Tetyana Berezovski, Ph.D.

Associate Professor (Sabbatical, Spring 2015)
Office: 237 Barbelin
Phone: (610) 660-1554
Email: tberezov@sju.edu

r. Berezovski earned a B.Sc. in Mathematics and a M.Sc. in Applied Mathematics at Ivan Franko National University in Lviv, Ukraine.   She continued her education at Simon Fraser University in Canada where she received a M.Sc. and Ph.D. in Mathematics Education.  In her graduate research, Dr. Berezovski studied the nature of understanding of mathematical concepts, analyzing encountered cognitive and epistemological obstacles.  The qualitative findings enabled her to extend the study into the area of teacher’s knowledge and professional teacher training, related to teaching and learning mathematics at the secondary level.

In 2007, Dr. Berezovski joined the faculty of Department of Mathematics at Saint Joseph's University.  Her current research involves the study of professional growth of teachers, mathematical problem solving, and instructional design.



  • B.Sc., M.Sc. Ivan Franko National University in Lviv, Ukraine 1991 (Applied Mathematics)
  • National Teaching Certificate, Professional Development Program: Secondary Mathematics, Simon Fraser University, Vancouver, BC, Canada
  • M.S. Simon Fraser University, Vancouver, BC, Canada 2004 (Secondary Mathematics Education)
  • Ph.D. Simon Fraser University, Vancouver, BC, Canada 2007 (Mathematics Education)

Courses Taught

  • MED 611 Geometry for Teachers: from Problem Solving to Proof
  • MED 601 Reading, Communications and Technology in Mathematics Education
  • MED 602 Curriculum in Mathematics Education
  • MED 554 Geometry
  • MED 551 History of Mathematics for Teachers
  • EDU 402 Teaching Mathematics in the Reflective Practice Mode
  • MAT 1117 Topics in Contemporary Mathematics
  • MAT 1151 Finite Mathematics
  • MAT 1161 Brief Business Calculus
  • MAT 130 Whole Truth about Whole Numbers



Berezovski, T. (to appear 2012). Images and Imagination: Concept of Area. Calendar Problems. Mathematics Teacher. Reston, VA: NCTM.

Cheng, D., Berezovski, T., Farrington, C. (to appear 2012). Mathematical Eyes on Figure Skating. Proceedings of 2012 Bridges Conference. Towson University, Baltimore Metropolitan Area, MD.

Gaspich, T. & Berezovski, T. (2011). Technologizing Mathematics Education: The Case of Multiple Representations. In (Eds.), S. Brown, S. Larsen, K. Marrongelle, and M. Oehrtman, Proceedings of the 14th Annual Conference on Research in Undergraduate Mathematics Education. (Vol. 4, pp. 76-80). Portland, Oregon.

Berezovski, T., Gutik, O., & Pavlyk, K. (2010). Brandt Extensions and Primitive Topological Inverse Semigroups, International Journal of Mathematics and Mathematical Sciences, vol. 2010, Article ID 671401, 13 pages.

Berezovski, T. & Sosa, T. (2010). Using Video to Inform and Revise Pedagogical Practices of Female Mathematics Teachers. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 1035-1042). Chesapeake, VA: AACE.

Berezovski, T. (2009). Innovative methodologies: the study of pre-service secondary mathematics teachers’ knowledge. Proceedings for the 12th Annual Conference on Research in Undergraduate Mathematics Education, Raleigh, NC.

Berezovski, T. (2008). An Inquiry into High School Students' Understanding of Logarithms. VDM Verlag Dr. Mueller e.K., Germany. ISBN-10: 3639052412.

Berezovski, (2008).  Innovative Methodology: Pre-service Secondary Mathematics Teachers’ Knowledge. In P. Liljedahl (ed.) Proceedings of Canadian Mathematics Education Study Group. (pp. 109-116). Sherbrooke, QC, Canada.

Berezovski, T. (2007). Towards effective teaching of logarithms: the case for pre-service teachers. In T. Lamberg & L. Wiest (Eds.), Proceedings of the Twenty Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1144-1146). Stateline (Lake Tahoe), NV: University of Nevada, Reno.

