Susan Auslander

GRANT & RESEARCH PROJECTS

• Advancing Professional Development of Transformative Elementary Mathematics Specialists. (2025-2029). National Science Foundation DRK-12 Program. Principal Investigator: Susan Auslander. Amount: $2,132,239. Find project information at cems.ua.edu.
• Cultivating Elementary Mathematics Specialists. (2025-2030). National Science Foundation Noyce Track 3 Program.  Principal Investigator: Susan Auslander. Amount: $1,750,000.
• Preparing, Supporting, and Retaining Elementary Mathematics Specialists. (2020-2026). National Science Foundation Noyce Track 3 Program. Principal Investigator: Susan Auslander. Amount: $2,282,729.  

SELECTED PUBLICATIONS

1. Auslander, S., Tanguay, C. L., & Robertson, B. (2026). Developing Elementary Mathematics Specialists who are leading from their classrooms. Research in Mathematics Education, 1-20. https://doi.org/10.1080/14794802.2026.2657269
2. Auslander, S., Bingham, G. E., Brown, K., Tanguay, C. L., & Fuentes, D. S. (2025). Cultivating Elementary Mathematics Specialist expertise. Mathematics Teacher Education and Development, 27(1), 1-20. 
3. Brown, K., Auslander, S., Vo, M., Bingham, G. E., & Fuentes, D. S. (2025). “I didn’t know it formally”: Shifting work and intended influences of informal teacher leaders in the third year of mathematics professional development. School Science and Mathematics, 125(4), 387–400. doi: 10.1111/ssm.18340
4. Barlow, A. T., Burton, M., … S. Auslander, S., … (alphabetical order). (2025, Fall). Navigating the Alabama Numeracy Act together: Collaborative efforts support mathematics teacher educators to improve elementary teacher preparation.  Connections, 35(1). https://www.amte.net/connections/2025/08/navigating-alabama-numeracy-act-together-collaborative-efforts-support 
5. Auslander, S., & Rigelman, N. R., et al. (not ordered, co-lead writers and co-chairs of task force). Association of Mathematics Teacher Educators. (2024). Guidelines for Preparing and Supporting Elementary Mathematics Specialists. (88 pp.). Available online at http://amte.net/sites/amte.net/files/EMS%20Standards%202024_AMTE.pdf
   • Related articles:
     • Rigelman, N., & Auslander, S.  (2025, Spring).  A resource to support mathematics teacher educators’ work with teacher leaders, part 2: The case of mathematics faculty.  Connections, 34(3).  https://www.amte.net/connections/2025/03/resource-support-mathematics-teacher-educators-work-teacher-leaders-part-2-case
     • Auslander, S., & Rigelman, N. (2024, Winter). A resource to support mathematics teacher educators’ work with teacher leaders, part 1: The case of education faculty. Connections,34(2). https://www.amte.net/connections/2024/12/resource-support-mathematics-teacher-educators-work-teacher-leaders-part-1-case   
6. Auslander, S., Bingham, G. E., Tanguay, C. L., & Fuentes, D. S. (2024). Developing Elementary Mathematics Specialists as teacher leaders during a preparation program. Journal of Mathematics Teacher Education, 27, 665–689. doi: 10.1007/s10857-023-09582-7
7. Auslander, S., Myers, K. D., Bingham, G. E., & Tanguay, C. L. (2023). Exploring the pedagogical practices of seasoned elementary mathematics teachers and connections with their content knowledge and beliefs. School Science and Mathematics, 123(4-5), 168-183. https://doi.org/10.1111/ssm.12591 
8. Auslander, S., Tanguay, C. L., Myers, K. D., Bingham, G. E., Caldwell, S., & Vo., M. (2023). Elementary Mathematics Specialists as emergent informal teacher leaders in urban schools: Engagement and navigations. Investigations in Mathematics Learning, 15, 50-66. doi: 10.1080/19477503.2022.2139096 
9. Auslander, S., Tanguay, C. L., Myers, K. D., Phillips, K. L., & Sanders, T. (2022). Preparing and supporting Elementary Mathematics Specialists through school-university-community partnerships. PDS Partners: Bridging Research to Practice, 17(2), 155-169. https://napds.org/wp-content/uploads/2023/03/10-Preparing-and-Supporting-Elementary-Mathematics-Specialists-through-School-University-Community-Partnerships.pdf
10. Clements, G., & Auslander, S. (2022). The Singapore Modeling Method: Possibilities for improving elementary teacher mathematics preparation. Problems, Resources, and Issues in Mathematics Undergraduate Studies (PRIMUS), 32(10), 1125-1139. doi: 10.1080/10511970.2021.1993396 
11. Auslander, S., & Myers, K. D. (2022). Keep inquiring: A collective examination of Elementary Mathematics Specialist preparation. In T. Bourke, D. Henderson, R. Spooner-Lane, & S. White (Eds.), Reconstructing the work of teacher educators: Speaking back to policy through agentic approaches (pp. 51-69). Springer International.  https://doi.org/10.1007/978-981-19-2904-5_3 
12. Auslander, S., Tanguay, C. L., & Jones, T. R. (2021). A program’s early implementation of a high stakes teacher performance assessment: Inquiry on teacher candidates. Issues in Teacher Education, 30, 32-61.  https://www.itejournal.org/wp-content/pdfs-issues/fall-2021/06auslanderetal.pdf 
13. Jacobs, T., & Auslander, S.  (2021).  Understanding a high stakes teacher performance assessment in mathematics through elementary prospective teachers’ lived experiences.  Journal of Mathematics Teacher Education, 24, 459-480. doi: 10.1007/s10857-020-09467-z  
14. Auslander, S., Meyers, B., Tanguay, C., Smith, S. Z., & Myers, K. D. (2021). High stakes assessment in an elementary teacher preparation program: A case study of multiple stakeholders. Teacher Development, 25, 366-388. doi: 10.1080/13664530.2021.1915371 
15. Myers, K. D., Auslander, S., Smith, S. Z., & Smith, M. E. (2021). Prospective Elementary Mathematics Specialists’ developing instructional practices: Support and mentorship during an authentic residency. Journal of Mathematics Teacher Education, 24, 309-330. doi: 10.1007/s10857-020-09460-6 
16. Auslander, S., Smith, S. Z., Smith, M. E., & Myers, K. D. (2020). A case study of elementary teacher candidates’ preparation for a high stakes teacher performance assessment. Journal of Mathematics Teacher Education, 23, 269-291.  doi: 10.1007/s10857-018-09422-z
17. Myers, K. D., Auslander, S., Smith, S. Z., Smith, M. E., & Fuentes, D. S. (2020). Developing the pedagogical capabilities of Elementary Mathematics Specialists during a K-5 Mathematics Endorsement program. Journal of Teacher Education, 71, 261-274. doi: 10.1177/0022487119854437
18. Hughes, P., Auslander, S., Stinson, D, & Fortner, C. (2019). Elementary teachers’ mathematical beliefs and mathematics anxiety: How do they shape instructional practices? School Science and Mathematics, 119, 213–222. doi: 10.1111/ssm.12329 
19. Auslander, S., Hart, L. C., Carothers, J., Jacobs, T., & Chestnutt, C. (2019). University mathematics content courses and elementary prospective teachers: A review of research from 1990-2014. Action in Teacher Education, 41, 23-42. doi: 10.1080/01626620.2018.1533902 
20. Auslander, S., Smith, S. Z, & Smith, M. E. (2019). Preparing Elementary Mathematics Specialists: Aspirations for a university endorsement program. In N. P. Gallavan & L. G. Putney (Eds.), ATE teacher education yearbook XXVI, building upon inspirations and aspirations with hope, courage, and strength (v. 2): Tomorrow’s leaders in classroom and schools (pp. 223-240). Lanham, MD: Rowman & Littlefield. 
21. Auslander, S., Meyers, B., Shafer, N., Kavanagh, K., & Haardoerfer, R. (2018). Becoming critical friends: Developmental portraits of three professional learning communities. National Teacher Education Journal, 11(2), 23-40.    
22. Auslander, S., Smith, S. Z., Smith, M. E., Carothers, J., & Myers, K. D. (2018). The preparation experiences of Elementary Mathematics Specialists: Examining influences on beliefs, content knowledge, and teaching practices. Journal of Mathematics Teacher Education, 21(2), 123-145. doi: 10.1007/s10857-016-9354-y  
    

