Daniela Tîrnovan

Professional Summary

Accomplished mathematics teacher educator and researcher with extensive experience in K-12 education, specializing in multilingual and culturally diverse learning ecologies. Likewise adept in developing innovative curricula, designing and leading professional development tertiary courses, and integrating cutting-edge technologies, including AI tools and computational thinking principles, into educational practices for pre-/in-service educators. Trained in qualitative and quantitative research methodologies, strongly focusing on translanguaging practices, student-centered teaching practices, and educational equity. Proven track record of collaborating with national and international scholars, contributing to peer-reviewed publications, and presenting at premier educational conferences. Fluent in multiple languages, bringing a rich understanding of linguistic and cultural dynamics to the classroom. Dedicated to mentoring educators and fostering a student-centered, inclusive educational landscape.

Languages

Romanian, Spanish, English, and Hebrew: Cultural Native and Linguistically Fluent (socially and
academically)
Portuguese, Italian, Hindi: Linguistic Beginner

Education

Ph.D. Mathematics Education (2024) – Rutgers State University, New Brunswick, NJ

Master of Science in Education in Elementary Mathematics (2017) – City University of New York, Brooklyn, NY

Bachelor of Arts in Linguistics and Philosophy (2014) – City University of New York, Manhattan, NY

Academic Work Experience

Assistant Professor, University of South Alabama, College of Education & Professional Studies,
Department of Leadership & Teacher Education (2025 – Present)

• Responsibilities:
  • Instructing undergraduate and graduate classes in mathematics methods courses; advising and field supervising preservice and in-service educators across Mobile and Baldwin County, Alabama
  • Co-designing novel mathematics education-focused undergrad and graduate methods courses aligned with the Alabama Numeracy Act (2022) state initiative.
  • Developing and facilitating new AI-focused methods courses to support the Alabama Math, Science, and Technology Initiative for pre-service and in-service teachers, to be piloted in the summer of 2026.
  • Serving on the AI in education committee within the College of Education & Professional Studies.
  • Collaborating with departmental and university faculty and collaborating with departmental and university faculty in various scholarly endeavors.
  • Revising existing program courses focused on enhancing educators’ pedagogical practices in mathematics, science, and literacy to account for equitable AI integration, culturally responsive pedagogies and workshop-based methodologies to benefit ALL learners.

Adjunct Instructor in Childhood Education Methods & Research (2018 – Present); City University of
New York (CUNY), Brooklyn College, Brooklyn, NY

• Courses Taught:
  • Elementary Mathematics Pedagogy Methods (M.S.)
  • Middle Childhood Math Education (M.S.)
  • Teaching Math in Childhood Education (M.S.)
  • Advanced Education Action Research Methods (M.S.)
  • Seminar Applied Theory in Math Education (M.S.)
  • Elementary Undergraduate Pedagogy Math Methods (B.A.)
  • Elementary Literacy Pedagogy Methods (B.A.)
  • Elementary STEAM Focused Education Pedagogy Methods (B.A.)
  • Teaching and Learning with Technology – Computing Education and Digital Literacies (B.A.)
• Responsibilities:
  • Design and facilitate dynamic, in-person, and synchronous courses for K-12 pre- and in-service teachers, adapting content to evolving pedagogical needs and building adaptive learning environments for diverse classroom settings.
  • Develop and implement project-based curricula that equip educators with practical strategies to engage linguistically and culturally diverse student populations in their classrooms and beyond.
  • Strategically incorporating technology into instruction, including Brainly, NotebookLM, Canva, Desmos, Knewton, Picmaker, PhET, SageModeler, Scratch, GammaAi, and Wolfram Alpha, streamlines curriculum development processes and reduces planning time for educators by 65 hours per term.
  • Lead hands-on training sessions where pre-service and in-service teachers gain practical experience with AI-powered educational resources and leverage AI and computational tools to analyze student learning patterns, enabling them to identify knowledge gaps, personalize instruction, and proactively respond to individual student progress.
  • Actively collaborating with community centers to design pathways that foster authentic connections with local schools, enriching curriculum relevance and cultural responsiveness for all students.
  • Mentoring in-service teachers to design and conduct graduate-level thesis research using qualitative and quantitative methods.
  • Lead targeted support programs to enhance pre-service teacher success and retention, providing specialized edTPA and certification exam guidance, strengthening professional readiness and instructional confidence.
  • Field work supervising and mentoring:
    • Pre-service teachers during their fieldwork in public schools.
    • In-service teachers emphasize continuous professional development

