Dr. Eugenia Vomvoridi-Ivanovic
Dr. Eugenia Vomvoridi-Ivanovic, Associate Professor
Phone: (813) 974-3533
Bachelors: Mathematics from the University of Hawaii at Manoa
Masters: Mathematics Education from the University of Georgia
Doctorate: Curriculum and Instruction with an emphasis in Mathematics Education from the University of Illinois at Chicago
Teaching & Service:
Eugenia Vomvoridi-Ivanović is an Associate Professor of Mathematics Education at the department of Teaching and Learning. She is also the mathematics education program coordinator and master’s advisor. Eugenia is mathematically bi-literate (English and Greek) and has taught mathematics at the middle school, high school, and college level. She currently teaches mathematics education courses to undergraduate, masters, and doctoral students.
Her research explores Culturally Responsive Mathematics Teacher Education (CRMTE), which she defines as teacher education that: a) is responsive to the needs and capitalizes on the funds of knowledge of culturally diverse mathematics (pre-service and in-service) teachers, and b) seeks to prepare culturally responsive mathematics teachers who will advance the education of students whose linguistic and cultural backgrounds have not traditionally been recognized as resources for mathematics learning. Her research focuses on:
- Those who experience CRMTE - Specifically, she conducts research on:
- The experiences and practices of culturally diverse mathematics pre-service teachers (PSTs), with a specific focus on bilingual Latinas/os.
- Mathematics (pre-service and in-service) teachers’ development of knowledge and skills for culturally responsive mathematics teaching through traditional (out of school) field experiences and through traditional (university based) coursework.
- Those who enact CRMTE - Specifically, she conducts research on:
- The conceptions and practices of MTEs, including myself, who seek to prepare culturally responsive mathematics teachers.
- McLeman, L., & Vomvoridi-Ivanović, E. (2017). Focusing on challenges and resolutions: Analyzing and revising lessons for equity and access. In M. Civil, A. Fernandes, & S. Crespo (Eds.), Access and equity: Promoting high quality mathematics in grades 6-8 (pp. 77-88). Reston, VA: NCTM.
- Ward, J., & Vomvoridi-Ivanovic, E. (2017). Analyzing early learning mathematics assessments. Dimensions in Mathematics, 37(1), 4-9.
- Han, H. S., Vomvoridi-Ivanović, E., Jacobs, J., Karanxha, Z., & Feldman, A. (2017). Using collaborative self-study methods to explore culturally responsive pedagogy in higher education. SAGE Research Methods Cases Part 2. 1-15. Doi: http://dx.doi.org/10.4135/9781473959453
- Van Ingen, S., McHatton, P. A., & Vomvoridi-Ivanović, E. (2016). How do pre-service teachers intend to link research to practice? Foundational knowledge for bridging the gap between research and practice. Action in Teacher Education, 38(2), 175-189. doi: 10.1080/01626620.2016.1155094
- Vomvoridi-Ivanović, E. (2016) Challenging mathematics teachers’ deficit language use⎯A commentary on Goffney’s case. In D.Y. White, S. Crespo & M. Civil (Eds.), Cases for teacher educators: Facilitating conversations about inequities in mathematics classrooms (pp. 407-411). Charlotte, NC: Information Age Publishing and Association of Mathematics Teacher Educators.
- Vomvoridi-Ivanović, E., & McLeman, L. K. (2015). Mathematics teacher educators focusing on equity: Potential challenges and resolutions. Teacher Education Quarterly, 42(4), 83-100.
- Han, H. S., Vomvoridi-Ivanović, E., Jacobs, J., Karanxha, Z., Lypka, A., & Feldman, A. (2014). Culturally responsive teaching in higher education: a collaborative self-study. Studying Teacher Education, 10, 290–312. doi:10.1080/17425964.2014.958072
- Vomvoridi-Ivanović, E., & Chval, K. B. (2014). Challenging beliefs and developing knowledge in relation to teaching English language learners: Examples from mathematics teacher education. In B. Cruz, C. Ellerbrock, A. Vasquez, & E. Howes (Eds.), Talking diversity with teachers and teacher educators: Exercises and critical conversations across the curriculum. (pp. 115 – 130). New York, NY: Teacher’s College Press.