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Eliza Leszczynski
Assistant Teaching Professor, Mathematics, College of Science and Mathematics
- Office:
- Center for Computing and Information Science 425G
- Email:
- leszczynskie@montclair.edu
- Phone:
- 973-655-4276
- vCard:
- Download vCard
Profile
My teaching has focused largely on mathematics content courses for STEM majors and mathematics education courses for both future and current K–12 teachers. I have long been interested in how teachers and students experience learning environments that blend mathematics and science. My most recent interests also focus on creative teaching of mathematics, online (synchronous) teaching of mathematics, and student engagement and belonging in higher education. Because my teaching background spans middle school, high school, and higher education settings, moving between these environments has deepened my understanding of the transitions students make as they enter college and how to support them along the way.
Specialization
As a math educator, I care deeply about how students engage with mathematics, how they develop their dispositions toward it and how they come to see themselves as learners of math. My recent work explores what makes synchronous online teaching feel truly interactive and supportive, and I’m continually thinking about how to help students be more creative with and through mathematics. I’ve shared this work through workshops and practitioner conferences, supporting other educators in building classrooms where students can thrive.
My colleague, Dr. Mika Munakata, and I recently published a textbook for undergraduate mathematics courses. The book guides students as they explore mathematics through creativity.
Munakata, M. & Leszczynski, E. (2026). Creative Thinking through Mathematics: A Student’s Guide to Mathematical Explorations. Routledge. https://doi.org/10.4324/9781003541097
Our book is based on an NSF-funded project, “Engaged Learning through Creativity in Mathematics and Science,” NSF Award #1611876.
My doctoral research focused on STEM education, particularly on integrated teaching and learning of mathematics and science in the middle school setting. I studied mathematics and science teachers' classroom practices, where these disciplines were intentionally (and sometimes unintentionally) connected in a single lesson. I continue to be interested in learning about teachers' perceptions of math and science integration, including STEAM, and how these perceptions affect their classroom practices.