Instructional Portfolio Coach (2025 – Present) Rutgers State University, New Brunswick, NJ

• Coach alternate route teacher candidates by providing formative, rubric-based feedback on instructional portfolios aligned with the Danielson Framework, RU-TEACH expectations, and NJSLS in mathematics and general education.
• Support candidates in developing interdisciplinary, culturally responsive, and research-informed approaches to lesson planning, instruction, and assessment.
• Evaluate written reflections and classroom videos using the Watermark SLL platform, offering actionable commentary to promote professional growth and instructional rigor.

Adjunct Instructor in Childhood Education (2022 – 2024); Rutgers State University, New
Brunswick, NJ

• Guiding pre-service teachers through best practices in elementary mathematical content and pedagogy, emphasizing creating thinking classrooms.
• Facilitating pre-service teachers’ understanding of foundational mathematics concepts, including numeration, arithmetic operations, geometry, measurement, probability, and statistics, focusing on effective methods for developing these topics in elementary school classrooms.
• Engaging in face-to-face and synchronous virtual teaching modalities and integrating advanced AI resources to enhance content delivery and understanding.

Designer & Instructor of Professional Development Courses, Mathematics Pedagogies, MELT
Institute (2023 – 2025); Appalachian State University, Boone, NC

• Designed and facilitated (or collaboratively co-designed for another to facilitate) a range of one-week professional development summer institutes for K-8 mathematics teachers, instructional coaches, and school leaders, focusing on enhancing instructional methodologies, integrating innovative technologies, and addressing the diverse needs of multilingual and diverse student populations.
  • K-5 Mathematics: Content and Pedagogy. Developed and delivered (2023, 2024) a targeted institute covering essential K-5 math topics, including number sense, measurement, geometry, data analysis, and algebra. Emphasized discourse-based, student-centered approaches and effective assessment practices.  
  • Effective Use of Math Manipulatives. Developed and delivered (2023, 2024) an institute on utilizing physical and virtual manipulatives in K-8 math teaching and learning. Covered pedagogical student-centered approaches to enhance conceptual understanding and student engagement aligned with educational standards.
  • STEM Initiatives and UDL K-8. Led STEM and Universal Design for Learning (UDL) professional development for K-8 teachers, modeling accessible mathematics instruction with manipulatives, technology integration, and discourse strategies. Guided educators in designing inclusive, engaging lessons that supported diverse learners and fostered real-world connections across STEM disciplines.
  • Leveraging AI in Elementary Mathematics Education. Co-created two institutes (K-5 and 6-12) (2024) on utilizing Artificial Intelligence (AI) to revolutionize elementary mathematics education. Covered AI tools and strategies for efficient content development, differentiated instruction, and streamlined assessment processes, significantly reducing grading time and improving student outcomes.

Graduate Research Assistant in Mathematics Education (2020 – 2024); Rutgers
State University, New Brunswick, NJ

• Developed a comprehensive theoretical framework to analyze translanguaging practices focused on systemic and societal structures, serving as a cornerstone for subsequent research in education. 
• Conducted a dissertation study involving an extensive design-based research methodology to explore the role of translanguaging practices within K-12 mathematics education, shaping instructional methods and curriculum development serving multilingual learners’ achievement in mathematics.
• Presented research findings at premier educational conferences in 2022 and 2023, highlighting advancements in translanguaging practices and their impact on multilingual learners. Independently showcased a community-based project at these forums, emphasizing collaborative research and pedagogical strategies.
• Under a doctoral advisor’s mentorship, I employed qualitative and quantitative research methodologies to explore and address critical issues in mathematics education.
• Actively collaborated with my chair advisor, Rutgers faculty, and faculty from national and international universities on diverse qualitative, quantitative, and mathematics education projects, contributing to multiple peer-reviewed publications and innovative educational strategies.

Lecturer in Childhood Education-Student Teaching Seminar ( 2019 – 2021); City
University of New York (CUNY), City College of New York, Manhattan, NY

• Guided prospective bilingual childhood teachers through a full-time, immersive teaching experience across grades 1-6, including a required placement in lower and upper elementary levels.
• Facilitated the development of multilingual and culturally responsive instructional strategies, classroom management skills, and assessment techniques to meet all students’ diverse academic and emotional needs, including those with special needs.
• Fostered and strengthened school and community partnerships, emphasizing collaborative approaches to effective education.

