Emily Mainzer, Ph.D.

Emily Mainzer
Division/Department
School of the Arts, Humanities, Education, and Social Sciences
Assistant Professor
Contact Information
Life Sciences, Room 113
  • Curriculum and Instruction (Mathematics Education), Ph.D.
    Pennsylvania State University
  • Curriculum and Instruction (Mathematics Education), M.Ed.
    Penn State Harrisburg
  • Elementary Education,  B.S.
    Messiah College
  • Mainzer, E. A., & McCloskey, A. (2024). The influence of peers’ thinking on preservice elementary teachers’ engagement with open mathematics tasks. In K. W. Kosko, J. Caniglia, S. A. Courtney, & M. Zolfaghari, & G. A. Morris (Eds.), Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1137-1142). Kent State University. https://doi.org/10.51272/pmena.46.2024
  • Mainzer, E. A., & McCloskey, A. (2024). Editorial: When real-world data gets real. Mathematics Teacher: Learning and Teaching PK-12, 117(8), e2-e4. https://doi.org/10.5951/MTLT.2023.0214
  • Mainzer, E. A. (2023). Fascinated, surprised, curious: The engagement of elementary preservice teachers in open mathematics tasks. In T. Lunberg & D. Moss (Eds.), Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 431-440). University of Nevada, Reno.
  • Brass, A., & Mainzer, E. A. (2022). Dissonance created through open mathematical tasks: Preservice teachers’ beliefs illuminated. In A. Lischka, E. B. Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown (Eds.), Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 1131-1135). Middle Tennessee State University. https://doi.org/10.51272/pmena.44.2022
  • Wilburne, J. M., & Dause, E. (2016). Teaching self-regulated learning strategies to low- achieving fourth-grade students to enhance their perseverance in mathematical problem-solving. Investigations in Mathematics Learning, 9(1), 38-52. [top 10 most downloaded article, 2020]