Meghan Mary Shaughnessy

Research Specialist Lead & Lecturer IV

Meghan Mary Shaughnessy, School of Education

Meghan Shaughnessy is a teacher educator and lead research specialist at the University of Michigan School of Education whose program of research focuses on the study and improvement of elementary mathematics instruction, specifically practice-intensive approaches to the professional training of teachers, and assessment of developing skills with teaching practice. She co-directs the NSF-funded Assessing Teaching Practice (@Practice) Project, which creates simulation assessments that assess high-leverage teaching practices and mathematical knowledge for teaching. Shaughnessy also co-directs the NSF-funded Organizing to Learn Practice Project which focuses on furthering the skills and capabilities of practicing teachers through engagement in professional development.

Shaughnessy has led the planning group for the undergraduate elementary mathematics methods course, designing and enacting approaches to support the learning of mathematical knowledge for teaching and teaching practices that support student learning and promote equity. A central component of this work was mentoring graduate students as they learned to teach the course. She was involved in the School of Education’s project to redesign its elementary teacher education program and served as the Associate Chair of Elementary Teacher Education for Program Design and Innovation from 2012 – 2014.

At TeachingWorks, Shaughnessy collaborates with university-based teacher preparation programs seeking to recenter their programs on high-leverage teaching practices and content knowledge for teaching as a means to develop beginning teachers who are able to advance justice through teaching. She leads professional development sessions for teacher educators as well as supporting individual course instructors around their practice.

Currently, Shaughnessy serves as the Associate Vice President for Research for the Association of Mathematics Teacher Educators and as a Board Member for the Michigan Association of Mathematics Teacher Educators.

In past work, she has studied the development of children’s mathematical thinking about hard-to-learn and hard-to-teach topics, such as fractions. Shaughnessy co-wrote the book Beyond Pizzas and Pies: 10 Essential Strategies for Supporting Fraction Sense, published by Math Solutions in 2010. She received a PhD in mathematics education from the University of California, Berkeley and a BA in mathematics and psychology from Wellesley College.

Shaughnessy supports the following program(s):
Elementary Teacher Education (ELMAC)
Elementary Teacher Education
Mathematics Education


Selected Publications

Shaughnessy, M., Ghousseini, H., Kazemi, E., Franke, M., Kelley-Petersen, M., & Hartmann, E. (2019). An investigation of supporting teacher learning in the context of a common decomposition for leading mathematics discussions. Teaching and Teacher Education, 80, 167–179.

Schutz, K., Grossman, P., & Shaughnessy, M. (2018). Approximations of practice in teacher education. In P. Grossman, Teaching core practices in teacher education (pp. 57–83). Cambridge, MA: Harvard Education Press.

Shaughnessy, M., & Boerst, T. (2018). Appraising the skills that preservice teachers bring to teacher education: Skill with the practice of eliciting a student’s thinking. Journal of Teacher Education. 69(1), 40–55.

Shaughnessy, M., Boerst, T., & Farmer, S. O. (2018). Complementary assessments of preservice teachers’ skill with eliciting student thinking. Journal of Mathematics Teacher Education.

Shaughnessy, M., & Boerst, T. (2018). Designing simulations to learn about preservice teachers’ capabilities with eliciting and interpreting student thinking. In G. J. Stylianides & K. Hino (Eds.), Research advances in the mathematical education of pre-service elementary teachers: An international perspective (pp.125–140). Springer.

McNamara, J., & Shaughnessy, M. (2015/2010). Beyond Pizzas and Pies: 10 Essential Strategies for Supporting Fraction Sense. Sausalito, CA: Math Solutions.

Saxe, G. B., Shaughnessy, M. M., & Gearhart, M., & Haldar, L. C. (2013). Coordinating numerical and linear units: Elementary students’ strategies for locating whole numbers on the number line. Mathematical Thinking and Learning, 15, 235–258.




9/1/2016 - ongoing Organizing to Learn Practice: Teacher Learning in Classroom-Focused Professional Development
Granting Agency: National Science Foundation

10/1/2015 - 9/30/2018 Investigating Relationships Between Mathematical Knowledge for Teaching and High-Leverage Teaching Practices
Granting Agency: National Science Foundation (NSF)

9/1/2015 - 8/31/2018 Strengthening the Quality, Design and Usability of Simulations as Assessments of Teaching Practice
Granting Agency: National Science Foundation (NSF)

10/1/2013 - 9/30/2015 Investigating simulations of teaching practice: Assessing readiness to teach elementary mathematics
Granting Agency: National Science Foundation

Courses & Syllabi

Term Catalogue Course Description Syllabus
Winter 2014 EDUC 406. Teaching in the Elementary School EDUC 406. Children as Sensemakers #2


Room 1600
Mailbox 3112/3116

Curriculum Vitae