Dean of Curriculum and Mathematics Supervisor, Grades 3-8 (2017 – 2019); Sha’arei Tzion
Ohel Bracha, Queens, NY

• Spearheaded designing and refining grade-appropriate mathematics curricula, integrating content-specific STEAM projects to ensure holistic educational experiences.
• Collaboratively developed and optimized instructional materials and assessments with teaching professionals.
• Engaged in pedagogical coaching, elevating educators’ capacities to deliver best-in-class mathematics instruction.
• Forged collaborative dialogues with administrative peers, strategizing and deliberating on academic advancements and programmatic choices.

Fourth-Grade Classroom Mathematics Teacher (2016 – 2019); Sha’arei Tzion Ohel Bracha,
Queens, NY

• Created engaging, interactive lesson materials for 36+ students, aligning with district standards, resulting in a 30% increase in student participation during math activities and significantly improved classroom dynamics.
• Differentiated instruction for varied cultural backgrounds and multilingual learner needs, promoting engagement, critical problem solving, and reasoning.
• Administered assessments and adjusted strategies to address learning gaps for all learners.
• Fostered a positive, inclusive classroom promoting collaboration through active growth mindset engagement.

First-Grade Classroom Teacher (2014 –  2016); P.S. 159 Elementary Public School,
Brooklyn, NY

• Developed and delivered lessons blending core grade-appropriate content across first-grade disciplines for multilingual learners.
• Cultivated an inclusive learning and socially enriching environment for young students, utilizing adaptive techniques to cater to their diverse linguistic and cultural backgrounds.

Academic Service

Editor (2024 – Present) International Journal for Mathematics Teaching and Learning; Plymouth
University, UK
Read, reviewed, edited, and prepared submitted articles for publication. Assisted authors, reviewers, and
the editorial team in publishing high-quality articles.

Publications

Published

Tîrnovan, D., Rivera Guerrero, A. V. & Bossé, M. J.  (2025). Reconnecting Social Justice in Translanguaging: A Conversation Across Top-Down Constraints and Bottom-Up Resistance. Journal of Education, Language, and Ideology (JELI), 3(2), 30-58.

Palpacuer Lee, C., & Tîrnovan, D., Feldman, M., Curran, M., & Hyland, N. (2025). Decolonizing gestures through community-engaged partnerships. In F. P. Ehlers-Zavala, M. Back, & Y. Ortega (Eds.), Innovations in the teaching of English and world languages from a decolonial perspective. Colorado State University, University of Connecticut, & Queen’s University Belfast, 193-221.

Sevier, J., Gün, Ö., Singh, R., Tîrnovan, D., Howell, T., & Bossé, M. J. (2025). Patterns in mathematical problem solving. In Proceedings of the 47th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 562-567). North American Chapter of the International Group for the Psychology of Mathematics Education.

Singh, R., Tîrnovan, D., Howell, T., Sevier, J., Gün, Ö., & Bossé, M. J. (2025). Is mathematics interpretable without a supporting language? In Proceedings of the 47th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 997-1005). North American Chapter of the International Group for the Psychology of Mathematics Education.

Tîrnovan, D., Howell, T., Singh, R., Sevier, J., Gün, Ö., & Bossé, M. J. (2025). In-service teachers’ personified relationships with mathematics leading to professional transformation. In Proceedings of the 47th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 455-459). North American Chapter of the International Group for the Psychology of Mathematics Education.

Howell, T., Tîrnovan, D., & Bossé, M. J. (2025). Preservice teachers’ personified relationships with math via power dynamics. In F. Dilling, F. Pielsticker, & I. Witzke (Eds.), Proceedings of the 52nd Annual Meeting of the Research Council on Mathematics Learning (pp. 66–73). RCML 

Mathaba, P. N., Bayaga, A., Tîrnovan, D., & Bossé, M. J. (2024). Error analysis in algebra learning: Exploring misconceptions and cognitive levels. Journal on Mathematics Education, 15(2), 575-592.

Garzone, N., Howell, T., & Tirnovan, D. (2023). Mastering anxiety: The effect of mastery-based testing on quantitative literacy college students’ anxiety levels and mindsets. International Journal for Mathematics Teaching and Learning, 24(1), 62-73.

