Susana Davidenko, PhD.

Assistant Professor--Childhood / Early Childhood Education

Office: B219#6 Van Hoesen
Phone: (607)753-5527
Email: davidenko"AT"cortland.edu
Web Page:

1992

1993

Master of Science in Mathematics Education, Syracuse University

New York State Teacher Certification, mathematics grades 7-12

Davidenko, S. and Tinto, P. (2003) Equity for all Learners of Mathematics: Is access enough? In P. Kluth, D. M. Straut, and D. D. Biklen (Eds.), Access to Academics for All Students: Critical Approaches to Inclusive Curriculum, Instruction, and Policy (pp. 85-113). Mahwah, NJ: Laurence Erlbaum Associates, Inc.

Davidenko, S. (2002). Building a framework to analyze students’ support networks for their mathematics education. In  Mewborn, D.S., Sztajn, P., White, D.Y., Wiegel, H.G., Bryant, R.L., & Nooney, K. Proceedings of the Twenty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1-4), (1850-1851). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Davidenko, S. (2000). Learning Mathematics in English: ESL and non-ESL students’ perspectives. Doctoral dissertation, Graduate School of Syracuse University, NY.

Davidenko, S. (1999). Building the Concept of Function from Students’ Everyday Activities. In Moses, B. (Ed.), Algebraic thinking, grades K-12: Readings from NCTM’s school-based journals and other publications (pp. 206-212). Reston, VA: NCTM. (Reprint of the article, with the same title, published in the Mathematics Teacher, listed below).

Davidenko, S. (1998). March’s and April’s Menu of Problems. Mathematics Teaching in the Middle School, 3, #6. March-April issue, 416-422.

Davidenko, S. (1997). Building the Concept of Function from Students’ Everyday Activities. Mathematics Teacher, 90, #2, 144-149.

Masingila, J. O., Davidenko, S., & Prus-Wisniowska, E. (1996). Mathematics learning and practice in and out of school: A framework for connecting these experiences. Educational Studies in Mathematics, #31, 175-200.

Ferretti, N.E., and Fridman, S. M. (1985). Behaviour of the Zaremba Test for Small Sample Sizes. In Matematica Aplicada e Computation, 4. #2, 157-172 (Campus Ltda. Ed. RJ, Brazil)

(March 2004)  Models of Integration for Teaching at the Elementary and Intermediate School levels. Presentation at the International Consortium for Research in Science and Mathematics Education (ICRSME). Concepcion, Chile, Co-presenter: Gail Tooker, SUNY Cortland

(April 2004) Solving Problems to Transition from Arithmetic to Algebraic and Statistical Thinking. Presentation at the 82nd Annual Meeting of the National Council of Teachers of Mathematics (NCTM), Philadelphia, PA.  Co-presenter: Pat Tinto, Syracuse University

(November 2003)  Emerging Algebraic Thinking of Middle School Students. Workshop presentation at the 53rd Annual Conference of the Association of Mathematics Teachers of New York State (AMTNYS). Syracuse, NY. Co-presenter: Pat Tinto, Syracuse University

(Octoer 2002) Building a framework to analyze students’ support networks for their mathematics education. Poster presentation at the Twenty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA XXIV). Athens, Georgia.

(September 2001) Invitation to and participation in the Working Conference on Practitioner Research in Mathematics Education, organized by the NCTM. Albuquerque, NM

(October 2000) Learning Mathematics in a Second Language. Presentation at the 50th Annual Conference of the Association of Mathematics Teachers of New York State (AMTNYS). Nevele Grande, Ellenville, NY

(August 2000) Elementary Pre-service Teachers’ Paths to Becoming Agents of Change through the Teaching of Mathematics. Presentation at the Association of Teacher Education (ATE) Summer Conference. Ottawa, Canada. Co-presenter: Pat Tinto, Syracuse University

(April 2000) Connecting Geometry across the Mathematics Curriculum. A 3–hours mini-course for teachers at the levels PreK-6, presented at the 78th NCTM Annual Meeting. Chicago, Illinois.  Co-presenters: deSilva, R, Davidenko, S., Sobieranjski, F., & Wheeler, L

(March 2000) Invitation to and participation in the NCTM working national conference: Diversity, Equity, and Standards: An Urban Agenda in Mathematics Education. NY City

(February 2000) Integrating the Teacher Education Curriculum and Early Field Experiences. Presentation at the 80th Annual Meeting of the Association of Teacher Education (ATE). Orlando, Florida, Co-presenters: Lachance, A. and Mosher, J, SUNY Cortland.

(April 1999) Using Poster Creations to Enhance Pre-service Teacher Education. Poster presentation at the 77th Annual Meeting of the National Council of Teachers of Mathematics (NCTM). San Francisco, CA. Co-presenter: Pat Tinto, Syracuse University

(April 1994) What does Mathematics Practice in Everyday Situations Has to do with Teaching and Learning Mathematics in the Classroom?  Presentation in the Research Presession of the 72nd Annual Meeting of the National Council of Teachers of Mathematics. Indianapolis, Indiana, Co-presenter: Ewa Prus-Wisniowska, Syracuse University.

(2003-2008) Consultant for the Teacher/Leader Quality Partnership (TQLP) Professional Development Program to Improve the Teaching and Learning of Mathematics and Technology. School Based Learning Groups: Building Communities of Inquiry, P.I. Patricia Tinto, Syracuse University

(2003-2008) Consultant for the Teacher/Leader Quality Partnership (TQLP) for Syracuse University and Syracuse City School District. Using Assessment Data to Improve Mathematics Instruction in 5th and 6th grades. P.I. Patricia Tinto, Syracuse University

(Summer 2003) Partnership Exploration Grant,  NYS Higher Education Support Center for Systems Change (http://systemschange.syr.edu/hesc/)

Designed a professional development plan for Bilingual/ESL teachers at Shea middle school in Syracuse, NY.

(Spring 2003) Infusing technology Grant. Awarded by the Office of Information Resources, SUNY Cortland. Collaborative grant with Dan Farsaci, Childhood/Early Childhood Department.

(Spring 2003) Teaching innovation grant. Awarded by the Faculty Development Committee, to develop and implement interdisciplinary units (math/science/social studies) in teacher preparation courses. SUNY Cortland. Collaborative work with Karen Hempson and Gail Tooker, Childhood/Early Childhood Department.

(Spring 2002- Spring 2003) Recipient of two grants awarded by the Task Force on Quality Inclusive Schooling, New York Higher Education Support Center for Systems Change, through the Mid-State Regional School Support Center

(May 2001- Sugust 2002) A one-year partnership among Seymour elementary school, the Syracuse City School District, Syracuse University, and SUNY Cortland

(September 2002- May 2003) A two-year partnership among South Seneca Central Schools, Ovid NY

Consultant for the Lucent Technologies Foundation K-16 Grant Program: Algebra by Design: A Collaborative Inquiry Project. Syracuse University professors, H. Doerr, J. Masingila, and P. Tinto, directors.

Childhood Education Department

School of Education

College