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Faculty Kelly-Ann Gesuelli

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Kelly-Ann Gesuelli 

Assistant Professor of School Psychology

Kelly-Ann Gesuelli

Email

gesuelli@ufl.edu

Connect

@kellygesuelli

About

Dr. Kelly-Ann Gesuelli is an Assistant Professor at the University of Florida. Her broad research interests focus on promoting STEM career opportunities and success for students with math learning disabilities by supporting the development of their foundational math skills. More specifically, her work investigates: (1) malleable cognitive and academic factors that influence students' math development, (2) how insights from students' common math errors can be used to support their learning, and (3) the identification and design of effective instructional practices to support students with learning disabilities in the classroom. Much of her research centers on individual differences in learning, which she often explores using methods such as structural equation modeling. In addition, Dr. Gesuelli has several years of experience implementing math interventions and developing research-practice partnerships, which she uses to inform and support her research.

Research Interests

Achievement, Developmental Trajectories, Evidence-based Practices, Instructional Practices for Young Children at Risk

Education

  • Ph.D. in Education, Specialization in School Psychology, University of Delaware, 2022
  • Ed.S. in School Psychology, University of Delaware, 2022
  • M.A. in School Psychology, University of Delaware, 2019
  • M.S. in Physiology, SUNY Upstate Medical University, 2016
  • B.S. in Chemistry, The College of New Jersey, 2014
  • Nationally Certified School Psychologist

Professional Appointments

  • Postdoctoral Research Associate, Institute for Educational Initiatives, Department of Psychology, University of Notre Dame, 2022-2025

Selected Grants

Project DECODE 2.0: Developing Expertise and Collaborative Opportunities for Dyslexia Educators

Role
  • Co-PI
Funding Agency
  • Office of Special Education Programs, Department of Education
Project Period
  • 2025-2030
Award Amount
  • $1,215,168

Selected Publications

Books / Book Chapters
  • Jordan, N.C., Dyson, N., Devlin, B., & Gesuelli, K.A., (2023).Developing Fraction Sense in Students with Mathematics Learning Difficulties: From Research to Practice. In Robinson, K., Kotsopoulos, D. & Dubé, A. (Eds.). Mathematical Cognition and Understanding: Perspectives on Mathematical Minds in the Elementary and Middle School Years.
Articles
  • Shen, Y., Gesuelli, K.A., & Del Tufo, S. (in press). Parent-child shared book reading mediates the impact of socioeconomic status on Heritage Language Learners’ emergent mathematics. International Journal of Bilingualism.
  • Gesuelli, K.A., Miller-Cotto, D. & Barbieri C.A. (2025). Variability in math achievement growth among students with early math learning difficulties and the role of school supports. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000928
  • Barbieri, C.A., Gesuelli, K.A., Booth, J.L., & Young, L.K. (2025). Heterogeneity in middle-school students’ encoding of algebraic equations. Journal of Educational Psychology, 117(3), 393-410. https://doi.org/10.1037/edu0000930
  • Gesuelli, K.A., & Jordan, N. C. (2024). Fraction arithmetic development: An examination of students’ patterns of growth and errors across the intermediate grades. Journal of Educational Psychology, 116(3), 377-395. https://doi.org/10.1037/edu0000828
Presentations
  • Gesuelli, K.A., & Sayler, E. (2025, May). Implementing purposeful fluency building for elementary school students. Poster presented at the Symposium for Unlocking Literacy: Bridging Practice and Research in the Science of Reading, Notre Dame, IN.
  • Miller-Cotto, D., Gesuelli, K.A. (2025, April). Testing theories of working memory and math for students with math learning difficulties. Paper to be presented at the 2025 American Educational Research Association (AERA) Annual Meeting; Denver, CO.
  • Gesuelli, K.A., Tellos, A., Gilmore, C., & Soh M. L. (2024, June). Multiplication fact knowledge: Integrating findings across multiple levels. Symposium presented at the Mathematical Cognition and Learning Society (MCLS) Annual Meeting; Washington, DC.
  • Gesuelli, K.A., Miller-Cotto, D., & Barbieri, C.A. (2024, April). Examining the longitudinal stability of mathematics learning difficulties and disabilities: A latent transition analysis. Paper presented at the Bader-Kauffman Conference on Special Education Research. Kent, OH.
  • Gesuelli, K.A. & Jordan, N.C. (2023, April). Underlying Heterogeneity in Students’ Fraction Arithmetic Development: Growth and Errors during the Intermediate Grades. Paper presented at the 2023 American Educational Research Association (AERA) Annual Meeting; Chicago, Illinois.
  • Gesuelli, K.A., Barbieri, C.A., & Booth, J.L. (2021, April). Transitions in algebra problem representations: middle-schoolers’ development in encoding equations. Paper presented at the 2021 American Educational Research Association (AERA) Annual Meeting; (virtual conference).