Contact Information
Phone:  617-353-7105
E-mail:  schapin@bu.edu

Educational History

  • Ed. D. Boston University
  • Ed. M. Boston University
  • B.A. Duke University

Profile

Dr. Suzanne Chapin is Professor of Mathematics Education at Boston University where she teaches graduate-level courses and conducts research. Her work covers the areas of gifted education, curriculum design, teacher professional development in mathematics, and teacher and student discourse in mathematics. Dr. Chapin is the principal investigator of two Robert Noyce Scholars Programs; these programs recruit and prepare outstanding mathematics students for lasting teaching careers in urban school districts. She is also the PI of the Elementary Pre-Service Teachers Mathematics Project where she is involved in writing problem-based mathematics tasks and researching the effects of these tasks in conjunction with discourse-based pedagogy on elementary education majors’ knowledge of mathematics for teaching. Dr. Chapin is the senior author of Math Matters: Understanding the Math You Teach Grades K-8 (2006), a book designed to help teachers understand and teach to the “big” ideas in mathematics and Classroom Discussions: Using Math Talk To Help Students Learn (2009), that focuses on the role of classroom discourse in learning mathematics. Her most recent work is a multi-media resource—Classroom Discussions: Seeing Math Discourse in Action—which includes a facilitator’s guide, DVDs, and CD. She is co-author of Math Innovations, a new middle grades mathematics series published by Kendall Hunt. Her work on the Mentoring Mathematical Minds series (12 books for gifted students in grades 3 through 5) has won “best curriculum” awards for the past five years from the National Association of Gifted Children. A consultant to school districts on reforming school mathematics, Dr. Chapin is a frequent speaker at national conferences and meetings of mathematicians, mathematics educators, researchers, and policy makers.

Courses Taught

  • SED ME589  Designing Professional Development Programs in Mathematics
  • SED ME558  Mathematics Curriculum: Programs, Issues and Trends
  • SED ME545  Methods of Teaching Mathematics: Elementary
  • SED ME546  Methods of Teaching Mathematics: Middle School
  • SED ME 851 Doctoral Seminar in Mathematics Education
  • CAS MA 107 Elementary Mathematics I

Selected Publications

  • Anderson, N., Chapin, S., & O’Connor, C. (2011). Classroom Discussions: Seeing Math Discourse in Action (multimedia professional learning resource). Sausalito, CA: Math Solutions.
  • Chapin, S., Gavin, M. K., & Sheffield, L. (2010). Math Innovations: Courses 1-3 (middle school textbook series; 15 student modules with accompanying teacher’s editions and assessment guides). Dubuque, IA: Kendall Hunt Publishers.
  • Gavin, K., Casa, T., Chapin, S., & Sheffield, L. (2010). Mentoring Young Mathematicians: Project M2 (curriculum series for talented students in grades K-2). ).  Dubuque, IA: Kendall Hunt Publishers.
  • Chapin, S., O’Connor, C., & Anderson, N. (2009). Classroom Discussions: Using Math Talk to Help Students Learn, Grades K-6 (second edition). Sausalito, CA: Math Solutions Publications.
  • Gavin, M. K., Chapin, S., Dailey, J. & Sheffield, L. (2009). Mentoring Mathematical Minds (mathematics curriculum series for gifted and talented students in grades 3-5).  Dubuque, IA: Kendall Hunt Publishers.
  • Chapin, S. & O’Connor, C. (2007). Academically Productive Talk: Supporting Student Learning in Mathematics. In Martin, W.G., Strutchens, M., & Elliott, P. (Eds.), The Learning of Mathematics, 69th NCTM Yearbook (pp. 113-128). Reston, VA: National Council of Teachers of Mathematics.
  • Chapin, S. & Johnson, A. (2006). Math Matters: Understanding the Math You Teach, Grades K-8. Sausalito, CA: Math Solutions Publications.
  • Chapin, S. & Anderson, N. (2003). Crossing the Bridge to Formal Proportional Reasoning. Mathematics Teaching in the Middle School. 8(8), 420-425.
  • Chapin, S., Koziol, A., MacPherson, J., & C. Rezba. (2003). Navigating Through Data Analysis and Probability in Grades 3-5. Reston, VA: National Council of Teachers of Mathematics.

