Publications by Daniela Tîrnovan

Translanguaging, Equity & Social Justice

A Novel Framework Serving Translanguaging: Exploring Structures, Multilingualism, and Inequities in Education

This paper introduces the Translanguaging Structures Framework, which examines how policies, ideologies, and classroom practices shape how multilingual learners engage with mathematics. It brings attention to the structural forces that influence access, identity, and participation in learning.

Translanguaging, Equity & Social Justice

Reconnecting Social Justice in Translanguaging: A Conversation Across Top Down Constraints and Bottom Up Resistance

This study explores how teachers and administrators understand and enact translanguaging in schools. It shows how classroom practice and institutional policy shape what is possible, and how teachers navigate these tensions to support their students.

Translanguaging, Equity & Social Justice

Decolonizing Gestures through Community Engaged Partnerships

This work examines how partnerships with multilingual communities can reshape teacher education. It highlights how shared work with families and community organizations can challenge traditional power structures and create more equitable learning spaces.

Teacher Identity, Affect, and Learning

Preservice Teachers’ Personified Relationships with Mathematics

This study explores how future teachers understand their relationship with mathematics through narrative and reflection. It shows how past experiences shape teaching practices and how these relationships can be reimagined in more productive ways.

Teacher Identity, Affect, and Learning

In Service Teachers’ Personified Relationships with Mathematics

This study examines how practicing teachers describe their evolving relationship with mathematics. It reveals how these relationships influence instruction and highlights the role of reflection in supporting more student centered teaching.

Teacher Identity, Affect, and Learning

Mastering Anxiety: The Effect of Mastery Based Testing on Quantitative Literacy College Students’ Anxiety Levels and Mindsets

This study examines how mastery based testing shapes students’ experiences in a quantitative literacy course. Students were given repeated opportunities to demonstrate understanding, and their responses show a clear shift in how they approached assessment. Rather than viewing tests as high stakes events, many began to see them as part of learning, which reduced anxiety and supported more positive mindsets toward mathematics.

Teacher Identity, Affect, and Learning

Exploration of Relationships Between Teacher and Parent Attitudes and Student Affective Characteristics in Mathematics

Mathematical Thinking, Language, and Learning

Error Analysis in Algebra Learning: Exploring Misconceptions and Cognitive Levels

This study analyzes student errors in algebra to understand how students think about mathematical concepts. It shows how misconceptions reveal underlying levels of understanding and offers insight into how instruction can respond to student thinking.

Mathematical Thinking, Language, and Learning

“One of Three Parts, but They Are Unequal”: Elementary School Teachers’ Understanding of Unit Fractions

This study examines how teachers reason about fractions and the assumptions that shape their thinking. It highlights common misunderstandings and points to the need for deeper conceptual approaches to teaching fractions.

Mathematical Thinking, Language, and Learning

Patterns in Mathematical Problem Solving

This study examines how students engage in mathematical problem solving as a nonlinear and iterative process. Through detailed analysis of students’ work and thinking, the research identifies a consistent pattern that includes problem definition, unpacking, self assessment, strategy development, revision, and validation. Students who engaged in self assessment were more likely to revise their thinking and develop stronger solutions.

Mathematical Thinking, Language, and Learning

Is Mathematics Interpretable Without a Supporting Language

This study investigates whether students can interpret mathematical ideas when written language is reduced or removed. High school students engaged with mathematical tasks presented with limited or no English text. The findings show that students were able to engage with the mathematics, though their interpretations varied based on their mathematical background rather than the presence of language.