Dr. Frances R. Curcio
Professor, Mathematics Education
Powdermaker Hall, 150G
Voice: 718.997.5154
Fax: 718.997.5152
e-mail: FRCurcio@aol.com ; frances.curcio@qc.cuny.edu
http://qcpages.qc.cuny.edu/SEYS/faculty/curcio

COURSES
Seminar in Research in Mathematics Education Parts I and II; Graduate and undergraduate Methods; Curriculum and Assessment in Secondary Mathematics; Middle School Practicum; Student Teaching

RESEARCH INTERESTS
Graph comprehension; mathematical problem solving; secondary mathematics teacher preparation; Japanese lesson study

RECENT PUBLICATIONS
Artzt, A. F., & Curcio, F. R. (In press). “Recruiting and Retaining Secondary

Mathematics Teachers: Lessons Learned from an Innovative, Four-year, Undergraduate

Program.” Journal of Mathematics Teacher Education.

Artzt, A. F., & Curcio, F. R. (2007). “Reforming Mathematics Teacher Preparation: Now

is the TIME!” In V. V. Orlov (Ed.), Issues in Theory and Practice in the Teaching of

Mathematics (pp. 72-81). St. Petersburg, Russia: Russian State Pedagogical University

Press.

Artzt, A. F., & Curcio, F. R., with Weinman, N. (2007, Spring). “Teachers Need to Sell

Mathematics Teaching: Reaching Out to Excellent High School Students.” NCSM

Journal of Mathematics Education Leadership, 10(1), 4-7.

Artzt, A. F., & Curcio, F. R. (2007). “TIME 2000: A Mathematics Teaching Program.”

Mathematics Teacher, 100, 542-543.

Artzt, A. F., Armour-Thomas, E., & Curcio, F. R. (2008). Becoming a reflective
    mathematics teacher (2nd ed.). New York: Taylor & Francis.
Curcio, F. R., & Artzt, A. F. (2008). Reading, writing, and mathematics: A
   problem-solving connection. In D. Lapp, J. Flood, & N. Farnan (Eds.), Content
 area reading and learning: Instructional strategies (2nd Ed.). New York: Taylor & Francis.
Artzt, A. F., & Curcio, F. R., with Weinman, N. (2006). Hosting a conference for
   high school students: An innovative recruitment strategy. Urban Scholar.
http://qcpages.qc.edu/Education/new/equity_studies_research_center.htm
Curcio, F. R. (10 July 2006). The difference a teacher makes. The New York Times, 
   p. A16.
Curcio, F. R., & Artzt, A. F., with Porter, M. (2006). Designing innovative
   fieldwork: Beyond the theory-in-practice focus. Urban Scholar.
http://qcpages.qc.edu/Education/new/equity_studies_research_center.htm
Curcio, F. R., & Artzt, A. F., with Porter, M. (2005). Providing meaningful
   fieldwork for preservice mathematics teachers: A college-school collaboration.
Mathematics Teacher, 98,604-609.
Curcio, F. R. (27 March 2005). The math guide: Oops! The New York Times, p. 10wk.
Curcio, F. R., Scher, D., & Weinberg, S. L. (Fall-Winter, 2004-2005). Using scenario tasks
   to elicit teachers’ algebraic thinking: A recommendation for
   professional development. NCSM Journal of Mathematics Education Leadership,
   7(2), 3-10.
Artzt, A. F., Curcio, F. R., & Sultan, A. (2004). An innovative approach to
   mathematics teacher preparation. In V. V. Orlov (Ed.), Proceedings of the International
   Scientific Conference at HertzenState Pedagogical University (pp. 61-71).
St. Petersburg, Russia: Hertzen State Pedagogical University.
Curcio, F. R. (15 December 2004). No need for math? That’s just not probable. The
   New York Times, p. A32.
Curcio, F. R. (29 September 2004). Tutors at public schools. The New York Times, p.
    A24.
Curcio, F. R. (2004). Reading and mathematics: A problem-solving connection. In B.
   Clarke, D. M. Clarke, G. Emanuelsson, B. Johansson, D. V. Lambdin, F. K. Lester,
   A. Wallby, K. Wallby  (Eds.), International perspectives on learning and teaching
   mathematics (pp. 161-171) . Göteborg, Sweden: University of Göteborg.
Curcio, F. R., & Zarnowski, M. (2004). Teaching notes for “Mathematics and poetry:
  Problem solving in context.” In D. Thiessen (Ed.), Exploring mathematics through   
  literature: Articles and lessons for prekindergarten through grade 8 (pp. 29-36).
Reston, VA: National Council of Teachers of  Mathematics.
West, L., & Curcio, F. R. (2004, January). Collaboration sites: Teacher-centered
  professional development in mathematics. Teaching Children Mathematics, 10, 268-273.
Artzt, A. F., & Curcio, F. R. (2003, April). From college freshmen to secondary
   mathematics teachers: Longitudinal case studies based on an analysis of
   knowledge, beliefs, goals, and behaviors. Paper presented at the Annual Meeting
   of the American Educational Research Association, Chicago. Flushing, NY: Queens
   College of the City University. (ERIC Document Reproduction Service No. ED 476 651)
Artzt, A. F., Curcio, F. R., with Sultan, A., & Wachter, T. (2003). Rethinking 
  secondary mathematics teacher preparation. In D. Kaufman, D. M. Moss, & T. 
  Osborn (Eds.), Beyond the boundaries: A transdisciplinary approach to learning
  and teaching (pp. 69-79). Westport, CT: Praeger.
Curcio, F. R. (Ed.). (2003). Proceedings of the Fourth U.S.-Russia joint conference on
   mathematics education. Spokane, WA: People to People Ambassador Programs.
Curcio, F. R., & Artzt, A. F. (2003). Reflecting on teaching mathematics through problem
  solving. In F. K. Lester, Jr., & R. I. Charles (Eds.), Teaching mathematics through problem
  solving: Grades PreK-6 (pp. 127-141). Reston, VA: National Council of Teachers
  of Mathematics.

PROFESSIONAL CONTRIBUTIONS AND HONORS
Inducted into the New Dorp High School Hall of Fame for Distinguished Service in Mathematics Education, 12 May 2006

OTHER LINKS
web.gc.cuny.edu/urbaneducation
www.qc.edu/time2000