Gün, Ö., Bossé, M. J., & Tîrnovan, D. (2023). Exploration of relationships between teacher and parent attitudes and student affective characteristics in mathematics. International Journal for Mathematics Teaching and Learning, 24(1), 74-112.

Tîrnovan, D. (2023). A novel framework serving translanguaging: Exploring structures, multilingualism, and inequities in education. International Journal for Mathematics Teaching and Learning, 24(1), 113-155.

Alqahtani, M., Powell, A., Webster, V., & Tirnovan, D. (2022). How a measuring perspective influences pre-service teachers’ reasoning about fractions with discrete and continuous models. International Electronic Journal of Elementary Education, 14(3), 441- 458.

Powell, A., Alqahtani, M., Temur, Ö., & Tirnovan, D. (2022).  Elementary school teachers’ understanding of unit fractions. Boletim GEPEM, (80), 231-248.

Powell, A. B., Alqahtani, M. M., Doğan Temur, Ö., & Tirnovan, D. (2022). Elementary school teachers’ understanding of unit fractions. In Proceedings of the 44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 699-708). Nashville, TN, United States: North American Chapter of the International Group for the Psychology of Mathematics Education.

In Press

Tîrnovan, D., & Willey, C. (in press). Reconceptualizing mathematics education through translanguaging: Empowering emergent multilingual learners. In Bloomsbury Encyclopedia for Social Justice Series: Volume 6: Language, Literacy, Youth, and Culture. Bloomsbury Academic [Expected 2026].

Under Revision

Tîrnovan, D., Bossé, M. J., Sevier, J., Howell, T., Palmer, K., Singh, R., & Gün, Ö. (in review). Computational thinking as a pathway: Mathematics teachers reimagining AI integration in mathematical learning. International Journal of Science and Mathematics Education.

Bossé. M. J., Sevier. J., Tîrnovan, D., Gün. Ö., Singh, R., Howell. T., & Bowman Woods, K. (2025, under review). Self-assessment in mathematical problem solving: A catalyst for iteration and heuristic validation. International Journal of Science and Mathematics Education

Tîrnovan, D., Reviewing translanguaging in mathematics education: Focus on structures.  – Mathematics Education Research Journal.

Accepted for Review

Tîrnovan, D., & Bossé, M. J. (2025, under review). Speech-to-Speech Transcommunicating: Making Classroom Translanguaging Work. International Journal of Bilingual Education and Bilingualism.

Tîrnovan, D., Bossé (2025, in review). Exploring second-grade mathematics students’ whole-class translanguaging practices- A classroom perspective. Journal of Urban Mathematics Education

Tîrnovan, D.., Bossé, (2025, in review). Cultivating critical translanguaging spaces in a second-grade dual-language mathematics classroom. Journal of Mathematical Behavior

Tîrnovan, D., & Haydar, H. (2025, in review). Challenging monolingual ideologies: How clinical interviews help teachers enhance translanguaging spaces in mathematics for emergent bilinguals. Mathematics Teacher Educator. Mathematics Teacher Education Journal

Submitted for Review 

Sevier, J., Gün, Ö., Howell, T., Singh, R., Tîrnovan, D., & Bossé, M. J. (in review). Patterns in problem solving.

Singh, R., Bossé, M. J., & Tîrnovan, D. (in review). The interpretability of mathematics sans a supporting language. 

Tîrnovan, D., Howell T., & Bossé, M. J. (in review). In-service teachers’ personified relationships with mathematics leading to professional transformation.

Tîrnovan, D., & Bossé, M. J. (in review) Speech-to-Speech transcommunicating: Making classroom translanguaging work.

In Progress

Tîrnovan, D., Espinoza, P., & Bossé, M. J. Individual, relations, and communal translanguaging identity. Manuscript in preparation.

Tîrnovan, D. Translanguaging Agency as a catalyst to classroom belonging.

Tîrnovan, D. Exploring AI in mathematics education- An equity-focused framework.

Conference Presentations

Sevier, J., Howell, T., Bossé, M. J., & Tîrnovan, D. (2026). Developing graduate instructors’ computational thinking in undergraduate mathematics [Conference presentation]. 53rd Annual Conference of the Research Council on Mathematics Learning (RCML), Las Vegas, NV, United States.

