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Paolucci, Catherine

Catherine PaolucciAssistant Professor
School of Teaching and Learning

College of Education
University of Florida
Norman Hall
Gainesville, FL 32611
Phone number: 352-273-3735

Research Biography

My primary research interests support program and policy development for mathematics teacher education. My recent work has focused on the evaluation and development of teachers’ mathematical knowledge and the role of outreach and non-traditional field experiences in teacher preparation. These interests are driven by a commitment to both exploring innovative ways to increase engagement in STEM education and preparing teachers to educate and empower students in underserved communities.


Ed.D. in Mathematics Education, 2008
Teachers College, Columbia University

M.A. in Mathematics Education, 2005
Teachers College, Columbia University

B.A. in Mathematics, 2002
Hartwick College

Key Professional Appointments

Affiliate Research Scientist – Worcester Polytechnic Institute, STEM Education Center, 2018 – 2019

AAAS Science and Technology Policy Fellow – National Science Foundation (NSF), Joint appointment: Division of Mathematical Sciences and Division of Graduate Education, 2017 – 2019

Assistant Professor; Mathematics Education Coordinator – State University of New York at New Paltz, 2014 – 2018

Education Policy Fellow; Legislative Assistant – United States Senate, 2016 – 2017

Program Director, Permanent Lecturer in Mathematics Education – National University of Ireland, Galway, 2009 – 2014

Activities and Honors

American Association for the Advancement of Science (AAAS) Science and Technology Policy Fellowship, 2017 – 2019

American Mathematical Society (AMS) Congressional Fellowship, 2016 – 2017


International Mathematics Enrichment Project (IMEP): South Africa (2015 – present). Rupert Foundation, South Africa. Principal Investigator.

Enhancing Learning with 3-D Printing in the Secondary Mathematics Classroom (2015 – 2018) SUNY Teacher and Leader Education Network. Co-Principal Investigator with Principal Investigator K. Bell

Examination of the Mathematical Knowledge and Development of Out-of-Field Mathematics Teachers in the Professional Diploma in Mathematics for Teaching (2013 – 2018) National Centre for STEM Education (EPI-STEM), Ireland. Co-Principal Investigator with Principal Investigator M. Ní Ríordáin.

National Professional Development Program for Out-of-Field Mathematics Teachers (2012 – 2018) Department of Education and Skills (DES), Ireland. Co-Principal Investigator with Principal Investigator J. O’Donoghue.

Selected Publications

Chapters in Books

Paolucci, C. and Wessels, H. (In press). The International Mathematics Enrichment Project (IMEP): Enhancing teacher preparation through international community engagement. In H. Rosario (Ed.) Mathematical Outreach: Explorations in Social Justice Around the Globe. Singapore: World Scientific.

O’Dwyer, L. and Paolucci, C. (2019). Challenges in practice: A critical examination of efforts to link teacher practices and student achievement. In L. Suter, E. Smith, & B. Denman (Eds.) Handbook on Comparative Studies in Education: Practices and experiences in student schooling and learning (pp. 469-489). London: Sage.

Ní Ríordáin, M., Paolucci, C. and Lyons, T. (2019). Teacher professional competence: What can be learned about the knowledge and practices needed for teaching? In L. Hobbs, G. Törner (Eds.) Examining the Phenomenon of “Teaching Out-of-field”: International Perspectives on Teaching as a Non-specialist (pp.129-149). Singapore: Springer Nature.

McNamara, A. and Paolucci, C. (2016). Creating a gesture-based game for the mathematics classroom: Applications and considerations. In P. Felicia (Ed.) Game-Based Learning and the Power of Play: Exploring evidence, challenges and future directions (pp. 230-248). UK: Cambridge Scholars Publishing.

McNamara, A. and Paolucci, C. (2014). Gesture-based computing in the mathematics classroom. In P. Felicia (Ed.) Game-Based Learning: Opportunities and challenges (pp. 55-76). UK: Cambridge Scholars Publishing.

Journal Articles

Paolucci, C. (2018). From Campus to Congress: Navigating policy, procedure, and politics as an AMS Congressional Fellow. Notices of the American Mathematical Society, 65(2), 178-180. 

Paolucci, C. and Jennings, K. (2017). Turning policy into practice: Examining the relationship between policy, research and program development in teacher education. Action in Teacher Education, 39(2), 105-117.

Ní Ríordáin, M., Paolucci, C. and O’Dwyer, L. (2017). Examining the mathematical knowledge of Irish out-of-field mathematics teachers. Teaching and Teacher Education, 64, 162-174.

Paolucci, C. and Wessels, H. (2017). An examination of pre-service teachers’ capacity to create mathematical modeling problems for children. Journal of Teacher Education, 68(3), 330-344.

Paolucci, C. (2015). Changing perspectives: Examining the potential for advanced mathematical studies to influence pre-service teachers’ beliefs about mathematics. Teaching and Teacher Education, 49, 97-107.