The Professional Journey of Beatriz Silva D’ambrosio: a Mathematics Educator


  • Jane Keiser Miami University



The present article presents a discussion about the career of Beatriz Silva D´Ambrosio (Bia). Not all of her work is listed here, but only the part of her production highlighted by Academic Google. The objective is to give the reader an overview of Bia’s professional legacy. It shows the course of her professional development and her contributions to the literature in the fields of Education, Psychology and Mathematics Education. Some of the texts co-authored in collaborations with colleagues are also discussed. The quest for continuous dialogue with peers, her commitment to the development of research to improve the teaching and learning of mathematics, as well as her commitment to ethics, social justice and community of practice hallmarked her career as a mathematics  educator, teacher educator and researcher.


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Cox, D., D’Ambrosio, B., Keiser, J., & Naresh, N. (2014, agosto). Repositioning ourselves: acknowledging contradiction. Bolema, 28(49), 990-1011.

D’Ambrosio, B. S. (1987). The dynamics and consequences of the Modern Mathematics reform movement for Brazilian Mathematics education (Tese de Doutorado). School of Education, Indiana University, Bloomington.

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D’Ambrosio, B. S. (1997). Using research as a stimulus for learning. Journal for Research in Mathematics Education. Monograph, Vol. 9, p. 144-177.

D’Ambrosio, B. S. (2004). Preparing teachers to teach Mathematics within a constructivist framework: The importance of listening to children. In T. Watanabe, & D. Thompson (Eds.), The work of mathematics teacher educators: Exchanging ideas for effective practice (Vol. 1, pp.135-150). San Diego, CA: Association of Mathematics Teacher Educators.

D’Ambrosio, B. S. (2014). Living contradictions: Negotiating practices as Mathematics teacher educators. Presentation at AMTE, Irvine CA Feb. 7, 2014. Retirado em 18 fevereiro, 2016, de

D’Ambrosio, B. S., & Cox, D. (2015). An examination of current methodologies in Mathematics Education through the lenses of purpose, participation, and privilege. Perspectivas da Educação Matemática,8(18), 209-726.

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Duckworth, E. (1987). The having of wonderful ideas: And other essays on teaching and learning. New York: Teachers College Press.

Kastberg, S. E., D’Ambrosio, B. S., McDermott, G., & Saada, N. (2005). Context matters in assessing students' mathematical power. For the Learning of Mathematics, 25(2), 10-15.

Kastberg, S. E., D’Ambrosio, B. S., & Lynch-Davis, K. (2012). Understanding proportional reasoning for teaching. Australian Mathematics Teacher, 68(3). 32-40.

Lester, F. (2015). Speech given at celebration of life event for Beatriz Silva D'Ambrosio, September 26, 2015. Oxford, OH, USA.

Lopes, C. E. & D’Ambrosio, B. S. (2015). Sowing new and rare seeds in Mathematics Education. In B. S. D’Ambrosio, & C. E. Lopes, Creative insubordination in Brazilian Mathematics Education research (pp. 253-259). Raleigh: Lulu Press.

Lopes, C., Grando, & D’Ambrosio, B. (2016). Experiences situating Mathematical problem solving at the core of early childhood classrooms. Early Childhood Education Journal, 44(1), 1-11.

Murtadha-Watts, K., & D’Ambrosio, B. S. (1997, December). A convergence of transformative multicultural and Mathematics instruction? Dilemmas of group deliberations for curriculum change. Journal for Research in Mathematics Education, 28(6), 767-782.

Norton, A., & D’Ambrosio, B. S. (2008). ZPC and ZPD: Zones of teaching and learning. Journal for Research in Mathematics Education, 39, 220-246.

Steffe, L. P., & D'Ambrosio, B. S. (1995). Toward a working model of constructivist teaching: A reaction to Simon. Journal for Research in Mathematics Education, 26(2), 146-159.