Amanda Milewski

Assistant Research Scientist


(734) 615-1270


Room 2405
610 E. University Ave.
Ann Arbor, Michigan 48109-1259

Amanda Milewski joined the University of Michigan School of Education after completing her PhD in Mathematics Education from Michigan State University.   Dr. Milewski’s research is largely about the study of teaching and the extent to which practice can be learned and improved incrementally with practice-based professional education. Her work inspects the ways in which particular instructional practices might make a difference for students' mathematical opportunities to learn as well as investigating pedagogical approaches that enable teachers to see and intervene in those instructional practices to improve their own teaching.

While at Michigan State, Dr. Milewski designed and studied a yearlong intervention that engaged secondary inservice teachers in cycles of action research that included both pedagogies of investigation and enactment. Using mixed methods, she examined the ways teachers’ practices of responding to students' mathematical contributions shifted across the intervention. A central contribution of that work is a framework for describing teachers’ practices of responding that she developed collectively with teachers.

Milewski teaches courses in the following program(s):
Mathematics Education

Selected Publications

Milewski, A.M., Frohardt, D. (2020). Mathematics Teacher: Learning and Teaching Pre-K–12, 113(5). 397-403.

"Technology tools in mathematics teacher learning: How might technological advances transform the practice of mathematics teacher education?"

Herbst, P., Chazan, D., & Milewski, A. (2019). In O. Chapman, S. Llinares, & et al. (Eds), International Handbook of Mathematics Teacher Education.

"Scale, Perspective, and Natural Mathematical Questions: Rethinking representations of the world in real-life problems"

Dimmel, J.K., & Milewski, A.M. (2019). Accepted for publication in For the Learning of Mathematics, November 2019.

"The role of virtual spaces for professional growth: Teachers’ engagement in virtual professional experimentation."

Milewski, A., Herbst, P., Bardelli, E., Hetrick, C. (2018). Journal of Technology and Teacher Education. 26(1), 103-126

"(Toward) Developing a common language for describing instructional practices of responding: A teacher-generated framework."

Milewski, A., Strickland, S. (2016). Mathematics Teacher Educator.

"Exploring teachers’ practices of responding.”

PhD dissertation. Milewski, A. (2012). Michigan State University.

"Explorations with Sketchpad in Topogeometry”

Hawkins, A. and Sinclair, N. (2008). International Journal of Computers of Mathematical Learning 13 (1), 71 - 82.

"Working collectively to design online teacher education curriculum: How do teacher educators manage to do it?"

Milewski, A., Gürsel, U., Herbst, P. (2017). Proceedings of the Annual Meeting of the PME-NA, October 2017. Indianapolis, Indiana.

"Directing focus and enabling inquiry with representations of practice: Written cases, storyboards, and teacher education."

Herbst, P., Boileau, N., Clark, L., Milewski, A., Chieu, V., Gürsel, U., Chazan, D. (2017). Proceedings of the Annual Meeting of the PME-NA, October 2017. Indianapolis, Indiana.

"What StoryCircles can do for mathematics teaching and teacher education?"

Herbst, P. & Milewski, A. (2018). In R. Zazkis & P. Herbst (Eds) Mathematical Dialogue: Scripting approaches in mathematics education research and practice. Springer Publications.

"Technology mediated mathematics teacher development: Research on digital pedagogies of practice."

Herbst, P., Chazan, D., Chieu, V., Milewski, A., Kosko, K., Aaron, W. (2016). In M. Niess, S. Driskell, & K. Hollebrands (Eds) Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age. IGI Global.

"When mathematics teachers consider acting on behalf of the discipline, what assumption do they make?"

Milewski, A., Erickson, A., Herbst, P., Dimmel, J. (2015). Proceedings of the 2015 Annual Meeting of the PME-NA, October 2015. East Lansing, Michigan: Michigan State University.

"What is mathematical literacy? Exploring the relationship between literacy and content learning in middle and high school mathematics."

Star, J., Strickland, S., & Hawkins, A.M. (2008) In Conley, Meeting the Challenges of Adolescent Literacy: Research We Have, Research We Need. New York: Guilford Publications.


January 02, 2020
Project Loci focuses on enabling students to gain facility with natural inquiry and real-world problem solving in order to understand how such experiences shape students’ dispositions toward mathematics, perceptions of mathematics instruction, and mathematical practices of sense-making.