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Erin Krupa is an Associate Professor at Montclair State University in the department of mathematical sciences. Her research focuses on improving the quality of mathematics teaching and learning through innovative curricular materials and professional development. She has been awarded more than $3 million in external funding over the last five years to support her research. The main goal of Erin’s research is to make quality mathematics education more equitable to all students, especially underserved populations.
Erin earned her Ph.D. in mathematics education at North Carolina State University (NCSU). Erin’s dissertation focused on the impact of an integrated mathematics curriculum on student achievement in high need schools, using hierarchical linear modeling to account for variation in student achievement. It also analyzed the impact teacher’s participation in a state-funded professional development had on student achievement and on teachers’ implementation of the curriculum. Prior to returning for her Ph.D., Erin taught secondary mathematics at W.G. Enloe High School in Raleigh, NC. She holds a masters degree from Wake Forest University in mathematics. Erin was a Teaching Fellow at Elon University, where she earned her bachelors degree in mathematics.
Erin is interested in the design, dissemination, and effectiveness of innovative professional development for mathematics educators. She strives to provide quality professional development to enhance teachers’ instructional practice, content knowledge, and beliefs. Of particular interest to her is the impact professional development has on both curricular implementation and student mathematics achievement. She is interested in teachers’ implementation of instructional materials and state standards and how these influence student achievement.
Erin’s research pays close attention to the opportunity to learn students are provided within a classroom and how teachers can increase this index for all students, regardless of demographics. Her experiences working in rural, economically disadvantaged communities have been very valuable to understanding of the disparities and triumphs that occur in these communities. She enjoys working with underserved populations and strives to make quality mathematics education more equitable to all students.
Project is to develop a new "enhanced" degree program leading to a bachelor of arts in mathematics with a concentration in K-6 teaching. This program will feature transformative opportunities to learn mathematics through inquiry-oriented coursework and research experiences so that students will acquire the specialized mathematical knowledge that will prepare them to understand and navigate the challenges, complexities, and diversity of schools and classrooms.
The Mathematics Department of Montclair State University has collaborated with high needs school districts in northern New Jersey to improve mathematics understanding of grades 5-8 students. Teachers at selected schools participate in a three-year professional development. The project topics each year will address different strands of the Common Core State Standards for Mathematics (CCSSM) until all parts of the CCSSM have been adequately interpreted with clearly developed practices and classroom models that will have an impact on teaching and learning.
Newark 5th and 6th Grade Mathematics Professional Development
NPS proposes to help Grade 5-6 teachers make instructional shifts by supporting ongoing professional development and collaborative inquiry. In the professional development, instructional coaches will work closely with a small group of 5th and 6th grade teachers in a professional learning community. The MSU faculty will not only provide the professional development experiences for teachers, but also conduct research on student learning, teacher beliefs and content knowledge, and teacher implementation of the Common Core State Standards for Mathematics.
Pre-service Mathematics Teachers' Analysis of Student Thinking
In collaboration with four other universities the aim of this research study is to determine how pre-service mathematics teachers analyze student thinking after engaging in an interview task with a high school student. The goal is to use this research to improve what teachers “notice” about student thinking.