Berezovski, T. & Zazkis, R., (2006). Logarithms: Snapshots from two tasks. In Novotna, J., Moraova, H., Kratka, M., Stehlikova, N. (Eds.), Proceedings of the 30th International Conference for Psychology of Mathematics Education, (Vol. 2, pp. 145-152). Prague, CZ.

Berezovski, T. (2006). Manifold nature of logarithms: numbers, operations and functions. In Alatorre, S., Cortina, J.L., Sáiz, M., and Méndez, A.(Eds). Proceedings of the 28th International Conference for Psychology of Mathematics Education - North

American Chapter. (Vol.2, pp. 62-64). Merida, Mexico. 


My research program is in the areas of: Mathematics Teacher Education (primarily Mathematical Knowledge for Teaching, Pedagogical Content Knowledge, and issues of Technology in mathematics teaching and learning), and Mathematics (primarily Geometry, Algebra, and History of Mathematics). The major focus of my research work is teacher development (both at the preservice and inservice levels) of Mathematical Knowledge for Teaching (MKT) (Ball, Hill & Bass, 2005). Specifically, I study the central domain of MKT – the Specialized Mathematical Knowledge (SMK). This research is supported through two programs: the Math Science Partnership (funded by the State Department of Education), and the NOYCE scholarship program (funded by National Science Foundation).  

Overall, my line of research is related to advancing and improving the mathematical knowledge of teachers (as well as my own) through various professional avenues, such as professional development, coursework, collaborations, summer institutes, and teacher support initiatives. My overall goal is to understand how prospective and practicing teachers learn mathematics, and how mathematics educators can enhance teacher learning. Consequently, I am interested in how mathematics can be taught, and how to prepare prospective and practicing mathematics teachers to become highly competent and effective in their profession. I have been pursuing my research interests in several ways.

My primary interests in the field of mathematics education are driven by my personal passion for mathematics learning. For example, I just recently completed a collaborative study in Algebraic Topology related to properties of topological semigroups. These efforts resulted in a publication in the International Journal of Mathematics and Mathematical Sciences, vol. 2010.

I began my career as a secondary school mathematics teacher. I tried to identify mathematical concepts that were difficult for my students. In particular, I was intrigued by the fact that logarithms were very problematic for students. After I entered graduate school, the inquiry into students’ understanding of logarithms and logarithmic functions became the focus of my graduate thesis. Given the opportunity to teach undergraduate mathematics, I continued to experiment with various ways of teaching logarithms to students. I developed different tasks that helped improve my students’ understanding of logarithms and as well as making their learning more creative and meaningful.

Later on, from my work with teachers, I learned that they too find concepts of logarithms and logarithmic functions problematic and challenging. According to my dissertation findings, the correlation between subject matter knowledge and pedagogical content knowledge is not isomorphic. In 2010, I received a 3-year Mathematics and Science Partnership (MSP) grant in a collaboration between Saint Joseph’s University and the Philadelphia School District. This grant is focused on providing support through content-based professional development to secondary mathematics teachers. Through the Summer Intensive Institute, participating teachers have an opportunity to extend their mathematical knowledge beyond traditional undergraduate mathematics courses, and to enhance their specialized knowledge and skills to prepare them for success in educating students according to the expectations of the Common Core State Standards in Mathematics (CCSSI, 2010). The project targets in-service and pre-service secondary mathematics teachers.

Witnessing an increasing influence of technology on our lives, led me to believe that incorporating technological tools into education might change our perspectives on the ways we teach and learn. Specifically, I am interested in further examining the integration of non-cognitive technology, such as electronic response systems (clickers), into mathematics education that would create an opportunity for the cognitive growth of learners. Thus, my research program related to technology-related issues in education, is primarily based on my belief that generational shifts bring new avenues and exciting opportunities for educational research. With shifts in technology, some of our knowledge becomes obsolete - creating the need for new more suitable knowledge (that may not be familiar to us). To continue our journey as educators and researchers, we need to gain a better understanding of what the up-coming generation of students needs to know (or knows already), how they learn and process new information, and how does technology affect their thinking, mind, social, cultural, and cognitive interactions. 

Mathematics around us, are you interested?

The Onion-shaped Dome

The Death Spiral