Meghan Mary Shaughnessy

Research Specialist Lead; Lecturer IV




Room 1600
Mailbox 3112/3116
610 E. University Ave.
Ann Arbor, Michigan 48109-1259

Megan Shaughnessy is a teacher educator and lead research specialist at the University of Michigan School of Education whose program of research focuses on the study and improvement of elementary mathematics instruction, specifically practice-intensive approaches to the professional training of teachers, and assessment of developing skills with teaching practice. She co-directs the NSF-funded Assessing Teaching Practice (@Practice) Project, which creates simulation assessments that assess high-leverage teaching practices and mathematical knowledge for teaching. Shaughnessy also co-directs the NSF-funded Organizing to Learn Practice Project which focuses on furthering the skills and capabilities of practicing teachers through engagement in professional development.

Shaughnessy has led the planning group for the undergraduate elementary mathematics methods course, designing and enacting approaches to support the learning of mathematical knowledge for teaching and teaching practices that support student learning and promote equity. A central component of this work was mentoring graduate students as they learned to teach the course. She was involved in the School of Education’s project to redesign its elementary teacher education program and served as the Associate Chair of Elementary Teacher Education for Program Design and Innovation from 2012 – 2014.

At TeachingWorks, Shaughnessy collaborates with university-based teacher preparation programs seeking to recenter their programs on high-leverage teaching practices and content knowledge for teaching as a means to develop beginning teachers who are able to advance justice through teaching. She leads professional development sessions for teacher educators as well as supporting individual course instructors around their practice.

Currently, Shaughnessy serves 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.

In past work, she has studied the development of children’s mathematical thinking about hard-to-learn and hard-to-teach topics, such as fractions. Shaughnessy co-wrote the book Beyond Pizzas and Pies: 10 Essential Strategies for Supporting Fraction Sense, published by Math Solutions in 2010. She received a PhD in mathematics education from the University of California, Berkeley and a BA in mathematics and psychology from Wellesley College.


Number Course Name Location Days
EDUC 406
Teaching in the Elementary School

Prerequisites: Must be elected concurrently with EDUC 307, 391, and 401.

Studies elementary schooling in relation to learners, teaching, curriculum, and the professional responsibilities and obligations of teachers. Contemporary issues affecting the elementary classroom teacher serve as the specific focus. Taken in conjunction with 307, facilitates the integration of theory and practice by providing students with the opportunity to work with learners and teachers in classrooms.

4212 SEB


Selected Publications

"An investigation of supporting teacher learning in the context of a common decomposition for leading mathematics discussions."

Shaughnessy, M., Ghousseini, H., Kazemi, E., Franke, M., Kelley-Petersen, M., & Hartmann, E. (2019). Teaching and Teacher Education, 80, 167–179.

"Approximations of practice in teacher education."

Schutz, K., Grossman, P., & Shaughnessy, M. (2018). In P. Grossman, Teaching core practices in teacher education (pp. 57–83). Cambridge, MA: Harvard Education Press.

"Appraising the skills that preservice teachers bring to teacher education: Skill with the practice of eliciting a student’s thinking."

Shaughnessy, M., & Boerst, T. (2018). Journal of Teacher Education. 69(1), 40–55.

Shaughnessy, M., Boerst, T., & Farmer, S. O. (2018). Journal of Mathematics Teacher Education.

"Designing simulations to learn about preservice teachers’ capabilities with eliciting and interpreting student thinking."

Shaughnessy, M., & Boerst, T. (2018). In G. J. Stylianides & K. Hino (Eds.) Research advances in the mathematical education of pre-service elementary teachers: An international perspective (pp.125–140). Springer.

"Beyond Pizzas and Pies: 10 Essential Strategies for Supporting Fraction Sense."

McNamara, J., & Shaughnessy, M. (2015/2010). Sausalito, CA: Math Solutions.

"Coordinating numerical and linear units: Elementary students’ strategies for locating whole numbers on the number line."

Saxe, G. B., Shaughnessy, M. M., & Gearhart, M., & Haldar, L. C. (2013). Mathematical Thinking and Learning, 15, 235–258.


November 30, 2019
The Assessing Teaching Practice (@Practice) Project develops and studies teaching simulations as a way to assess and support the learning of high-leverage teaching practices and mathematical knowledge for teaching.