widely circulated book, Five Practices for Orchestrating Productive Mathematics Discussions. She has secured over $18 million in external funding from IES and NSF to support her research on mathematics instruction, teacher learning, mathematics curriculum, leadership, and large-scale instructional reforms.
(The same five practices teachers know and love for planni...)
2011(Robust and effective classroom discussions are essential ...)
2013(Helping students develop an understanding of important ma...)
2005(Helping students develop an understanding of important ma...)
2005(Helping students develop an understanding of important ma...)
2005Mary's research focuses on mathematics teaching and learning in classrooms and the ways in which policy and organizational conditions shape teacher's practice.
Mary Kay Stein is a member of the American Educational Research Association.
On November 18, 1986, Mary married John C. Stein, an engineer. They have two children: Abigail and Jake.
