Willy Viviani is a Postdoctoral Fellow at the Center for Educational Innovation and Improvement. Willy began his career in education as a substitute teacher and then a special education assistant. He taught high school mathematics for four years in Virginia before moving to Maryland to earn his doctorate. At UMD, Willy taught mathematics content and methods classes to elementary and middle grades preservice teachers, and supervised preservice teachers at the secondary level. His research interests primarily include teachers' feelings of preparedness to teach and enact other required elements of their job. He is also interested in mathematics task development, specifically around automatic assessment and feedback components. He earned his undergraduate degree in Mathematics at the University of Oregon, a Masters in Education at George Mason University, and his Doctorate in Education at the University of Maryland.
Viviani, W., Brantlinger, A. & Grant, A. A. (2023). Teacher Preparedness and Retention. Teacher Education Quarterly, 50(3), 54-77.
Viviani, W., White, K. (2021). The design of tasks for automatic formative assessment: Supporting teachers and students. 14th International Conference for Mathematics Education. Shanghai, China.
Brantlinger, A., Grant, A., Miller, J., Viviani, W., Cooley, L., & Griffin, M. (2020). Maintaining Gaps in Teacher Diversity, Preparedness, Effectiveness, and Retention? A Program Theory Evaluation of Mathematics Teacher Training in the New York City Teaching Fellows. Education Policy.
Anthony, M., & Viviani, W. (2020). Pre-Service Teachers’ Operationalization of Cognitive Demand. 14th International Conference of the Learning Sciences.
Chazan, D., Viviani, W., & White, K. (2020). Pedagogical implications of mathematics as the art of giving the same name to different things. American Mathematical Society Blog. https://blogs.ams.org/matheducation/2020/07/15/pedagogical-implications…