Selected Presentations

  • S. Chapin, Z. Feldman, M. Chedister, D. Cheng, A. Salinas, J. Bunn, D. Ng, & J. Shumway. Using Mathematical Tasks and Discourse-Based Instruction to Promote Pre-Service Elementary Teacher Knowledge, Association of Mathematics Teacher Educators Annual Conference, Irvine, CA. January, 2011.
  • S. Chapin, Z. Feldman, M. Chedister, D. Cheng, D. Ball, H. Bass, Y. Lai, D. Sherman, L. Sleep, K. Suzuka, & M. Thames. Designing Materials to Support the Learning of K-6 Mathematics Teacher Educators, Association of Mathematics Teacher Educators Annual Conference, Irvine, CA. January, 2011.
  • S. Chapin, Z. Feldman, M. Chedister, D. Cheng, A. Salinas, J. Bunn, N. Anderson, D. Ng, & J. Shumway. The Use of Discourse in Developing Prospective Teachers’ Mathematical Justifications, National Council of Teachers of Mathematics Research Presession, Indianapolis, IN. April 2011.
  • S. Chapin, N. Anderson, R. Elliott, E. Baldinger, K. Marrongelle, J. Mumme, & K. Koellner. Teachers’ Specialized Knowledge: Task use in Classrooms and Professional Education, National Council of Teachers of Mathematics Research Presession, Indianapolis, IN. April 2011.
  • S. Chapin. Let’s Talk About Mathematics: Key Discussion Topics and Problems. National Council of Supervisors of Mathematics Annual Conference, Indianapolis, IN. April 2011.
  • S. Chapin. “Using the Elementary Mathematics Project Materials in Mathematics Courses for Pre-Service Elementary Teachers.” Presentation at the EMP Northeast Regional Conference for faculty involved in the mathematical preparation of elementary teachers, Boston University, Boston, MA. June 2011.
  • S. Chapin, M. Coleman, M. Chedister, D. Barney, & B. Coyler. The Mathematical Immersion Experience in Boston University’s Noyce Scholars Programs. NSF Robert Noyce Teacher Scholarship Program Conference, Washington DC, July 2011.
  • S. Chapin. “Teachers’ Specialized Content Knowledge: Preparing Future Elementary School Teachers to Teach Mathematics.” Presentation at the 40 Years and Counting: Association for Women in Mathematics Research Conference, Brown University, Providence, RI. Sept. 17, 2011.
  • S. Chapin, “Let’s Talk About Mathematics: Using Discussions to Enhance Learning.” Keynote speaker at the Pedagogical Content Knowledge (PCK) Intensive Anchor Event, Denver Public Schools, Denver, CO. Sept. 2011.
  • Feldman, Z., Cheng, D. & Chapin, S. (2011). “Maintaining Cognitive Demands of Tasks through Small Group Discussions in Pre-service Elementary Mathematics Classrooms.” Paper presented at the 33rd Annual Conference of the North American Chapter of the International Group Conference, Reno, NV. October 2011.

Selected Grants

  • Strategic Use of Classroom Discourse in Mathematics Instruction: Studies of Effects on Student and Teacher Learning (2002-2005).
  • Project Challenge (1998-2002).
  • Principal Investigator, Math for America Boston: Teaching Scholars Program, National Science Foundation, $1,500,000. (2009-2015)
  • Principal Investigator, Boston University’s Noyce Scholars Program in Mathematics. National Science Foundation, $900,000. (2007-2012)
  • Principal Investigator, The Elementary Pre-Service Teachers Mathematics Project, National Science Foundation, $150,000. (2009-2011)

Selected Awards/Honors/Special Recognition

  • NAGC’s Annual Curriculum Division’s Curriculum Award for “What’s the ME in Measurement All About?”
  • 2009 Elected to the Massachusetts Mathematics Educators Hall of Fame, The Association of Teachers of Mathematics in Massachusetts.

Undergraduate Students

Undergraduate students at the School of Education benefit from the community feel of a small school along with the resources of a large university. Our students are in the field in both urban and suburban schools as early as their first year at SED.

Graduate Students

Talented graduate students from around the world prepare to become teachers, counselors, administrators, and more in as little as one year at the School of Education. Our students engage in diverse aspects of education both in the classroom and the field.