Meghan Shaughnessy
Assistant Professor
Dr. Meghan Shaughnessy is an assistant professor of mathematics education at Boston University Wheelock College of Education & Human Development. Her research focuses on the study and improvement of equitable mathematics instruction, specifically practice-intensive approaches to supporting the professional learning of teachers, from initial training to advanced practices. Three connected strands comprise her research. The first strand, the learning of practice, focuses on the learning of teaching practice by teacher candidates and practicing teachers. The second strand focuses on tools for assessing and measuring teaching practice, both formatively to support ongoing learning and to understand changes in practice over time. The third strand focuses on structures and supports for the learning of teaching practice.
Dr. Shaughnessy’s research is deeply rooted in her work as a teacher educator, and she has collaborated nationally and internationally with university-based teacher preparation programs. Before joining the faculty at Boston University, Dr. Shaughnessy worked as a senior researcher and elementary teacher educator at the University of Michigan for over a decade. She was also involved in the University of Michigan School of Education’s project to redesign its elementary teacher education program to be practice-based, serving as associate chair of the elementary teacher education program for program design and innovation from 2012–2014. She is the co-chair of AERA’s Special Interest Group for Research in Mathematics Education. She has served as the associate vice president for research for the Association of Mathematics Teacher Educators and as a board member for the Michigan Association of Mathematics Teacher Educators.
Pronouns: she/her
Recent News
Education
PhD, Education, University of California, Berkeley
MA, Education, University of California, Berkeley
BA, Mathematics and Psychology, Wellesley College
Courses
ME 545 Methods of Teaching Mathematics - Elementary
Selected Publications
Curren-Preis, M., Garcia, N., & Shaughnessy, M. (2022). Why classroom equity strategies aren’t always equal. Educational Leadership, 79(5), 55–59.
Shaughnessy, M., Selling, S. K., Garcia, N., & Ball, D. L. (2022). Learning to teach teaching: What capabilities and knowledge do mathematics teacher educators need and (how) can we support their development? In D. Polly & E. Garin (Eds.), Preparing Quality Teachers: Advances in Clinical Practice (pp. 41-68). Information Age Publishing.
Shaughnessy, M., Garcia, N. M., O'Neill, M. K., Selling, S. K., Willis, A. T., Wilkes II, C. E., Salazar, S. B., & Ball, D. L. (2021). Formatively assessing prospective teachers' skills in leading mathematics discussions. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-021-10070-z
Shaughnessy, M., Garcia, N., & Robinson, D. D. (2021). Supporting students in critiquing math arguments. Mathematics Teacher: Learning and Teaching Pre-K–12, 114(11), 820-829.
Garcia, N., Shaughnessy, M., & Pynes, D. (2021). Recording student thinking in a mathematics discussion. Mathematics Teacher: Learning and Teaching Pre-K–1, 114(12), 926–933.
Shaughnessy, M., DeFino, R., Pfaff, E., & Blunk, M. (2020). I think I made a mistake: How do prospective teachers elicit the thinking of a student who has made a mistake? Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-020-09461-5
Shaughnessy, M., & Boerst, T. (2018). Uncovering the skills that preservice teachers bring to teacher education: The practice of eliciting a student’s thinking. Journal of Teacher Education, 69(1), 40–55.
Selected Presentations
Shaughnessy, M., Boerst, T., Garcia, N., Heck, D., Sachs, L., & DeFino, R. (2023, February). Engaging in formative assessment as a teacher educator: Exploring issues of reliability with teaching simulations. Session presented at the twenty-seventh annual meeting of the Association of Mathematics Teacher Educators (AMTE). New Orleans, LA.
Boerst, T., Shaughnessy, M., Garcia, N., & Blunk, M. (2023, February). Taking up feedback: Preservice teachers’ use of formative feedback in simulation contexts. Session presented at the twenty-seventh annual meeting of the Association of Mathematics Teacher Educators (AMTE). New Orleans, LA.
Garcia, N., Shaughnessy, M., Mortimer, J., Pynes, D., Robinson, D., & Blunk, M. (2022, November). Exploring the impact of discussion-leading professional development on teachers’ practice. Paper presented at the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Nashville, TN.
Shaughnessy, M., & Garcia, N. (2022, November). Formatively assessing novices’ capabilities with modeling content. Paper presented at the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Nashville, TN,
Shaughnessy, M., Garcia, N., & Kennison, A. (2022, September). Supporting equitable discussions using practices that leverage students’ cultural resources. Presented at the annual meeting of the National Council of Teachers of Mathematics, Los Angeles, CA.
Shaughnessy, M., Garcia, N., & Curren-Preis, M. (2022, September). What is similar and difference about leading discussion across mathematics and English language arts. Presentation at the 54th Annual Meeting of the National Council of Supervisors of Mathematics. Anaheim, CA.