Joanna Masingila is a Laura J. and L. Douglas Meredith Professor for Teaching Excellence and a professor of mathematics and mathematics education. She is a dual faculty member in the College of Arts and Sciences (Department of Mathematics) and the School of Education (Department of Teaching and Leadership). She has been at Syracuse University since finishing her Ph.D. in mathematics education at Indiana University-Bloomington in 1992 and served for 7.5 years as Dean of the School of Education (January 2014-July 2021). Prior to her doctoral work, she taught secondary mathematics for six years in Indiana.

Masingila is active in policy and advocacy work for teacher and leader education at the local, state, and national levels. She is currently a board member of the Professional Standards and Practices Board for Teaching for New York State and served as President Elect, President and then Past President of the New York Association of Colleges for Teacher Education (NYACTE).

• Teacher development
• Teacher educator development
• Mathematical knowledge for teaching teachers
• Students' out-of-school mathematics practice

Masingila teaches courses in methods and curriculum in teaching mathematics, undergraduate courses in mathematics (including mathematics content courses for preservice elementary teachers taught via problem solving), and graduate courses in mathematics education, learning theories, and teacher education.

She is or has been a principal investigator or co-principal investigator on over $7 million in grants, including six from the National Science Foundation, two from the United States Agency for International Development, and two from the International Research and Exchanges Board via the U.S. Department of State, Bureau of Educational and Cultural Affairs. Masingila has published widely in journals and books and has developed more than 30 multimedia case studies examining issues in teaching practice. In 1998, she was a Fulbright Scholar to Kenyatta University in Nairobi, Kenya, and spent Fall 2011 on research leave there. Masingila has worked extensively with teachers and teacher educators on professional development and research activities in Kenya for approximately 25 years.

• Masingila, Joanna O. (PI), Bull, Thomas H. (Co-PI), & Lei, Jing (Co-PI) (August 2019 – May 2020). Collaborative University and School Experience for Fulbright International Teachers (CUSE FIT). International Research and Exchanges Board via the U.S. Department of State, Bureau of Educational and Cultural Affairs, $215,000.
• Masingila, Joanna O. (PI). (July 2019 – June 2020). 4A Arts & Creative Literacies Academy. Syracuse City School District, $600,000.
• Masingila, Joanna O. (PI). (July – September 2019). Summer at Dr. Weeks. Onondaga County of Children and Family Services, $92,218.
• Masingila, Joanna O. (PI), & Lei, Jing (Co-PI) (August 2018 – May 2019). Collaborative University and School Experience for Fulbright International Teachers (CUSE FIT). International Research and Exchanges Board via the U.S. Department of State, Bureau of Educational and Cultural Affairs, $205,000.
• Dotger, Benjamin, Dotger, Sharon, Masingila, Joanna, & Rozelle, Jeffrey (August 2011 – July 2014). The Science and Mathematics Simulated Interaction Model, Discovery Research K12 Program (DR-K12), National Science Foundation, $449,563.
• Masingila, Joanna O., & Gathumbi, Agnes W. (April 2011 – March 2013). Building Capacity Through Quality Teacher Education, Africa – U.S. Higher Education Initiative, Higher Education for Development (HED), United States Agency for International Development (USAID), $860,701.
• Masingila, Joanna O., & Miheso-O’Connor, Marguerite K. (October 2010 – September 2012). Using Technology to Support Teacher and Student Conceptual Learning in Mathematics and Science (Awarded to Kenyatta University), Hewlett Packard Catalyst Initiative Grant, $158,000.
• Masingila, Joanna O., & Gathumbi, Agnes W. (October 2009 – March 2010). Syracuse University and Kenyatta University: Building Capacity Through Quality Teacher Education, Africa – U.S. Higher Education Initiative Planning Grant, Higher Education for Development (HED), United States Agency for International Development (USAID), $50,000.
• Tillotson, John W., Masingila, Joanna O., Strempel, Eileen, Dotger, Sharon, & Wiles, Jason (June 2009-May 2014). Syracuse University Noyce Scholars Program for Science and Mathematics Teachers. National Science Foundation, $900,000.
• Doerr, Helen M., Chandler-Olcott, Kelly, Hinchman, Kathy A., & Masingila, Joanna O. (April 2003-March 2006). Investigating the Interrelated Development of Mathematics and Literacy in Urban Secondary Schools. Research on Learning in Education, National Science Foundation, $1,054,119.
• Bowers, Janet, Doerr, Helen M., Masingila, Joanna O., & McClain, Kay (June 1998-October 2002). Investigating Multimedia Case Studies as a Tool for Pre-service Teacher Development. Research on Education Policy and Practice, National Science Foundation, $605,891.
• Bowers, Janet, Doerr, Helen M., & Masingila Joanna O. (July 2001-June 2002). Supplemental award for Investigating Multimedia Case Studies as a Tool for Pre-service Teacher Development. Research on Education Policy and Practice, National Science Foundation, $98,078.
• Masingila, Joanna O. (June 1995-May 2000). Connecting In-School and Out-of-School Mathematics Practice. Faculty Early Career Development Grant, National Science Foundation, $212,790.