Tîrnovan, D., Howell, T., Sevier, J., & Bossé, M. J. (2026). AI-mediated math personification: Teachers’ identities reimagined [Conference presentation]. 53rd Annual Conference of the Research Council on Mathematics Learning (RCML), Las Vegas, NV, United States.

Mavrides, M., Ogungbemi, O., Bondie, R., & Tîrnovan, D. (2025). Context-specific simulations: Tools to support teacher candidates in uncertain times [Panel presentation]. NYSATE/NYACTE 2025 Fall Conference, Saratoga Springs, NY, United States.

Tîrnovan, D., (2025). Building critical translanguaging spaces in the mathematics classroom [Conference symposium]. National Council of Teachers of Mathematics Annual Meeting, Atlanta, GA, United States.

Tîrnovan, D., & Howell, T. (2025). Preservice teachers’ personified relationships with math via power dynamics. [Oral Presentation]. 52nd Annual Conference of the Research Council on Mathematics Learning (RCML), College Station, TX, USA.

Tîrnovan, D., Palpacuer-Lee, C., Feldman, M., & Hunsdon, J. (2025). Co-learning en Comunidad: Cultivating and centering families’ expertise and practices in multilingual spaces. [Oral Presentation]. REACH—Advancing Equity with Community-engaged Education Conference, Rutgers Busch Campus Center, Piscataway, NJ, USA.

Palpacuer-Lee, C., Tirnovan, D., & Dominguez, A. (2023). Decolonizing the curriculum through community-engaged partnerships. [Oral Presentation]. AILA 2023 World Congress, Lyon, France.

Tirnovan, D., Dominguez, A., & Palpacuer-Lee, C. (2023). Family math nights: Centering families’ language and mathematical repertoires in community-engaged learning. [Research-to-Practice Workshop Presentation]. TODOS: Mathematics for All Conference, Albuquerque, NM, USA.

Powell, A. B., Alqahtani, M. M., Doğan Temur, Ö., & Tirnovan, D. (2022). Elementary school teachers’ understanding of unit fractions. 44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PMENA), Nashville, TN, USA.

Dissertation

Tîrnovan, D. (2024). Designing translanguaging spaces and pedagogies in second-grade
mathematics classrooms [Doctoral dissertation, Rutgers University].
RUcore. https://doi.org/doi:10.7282/t3-s225-sa87

Grants

CITE Small Grant – Modeling and Simulation Affinity Group (Ogungbemi, O. et al.)
Computing Integrated Teacher Education (CITE), City University of New York (CUNY)
$4,998.40- 2024–2025; Exploring Teacher Candidates’ Engagement and Learning Transfer Through Context-Specific Simulations- ID number 7W241-17 01
Role: Co- Investigator

Tîrnovan, D. (2025). CEPS internal grant: AI literacy with preservice teachers. University of South Alabama. 2100 dollars.

Role: Principal-Investigator

Non-Academic Work Experience

Pharmaceutical Sales Representative (2018 – 2019); Carwin Pharmaceutical, Brooklyn, NY

Cultivated and fortified relationships with medical professionals across territories, leading the N.Y. Metro team in engagements and educational sessions.

Retail Store Manager (2012 – 2014); Satnick’s Jewels, Brooklyn, NY

Spearheaded operations, emphasizing relationship building with clientele, sales forecasts, and meticulous inventory management.

Flagship Store Manager (2009 – 2011); Swarovski, Manhattan, NY

Oversaw flagship store operations, focusing on team and clientele relationship cultivation, sales targets, and innovative merchandising strategies.

Skills & Expertise

Professional Development and Mentorship: Professional Development, Teacher Mentorship, Mentorship in Academic Research, Workshop Facilitation

Curriculum and Instructional Design: Curriculum Design, Content-Specific Instructional Design, STEM Education, Innovative Pedagogy

Policy and Advocacy: Educational Policy Analysis, Educational Equity Advocacy

Educational Technology and Innovation: AI Research and Integration, Technology Integration, Digital Literacy in Education, Online and Hybrid Learning Modalities

Classroom Management and Instruction: Classroom Management, Diverse Learning Environments, Instructional Strategies, Assessment Practices

Research and Data Analysis: Qualitative Research, Mixed Methods Research, Action Research, Data Analysis, Instrument Building, and Validating

Collaborative and Interdisciplinary Engagement: Collaborative Research, Interdisciplinary Collaboration, Community Engagement in Education, Group Facilitation, Equity-Focused Education, Social Perceptiveness