Paul Wonsavage 

Mathematics Post-doctoral Research Associate, Lastinger Center for Learning

Paul Wonsavage

Phone

352-273-4103

Email

Address

618 SW 12th Street
0711 Norman Hall
PO Box 117052
Gainesville, FL 32611

Connect

About

Paul Wonsavage serves as a post-doctoral research associate of mathematics with the Lastinger Center for Learning. Paul supports an NSF funded grant, the Practice-Driven Professional Development (PDPD) project, which focuses on incremental changes to Algebra teachers’ instruction. He works alongside the PDPD research team to develop and test PD materials to support algebra teachers and conducts research on the efficacy of the PD model in terms of student learning outcomes and teachers’ instructional practices. Prior to graduate school, he taught high school mathematics for seven years. In 2015, he began graduate school and joined a state-wide research-practice partnership between NC K-12 mathematics educators, NC universities, and the NC Department of Public Instruction. He earned his doctorate from the University of North Carolina at Greensboro.

Affiliations

  • Lastinger Center for Learning

Research Interests

Implementation Science, Mathematics Education, Professional Development, Qualitative Research, Research Design

Education

  • Ph.D. in Educational Studies, University of North Carolina at Greensboro. Concentration: Mathematics Education. 2021.
  • Master of Education. University of North Carolina at Greensboro. Concentration: Mathematics Education. 2017.
  • Bachelor of Science, Mathematics Education, Magna Cum Laude. North Carolina State University. 2009.

Professional Appointments

  • Lastinger Center for Learning
  • North Carolina Council of Teachers of Mathematics (NCCTM)
  • Association of Mathematics Teacher Educators (AMTE)
  • Association of Mathematics Teacher Educators - North Carolina (AMTE-NC)

Activities and Honors

  • North Carolina Council of Teachers of Mathematics (NCCTM) Innovator Award, 2018
  • North Carolina Department of Public Instruction Governor’s Teacher Network Recipient, 2014
  • Winston-Salem/Forsyth County Schools Outstanding Secondary Math Teacher of the Year, 2014

Selected Grants

Practice-Driven Professional Development (PDPD)

Role
  • Post-doc research associate
Funding Agency
  • National Science Foundation
Project Period
  • 1/1/21 - 1/1/25
Award Amount
  • $2,533,291

Meaningful Algebraic Experiences (MAX) Project (Pending)

Role
  • Research Associate
Funding Agency
  • Institute of Education Sciences (IES)
Project Period
  • July 2024 – June 2029
Award Amount
  • $4,000,000

Early Numeracy Educator Self-Assessment (Pending)

Role
  • Research Associate
Funding Agency
  • Schmidt Futures
Project Period
  • June 2024 - June 2025
Award Amount
  • $50,000

Selected Publications

Presentations
  • Wonsavage, F.P. (2023, November). Searching for hidden gems. Presentation at the annual meeting of the North Carolina Council of Teachers of Mathematics. Winston-Salem, NC.
  • Candela, A. G., de Araujo, Z., Wonsavage F. P.,  & Wambua, M. M. (2023, February) High Uptake Practices: What are they and how might they change the professional development landscape? Presented at the Association of Mathematics Teachers Annual Meeting. New Orleans, LA.
  • de Araujo, Z. De Leon Alejandro, J. D., Wonsavage F. P., Candela, A. G. Stewart, M. N. (2023, February). Rethinking professional development to align with teachers’ realities during (and after) the COVID-19 pandemic. Presented at the Association of Mathematics Teachers Annual Meeting. New Orleans, LA.
  • Candela, A. G., Wonsavage, F. P., de Araujo, Z., & Otten, S. (2022, November). Rethinking classroom data collection: Video vs Live Data Collection. Presented at the 44th Annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Nashville, TN.
Other Publications
  • Wonsavage, F. P. (2023). Designing for sensemaking of research: The Mathematics District Leader Research Group. Mathematics Teacher Educator. 12(1), 24-48. https://doi.org/10.5951/MTE.2022-0040
  • Wonsavage, F. P. (2022). Making connections between representations. Mathematics Teacher: Learning and Teaching PK-12, 115(5), 364-371. https://doi.org/10.5951/MTLT.2021.0244
  • Candela, A. G., Wonsavage, F. P., de Araujo, Z., & Otten, S. (2022). Rethinking classroom data collection. In A. E. Lischka, E. B. Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown (Eds.), Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1896–1897). Middle Tennessee State University.
  • de Araujo, Z., Wambua, M. M., Wonsavage, F. P., Otten, S., & Candela, A. G. (2022). Conceptualizing high uptake practices. In A. E. Lischka, E. B. Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown (Eds.), Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1507–1508). Middle Tennessee State University.
  • McCulloch, A., Mawhinney, K., Holl-Cross, C., Wilson, P.H., & Wonsavage, F.P. (2022). Professional learning at scale: Designing a boundary object. In A. E. Lischka, E. B. Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown (Eds.), Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 979–987). Middle Tennessee State University.
  • Otten, S., de Araujo, Z., Candela, A. G., Vahle, C., Stewart, M. E. N., Wonsavage, F. P., & Baah, F. (2022). Incremental change as an alternative to ambitious professional development. In A. E. Lischka, E. B. Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown (Eds.), Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1445–1450). Middle Tennessee State University.