Daniel Ilaria

Daniel Ilaria
  • Professor of Mathematics Education
  • Department: Secondary Education and K-12 Health and Physical Education
  • Institution: West Chester University of Pennsylvania
  • Email: DIlaria@wcupa.edu

Education

  • B.S. Drew University
  • M.S. Mathematics, Rutgers University
  • Ph.D. Mathematics Education, Rutgers University

Research Interests

Teacher QuestioningClassroom Discoursehand held graphing technologyclassroom

Opportunities

Work Study Positions Available: No

Grant Funded Positions Available: No

Course-Credit Research Opportunities Available: No

Volunteer Research Positions Available: No

Biography

Dr. Daniel R. Ilaria is a Professor of Mathematics Education at West Chester University where he works with teacher candidates on learning effective pedagogical practices and building pedagogical content knowledge. He is the Program Coordinator for secondary mathematics education and Project Director for the WW STEM Teaching Fellowship and NSF NOYCE W.I.S.E.R grants. Dan speaks nationally about topics in mathematics education aligned to improving practices and building conceptual understanding of mathematics. He also helps teachers improve their instructional practice as an instructional coach, a T3 National Instructor, and Illustrative Mathematics Certified Facilitator. Prior to this work, Dan taught middle and high school mathematics in New Jersey and was also a Supervisor of K – 12 mathematics.

Contact Information

Phone: 610-436-3248

List of Publications

  • Ilaria, Daniel R., Dick, Thomas, P., & Burrill, Gail. (2020). Elementary teacher candidates’ flexibility with comparing fractions. Journal of Education and Practice. Vol. 11(9). DOI: 10.7176/JEP/11-9-01 Ilaria, Daniel R. & DePeau, E. (2018). Going beyond computations with fractions. In Quebec-Fuentes, S & Jimmerson, J.(Eds.). Instructional Leadership in the Content Areas: Case Studies for Leading Curriculum and Instruction. Chapter 2. New York: Routledge/UCEA. Ilaria, Daniel R., Wilson, J. & DePeau, E. (2018). Using formative assessment to drive instruction in the middle school mathematics classroom. Instructional Leadership in the Content Areas: Case Studies for Leading Curriculum and Instruction. Chapter 9. New York: Routledge/UCEA. Ilaria, Daniel R. (2018). Using visible thinking routines to understand pre-service teacher knowledge. The New Jersey Mathematics Teacher, 76(1), AMTNJ. Ilaria, D. (2017). The efficacy and impact of a hybrid professional development model on handheld graphing technology use. Contemporary Issues in Technology and Teacher Education, 17(2). Retrieved from http://www.citejournal.org/volume-17/issue-2-17/mathematics/the-efficacy-and-impact-of-a-hybrid-professional-development-model-on-handheld-graphing-technology-use Quebec Fuentes, S., Jimerson, J., Bloom, M., & Ilaria, D. (2017). Supervision in the content areas: Case studies for developing instructional leaders. Proceedings of the 115th annual convention of the School Science and Mathematics Association (Vol. 3). Phoenix, AZ: SSMA.

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