Tutita M. Casa

Tutita M. Casa is an Associate Professor in the Neag School of Education at the University of Connecticut with expertise in elementary mathematics education. Her scholarship is focused on discourse, and she is a leading scholar in mathematical writing. She directed the Elementary Mathematical Writing Task Force, with funding from the National Science Foundation, to concretely establish this aspect of discourse in the scholarly literature. Dr. Casa is dedicated to creating and testing the impact of materials and models to advance elementary students’ abilities to write, particularly to ensure those typically marginalized in mathematics classrooms have more opportunities to have a voice to reason mathematically. She also has extensive experience developing and researching the efficacy of advanced mathematics units for elementary students through Project M2: Mentoring Young Mathematicians (Grades K-2) and Project M3: Mentoring Mathematical Minds (Grades 3-5). These two federally funded endeavors produced units fostering a discourse-rich mathematics learning community, eight of which were awarded the Curriculum Studies Award by the National Association for Gifted Children. Dr. Casa also has extensively published for research and practitioner audiences, including in Educational Leadership, Gifted Child Quarterly, Journal for Research in Mathematics, Journal of Writing Research, Mathematics Teacher: Learning and Teaching PreK-12, School Science and Mathematics, Teaching Children Mathematics, and Young Children.

Publications

Illuminating and Advancing the Path for Mathematical Writing Research
Illuminating and Advancing the Path for Mathematical Writing Research
Madelyn W. Colonnese, Tutita M. Casa, Fabiana Cardetti. © 2024. 389 pages.
Mathematical writing is essential for students’ math learning, but it’s often underutilized due to unclear guidelines. Mathematical writing is a mode of communication that...
Framing Our Understanding of Mathematical Writing
Framing Our Understanding of Mathematical Writing
Tutita M. Casa, Fabiana Cardetti, Madelyn W. Colonnese. © 2024. 14 pages.
In this chapter, the authors situate mathematical writing within the context of discourse, define mathematical writing, describe the classroom environment that fosters...
A Genre-Based Approach to Improving Students' Mathematical Writing: Practical Support for Educators
A Genre-Based Approach to Improving Students' Mathematical Writing: Practical Support for Educators
Lauren Haggis, Tutita M. Casa. © 2024. 18 pages.
This chapter introduces the resources and practical guides that the South Australian Department for Education has developed to support teachers to teach writing in mathematics...
Assessing and Scoring Elementary Mathematical Writing: Research and Practice Considerations
Assessing and Scoring Elementary Mathematical Writing: Research and Practice Considerations
Tutita M. Casa, Tessa L. Arsenault, Sarah R. Powell, Michael A. Hebert. © 2023. 37 pages.
Mathematical writing has gained attention as an essential component of discourse. Assessing and scoring students' writing pieces about mathematics has the potential to allow...