Teruni Lamberg, Ph.D.

Professor of Elementary Mathematics
Teruni Lamberg


Teruni Lamberg is a professor of elementary mathematics education. She is also the program coordinator for the Master of Elementary Education and Master of Science in Elementary Education Programs. In addition, she is also the program coordinator for the STEM doctoral Program.

Lamberg is a researcher, scholar and leader in mathematics education. She has served as Chair of Psychology of Mathematics Education in 2007, Co-Chair in 2011, and Conference chair in 2007, 2011 and 2023. She is also currently serving as Chair of the American Education Research Association Sig: Research in Mathematics Education. She also served on the Board of the Nevada Math Council and California Math Council.

Lamberg has worked with numerous school districts across the country and hundreds of teachers over the past 20 years. Her research has focused on studying how to support teachers to improve their teaching practices to impact student learning. In addition, her work has also involved classroom teaching experiments to understand how students learn within the context of classroom settings. Impacting students and teachers also involves understanding the institutional setting of the school district and studying the leadership skills needed to conduct research and lead teams.

She is the author of seven books and has published articles in journals such as the Education Researcher, Journal of Mathematical Thinking and Learning, Mathematics Teacher Educator, International Journal of Mathematics Teaching, Teaching Children Mathematics and Journal of STEM Education.

She was the Principal Investigator of the Nevada Math Project, Northeastern Nevada Math Project and the Lemelson STEM Cohort.

Representative publications

Lamberg, T. (2018). Leaders Who Lead Successfully: Guidelines for Organizing to Achieve Innovation, Roman and Littlefield.

Lamberg, T. (2018). Conducting Productive Meetings: How to Generate and Communicate Ideas for Innovation. Roman and Littlefield.


Institutional context/leadership – How to support systematic change through Leadership.

Lamberg, T. (2016). The design of a Professional Development Project aimed at creating System Wide Change: A Mathematics Education Scale-up Project. Proceedings of Educating the Educator Conference. Freiburg, Germany.

Lamberg, T., Lakey P., Keppelman, E., Olson, T., & Shih, J. (2015). Nevada Mathematics Project: Evaluation of a Statewide Professional Development Partnership.Conference Proceedings, RCML Conference, Las Vegas, Nevada.

Cobb, P., Dean, S., Lamberg, T., Visnovska, J., & Zhao, Q. (2010). The institutional setting of mathematics teaching and learning. In E. Yackel, K, Gravemeijer, & A. Sfard (Eds.), A Journey into mathematics education research: Insights from the Work of Paul Cobb. New York: Springer.

Cobb, P., McClain, K., de Silva Lamberg, T., & Dean, C. (2003). Situating teachers' instructional practices in the institutional setting of the school and school district. Educational Researcher 32 (6), 13-24.

STEM education – Research interest in using STEM as a context to teach math such as through Project Based Learning.

Lamberg, T. Trzynadlowski, N. (2015) How STEM academy teachers conceptualize and Implement STEM education. Journal of Research in STEM Education. Vol 1, No1, p.45-58

Lamberg, T. d. (2007). Designing professional development within the STEM disciplines. In Proceedings of the 2007 American Society for Engineering Education Pacific Southwest Conference. Reno, Nevada.

Teacher education – Research interest in supporting teachers to effectively support mathematical learning.

Amador, J., & Lamberg, T. (2013). Learning trajectories, lesson planning, affordances, and constraints in the design and enactment of mathematics teaching. Mathematical Thinking and Learning, 15(2), 146-170.

Moss, D, Bertolone-Smith, C & Lamberg, T. (2017). Influence of Daily Reflection on a Middle School Teachers Practice, Proceedings of the International Group of the Psychology of Mathematics Education Northern American Chapter Proceedings, Indianapolis, Indiana.

Lamberg, T. (2016). A Framework for Shifting Teachers’ Instructional Approaches to Inquiry-Based Approaches. Educating the Educators Conference, Freiburg, Germany.

Lamberg, T. (2019). Work Smarter, Not Harder: A Framework for Math Teaching and Learning. Roman and Littlefield.

Lamberg, T. (2012). Whole-Class Mathematics Discussions: Improving In-depth Mathematical Thinking and Learning. Pearson Publishers. Boston, MA.

Lamberg, T. & Koyen, L & Moss, D. (2020). Supporting Teachers to Use Formative Assessment for Adaptive Decision Making. Mathematics Teacher Educator\

Moss D. & Lamberg, T (2019) Conceptions of expressions and equations in early algebra: A learning trajectory. International Journal for Mathematics Teaching and Learning, 20(2), 170-92.

Children’s Mathematical Thinking and Design Research

Lamberg, T. & Middleton, J.A (2009). Design research perspectives on transitioning from individual micro genetic interviews to a whole class teaching experiment. Education Researcher Vol. 38, No. 4, pp. 233–245.

Lamberg, T. & Andrews, C. (2011). Connections: Integrating literature and math. Teaching Children Mathematics. 17(6), pp.372-376.

Lamberg, T & Campbell, G. (2016). Smarter Balanced Grade 3, Barrons

Moss D. & Lamberg, T (2019) Sixth-grade students’ understanding of expressions, equations, and functions: An analysis of the emerging learning trajectory. International Journal of Mathematics Education.

Moss, D., Crocher, J. & Lamberg, T. (2018) Frustrations with Understanding Variables? It’s Natural! Teaching Children Mathematics.


    • Post doctorate: Vanderbilt University, 2001-2004
    • Ph.D., Arizona State University
    • M.A., Arizona State University
    • B.A., University of Texas at Austin