PROFESSIONAL ACTIVITIES

• Vice President of Publications and Board Member, Association of Mathematics Teacher Educators, 2024-2027
• Task Force Co-chair, Elementary Mathematics Specialist Standards, Association of Mathematics Teacher Educators, 2022-2026 
• Alabama Commission on Higher Education Appointed Member, Alabama Numeracy Act’s Elementary Mathematics Task Force, Alabama State Department of Education, 2024-present
• Member, Alabama Numeracy Act’s Educator Preparation Course Review Committee, Alabama State Department of Education, 2025-present
• Project Leader/Principal Investigator, The University of Alabama, Tuscaloosa City Schools, Tuscaloosa County School System, Jefferson County Schools, Montgomery Public Schools, and non-profits Ed Farm and Association of Mathematics Teacher Educators, Cultivating Elementary Mathematics Specialists and Advancing Professional Development of Transformative Elementary Mathematics Specialists, 2025-2030 

BIOGRAPHY

Dr. Susan Auslander is a tenured Professor of Elementary Mathematics Education in the Department of Curriculum & Instruction’s Elementary Education Program. Her research over time has emphasized elementary teacher development during mathematics teacher education and professional learning. She currently focuses on the development of Elementary Mathematics Specialists, specifically their mathematical knowledge for teaching and ambitious, responsive classroom instruction. Her research also examines these specialists’ advocacy as teacher leaders for improved mathematics teaching and learning in schools, school systems, and communities. She largely uses mixed methods in her research. Recent publications are in Journal of Mathematics Teacher Education, Mathematics Teacher Education and Development, Research in Mathematics Education, Teacher Development, Action in Teacher Education, Elementary School Journal, Educational Studies in Mathematics, Journal of Teacher Education, Investigations in Mathematics Learning, and Mathematics Teacher Educator. She presently serves as the principal investigator of National Science Foundation-funded projects focused on the development and use of Elementary Mathematics Specialists in underserved schools and communities.
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Dr. Auslander has largely taught mathematics methods, content, and research-focused courses for undergraduate and graduate students in elementary education. She has provided service and leadership in a number of capacities, including as coordinator of several graduate programs, STEM Coordinator of the college, and department chair. Her current work in the Association of Mathematics Teacher Educators (AMTE) includes the roles of Vice-President of Publications and Co-chair of the Task Force for Elementary Mathematics Specialist Standards. She also presently serves as the higher education appointed member of Alabama’s statewide Elementary Mathematics Task Force. Her service in local schools is extensive and has included providing professional development in mathematics, supporting collaborative research, and teaching university courses onsite.