Bárbara M. Brizuela
Associate Professor
Department Chair

• Ed.D., Harvard University
• M.A., Tufts University
• Licenciada en Ciencias Pedagógicas, Universidad de Belgrano, Argentina
• Licenciada en Psicopedagogía, Universidad de Belgrano, Argentina

Bárbara studied in Argentina and the US, where she moved in 1995. She has been a kindergarten and seventh grade teacher in Argentina as well as a Spencer Foundation research training grantee.  In 2008-2009 Bárbara will be a Spencer Fellow, a Fulbright Senior Scholar, and a Schuster Family Faculty Fellow in Arts & Sciences (Tufts University). Her current research focuses on children's learning of written numbers and notational aspects in mathematics. For the last few years, she has also been involved in a research project on children's early algebraic reasoning and teaching elementary school children, exploring the intertwined nature of arithmetic and algebra (see www.earlyalgebra.org). She is currently also investigating the connections between engineering and algebra through a project funded by the General Electric Foundation (see www.buildingmath.org). Her main areas of interest are early childhood education, cognitive development, and mathematics education.

Selected Publications (since 2004):

BOOKS:

2007:
Schliemann, A. D., Carraher, D., & Brizuela, B. M. (2007). Bringing Out the Algebraic Character of Arithmetic: From Children's Ideas to Classroom Practice. Mahwah, NJ: Lawrence Erlbaum and Associates.

Wong, P. Y., & Brizuela, B. M. (2006). Building Math: Stranded. Portland, ME: Walch Publishing. (Winner of "Distinguished Achievement Award" from the Association of Educational Publishers, 2008.)

Wong, P. Y., & Brizuela, B. M. (2006). Building Math: Everest Trek. Portland, ME: Walch Publishing. (Winner of "Distinguished Achievement Award" from the Association of Educational Publishers, 2008.)

Wong, P. Y., & Brizuela, B. M. (2006). Building Math: Amazon Mission. Portland, ME: Walch Publishing. (Winner of "Distinguished Achievement Award" from the Association of Educational Publishers, 2008.)

2006:
Brizuela, B. M. (2006). Desenvolvimento matematico na criança: Explorando notacões. Porto Alegre, Brazil: Artmed Editora. (Portuguese translation of Mathematical Development in Young Children: Exploring Notations.)

2004:
Brizuela, B. M. (2004). Mathematical Development in Young Children: Exploring Notations. NY: Teachers College Press.

EDITED VOLUMES:

2005:
Alvarado, M., & Brizuela, B. M. (Eds.) (2005). Haciendo números. Las notaciones numéricas vistas desde la psicología, la didáctica y la historia. México: Editorial Paidós.

ARTICLES IN REFEREED JOURNALS:

2008:
Brizuela, B. M., & Cayton, G. (2008). The roles of punctuation marks while learning about written numbers. Educational Studies in Mathematics, 68, 209-225.

2006:
Brizuela, B. M. (2006). Young children's notations for fractions. Educational Studies in Mathematics, 62(3), 281-305.

Carraher, D. W., Schliemann, A. D., Brizuela, B. M., & Earnest, D. (2006). Arithmetic and Algebra in Early Mathematics Education. Journal for Research in Mathematics Education 37(2), 87-115.

Martinez, M. V., & Brizuela, B. M. (2006). A third grader's way of thinking about linear function tables. Journal of Mathematical Behavior, 25(4), 285-298.

2005:
Carraher, D.W., Schliemann, A.D., & Brizuela, B.M. (2005). Treating the operations of arithmetic as functions. [Videopaper]. In D. Carraher & R. Nemirovsky (Eds.), Medium and meaning: Video papers in
mathematics education research, Journal for Research in Mathematics Education Monograph, Vol. XIII. 2005. [On CD-ROM]. 11 min. video (204 MB), 34 pages text (170 KB), 32 images (974 KB).

2004:
Brizuela, B. M., & Schliemann, A. D. (2004). Fourth graders solving linear equations. For the Learning of Mathematics, 24(2), 33-40.

ARTICLES IN NON-REFEREED JOURNALS:

2008:
Brizuela, B. M. (2008). Notaciones empleadas por los niños para representar fracciones (Spanish translation of "Young children's notations for fractions" published in 2006 in Educational Studies in Mathematics). 12(ntes) Enseñar Matemática. Nivel Inicial y Primaria, 3, 19-40.

Brizuela, B. M., & Schliemann, A. D. (2008). Alumnos de diez años de edad resolviendo ecuaciones lineales (Spanish translation of "Fourth graders solving linear equations" published in 2004 in For the Learning of Mathematics). 12ntes. Enseñar Matemática Nivel Inicial y Primario, 5, 7-24.

BOOK CHAPTERS:

2008:
Brizuela, B. M., & Earnest, D. (2007). Multiple notational systems and algebraic understandings: The case of the "best deal" problem. In J. Kaput, D. Carraher, & M. Blanton (Eds.), Algebra in the Early Grades (pp. 273-301). Mahwah, NJ: Lawrence Erlbaum and Associates.

2005:
Alvarado, M., & Brizuela, B. M. (2005). Introducción. In M. Alvarado & B. M. Brizuela (Eds.) Haciendo números. Las notaciones numéricas vistas desde la psicología, la didáctica y la historia. (pp. 9-12). México: Editorial Paidós.

Brizuela, B. M. (2005). Relaciones entre representaciones: el caso de Jennifer, Nathan y Jeffrey. In M. Alvarado & B. M. Brizuela (Eds.) Haciendo números. Las notaciones numéricas vistas desde la psicología, la didáctica y la historia. (pp. 198-219). México: Editorial Paidós. (Spanish version of chapter in "Mathematical Development in Young Children: Exploring Notations".)

PAPERS IN REFEREED CONFERENCE PROCEEDINGS:

2008:
Brizuela, B. M., & Cayton, G. A. (2008). First and second graders' spontaneous use of punctuation marks within written numerals. In O. Figueras, J. L. Cortina, S. Alatorre, T. Rojano, & A. Sepúlveda (Eds.), Proceedings of the 32nd Annual Meeting of the International Group for the Psychology of Mathematics Education (vol. 1, p. 241 México: Cinvestav-UMSNH.

Cayton, G. A., & Brizuela, B. M. (2008). Relationships between  children's external representations of number. In O. Figueras, J. L. Cortina, S. Alatorre, T. Rojano, & A. Sepúlveda (Eds.), Proceedings of the 32nd Annual Meeting of the International Group for the Psychology of Mathematics Education (vol. 2, pp. 265-272). México: Cinvestav-UMSNH.

2007:
Cayton, G. A., & Brizuela, B. M. (2007). First graders' strategies for numerical notation, number reading and the number concept. In J.-H. Woo, H.-C. Lew, K.-S. Park, & D.-Y. Seo (Eds.), Proceedings of the  31rst Annual Meeting of the International Group for the Psychology of Mathematics Education (vol.2, pp. 81-88). Seoul, Korea: Seoul National University.

2006:
Martinez, M. V., & Brizuela, B. M. (2006). An unexpected way of thinking about linear function tables. In J. Novotná, H. Moraová, M. Krátka, & N. Stehlíková (Eds.), Proceedings of the 30th Annual Meeting  of the International Group for the Psychology of Mathematics Education (vol. 4, pp. 153-160). Prague, Czech Republic: Charles University.
 

REVIEWS OF MY PUBLISHED WORK:

Warren, E. (2007). Children's Invented Notations as Insights Into Mathematical Thinking: A Review of Mathematical Development in Young Children: Exploring Notations. Journal for Research in Mathematics  Education, 38(3), 322-326.