Educational Background

  • Ph.D. in Mathematics Education, Western Michigan University
  • M.A. in Mathematics Education, Western Michigan University
  • A.B. in Mathematics, Hope College

Area(s) of Specialization/Concentration

  • Professional development of mathematics teachers (includes pre-service and in-service) specializing in classroom verbal discourse, curriculum reasoning, and an emerging area of privilege and oppression in mathematics teaching and preparation of teachers.

Selected Publications

Book/Monograph Chapters

2011 NCTM Yearbook: Motivation and Disposition-Pathways to learning mathematics. (2011) Edited by Daniel Brahier and Editorial Panel: M. Lynn Breyfogle, Melfried Olson, Marian Small, Marilyn Strutchens, Denisse R. Thompson.

Breyfogle, M. L. (2010) Preparing Prospective Elementary School Teachers to Focus on Students' Mathematical Thinking. In R. Zbiek, G. Blume, & T. Evitts (Eds.) PCTM 2007-08 Yearbook: Focusing the Mathematics Curriculum (pp. 31-39).

Breyfogle, M. L., McDuffie, A. R., and Wohlhuter, K. (2010). Developing Curricular Reasoning for PreK-12 Instruction. In Reys, B. & Reys, R. (Ed.) NCTM Seventy-second Yearbook. The K-12 Mathematics Curriculum: Issues, Trends, and Future Directions (pp. 307-320).

Herbel-Eisenmann, B., and Breyfogle, M. L. (2008). Questioning our patterns of questioning. Reprinted from Mathematics Teaching in the Middle School, 2005. In J. M. Bay-Williams and K. Karp (Eds.), Growing Professionally: Readings from NCTM publications for grades K-8. National Council of Teachers of Mathematics, Reston, VA: pp. 181-187.

Kress, L. † and Breyfogle, M. L. (2006). Renewing the conversation about gender equity in teacher education. In R. Rider and K. Lynch (Eds.), The work of mathematics teacher educators: Continuing the conversation. Association of Mathematics Teacher Educators. Monograph Series, Volume 3, pp. 63-78.

Breyfogle, M. L. and Carl, S. (2006). Motivating Special Education Students' Learning Through Problem Solving Investigations. In R. Zbiek, M. K. Heid, & M. S. Smith (Eds.), PCTM 2005-06 Yearbook, Learning and Teaching Mathematical Processes, pp. 31-38.

Articles/Papers

Breyfogle, M.L., Wohlhuter, K., McDuffie, A. R. (2012).  Supporting Teachers' Effective Use of Curricular Materials.  NCSM Journal of Mathematics Education Leadership, 14 (1), 3-9.

Parker, R., and Breyfogle, M. L. (2011). Learning to write about mathematics. Teaching Children Mathematics, 18(2), 90-99.

[1]McDuffie, A. R., Wohlhuter, K. and Breyfogle, M. L. (2011). Tailoring Instructional Tasks to Meet Students' Needs. Mathematics Teaching in the Middle School, 16(9), 550-555.

Breyfogle, M. L. and Spotts, B. (2011). Professional development delivered right to your door! Teaching Children Mathematics, 17(7), 420-426.

Breyfogle, M.L. and Lynch, C. † (2010). Using Assessment to Further Geometric Thought. (Edited title: van Hiele Revisted). Mathematics Teaching in the Middle School, 16(4), 232-238.

Wohlhuter, K., Breyfogle, M. L., and McDuffie, A. R. (2010). Challenging Elementary Teachers to Revisit Their Mathematical Knowledge. (Edited Title: Strengthen your mathematical muscles). Focus Issue of Teaching Children Mathematics 17(3), 178-183.

Hoffman, B. †, Breyfogle, M. L., and Dressler, J. (2009). The Power of Incorrect Answers. Mathematics Teaching in the Middle School 15(4), 232-238.

Breyfogle, M.L. and Williams, L.E. †, (2008). Designing and implementing tasks that are worthwhile. Teaching Children Mathematics, 15(5), 276-280.

Henry, S. E., and Breyfogle, M. L. (2006). Toward a new framework of "server" and "served": De(and Re)constructing reciprocity in service-learning pedagogy. International Journal of Teaching and Learning in Higher Education, 18(1), 27-35.

Herbel-Eisenmann, B. A., and Breyfogle, M. L. (2005). Questioning our patterns of questioning. Mathematics Teaching in the Middle School, 10(9), 484-9.

Schoffel, J. L. †, and Breyfogle, M. L. (2005). Reflecting shapes: Same or different? Teaching Children Mathematics, 11(7), 378-382.

Breyfogle, M.L. (2005). Reflective states associated with creating inquiry-based mathematical discourse. Teachers and Teaching: Theory and Practice (The Journal of the International Study Association for Teachers and Teaching), 11(2), 151-167.

Breyfogle, M. L., and Herbel-Eisenmann, B. (2004). Focusing on students' mathematical thinking- Not just their responses. Mathematics Teacher, 97(4), 244-247.

*Van Zoest, L. R., Ziebarth, S. W., and Breyfogle, M. L. (2002). Self-perceived and observed practices of secondary school mathematics teachers. Teacher Development: An International Journal of Teachers' Professional Development, 6(2), 245-268.

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