• Masingila, Joanna O., & Olanoff, Dana (2021). Who teaches mathematics content courses for prospective elementary teachers in the United States? Results of a second national survey. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-021-09496-2
• Olanoff Dana, Masingila Joanna O., Kimani Patrick M. (2021). Supporting mathematics teacher educators’ growth and development through communities of practice. In M. Goos & K. Beswick (Eds.), The learning and development of mathematics teacher educators. Research in mathematics education (pp. 147-166). New York: Springer. https://doi.org/10.1007/978-3-030-62408-8_8
• Wambua, Victoria M., Mbasu, Zachariah, Masingila, Joanna O., & Wilkinson, Louise C. (2019). The language demands in mathematics: A case of the Kenya Certificate of Secondary Education mathematics examination. US-China Education Review A, 9(7), 279-288. http://www.davidpublisher.org/Public/uploads/Contribute/5e7ae392b4671.pdf
• Ssempala, Fredrick, & Masingila, Joanna O. (2019). Effect of professional development on chemistry teachers’ understanding and practice of inquiry-based instruction in Kampala, Uganda. International Journal of Scientific Research and Education, 7(2), 8085-8105.
• Ssempala, Fredrick, & Masingila, Joanna O. (2019). Factors influencing chemistry teachers’ understanding and practice of inquiry-based instruction in Kampala, Uganda. International Journal of Scientific Research and Education, 7(1), 8062-8071.
• Masingila, Joanna O., Foley, Alan R., Khatete, David W., Ndethiu, Sophia M., Maundu, John N., & Twoli, Nicholas W. (2019). From implementation to efficacy: Factors affecting Kenyan secondary teachers’ technology integration. Africa Education Review, 16(1), 58-87. https://doi.org/10.1080/18146627.2016.1224574
• Masingila, Joanna O., Olanoff, Dana, & Kimani, Patrick M. (2018). Mathematical knowledge for teaching teachers: Knowledge used and developed by mathematics teacher educators in learning to teach via problem solving. Journal for Mathematics Teacher Education, 21(5), 429-450. https://link.springer.com/article/10.1007/s10857-017-9389-8
• Dotger, Benjamin, Dotger, Sharon, Masingila, Joanna O., Rozelle, Jeffrey, Bearkland, Mary, & Binnert, Ashley (2017). The right “fit”: Exploring science teacher candidates’ approaches to natural selection within a clinical simulation. Research in Science Education, 48(3), 637-661. https://doi.org/10.1007/s11165-016-9582-2
• Ndethiu, Sophia M., Masingila, Joanna O., Miheso-O’Connor, Marguerite K., Khatete, David W., & Heath, Katie L. (2017). Kenyan secondary teachers’ and principals’ perspectives and strategies on teaching and learning with large classes. Africa Education Review, 14(1), 58-86. DOI: 10.1080/18146627.2016.1224573.
• Xie, Jinxia, & Masingila, Joanna O. (2017). Examining interactions between problem posing and problem solving with prospective primary teachers: A case of using fractions. Educational Studies in Mathematics, 96(1), 101-118.
• Chandler-Olcott, Kelly, Doerr, Helen M., Hinchman, Kathleen A., & Masingila, Joanna O. (2015). Bypass, augment, or integrate: How secondary mathematics teachers address the literacy demands of standards-based curriculum materials. Journal of Literacy Research, 47, 439-472.
• Dotger, Benjamin, Masingila, Joanna O., Bearkland, Mary, & Dotger, Sharon (2015). Exploring iconic interpretation and mathematics teacher development through clinical simulations. Journal of Mathematics Teacher Education, 18(6), 577-601.
• Foley, Alan R., & Masingila, Joanna O. (2015). The use of mobile devices as assistive technology in resource-limited environments: Access for learners with visual impairments in Kenya. Disability and Rehabilitation: Assistive Technology, 10(4), 332-339.
• Foley, Alan R., & Masingila, Joanna O. (2014). Building capacity: Challenges and opportunities in large class pedagogy (LCP) in Sub-Saharan Africa. Higher Education, 67(6), 797-808.
• Masingila, Joanna O., Olanoff, Dana E., & Kwaka, Dennis K. (2012). Who teaches mathematics content courses for prospective elementary teachers in the United States? Results of a national survey. Journal of Mathematics Teacher Education, 15(5), 347-358.
• Masingila, Joanna O., Muthwii, Samson M., & Kimani, Patrick M. (2011). Understanding students’ out-of-school mathematics and science practice. International Journal of Science and Mathematics Education, 9, 89-108.
• Pfister, Christina C., White, Daniel L., & Masingila, Joanna O. (2006). Using multimedia case studies to advance pre-service teacher knowing. International Education Journal, 7(7), 948-956.
• Masingila, Joanna O. (Ed.) (2006). Teachers engaged in research: Inquiry into mathematics practice, grades 6-8. Greenwich, CT: Infoage/National Council of Teachers of Mathematics.
• Masingila, Joanna O. (2006). Introduction to the grades 6-8 volume. In J. O. Masingila (Ed.), Teachers engaged in research: Inquiry into mathematics practice, grades 6-8 (pp. 1-14). Greenwich, CT: Infoage/National Council of Teachers of Mathematics.
• Masingila, Joanna O., Ochanji, Moses K., & Pfister, Christina C. (2004). Learning from the process: The making of a multimedia case study. Contemporary Issues in Technology and Teacher Education [Online serial], 4(3). (http://www.citejournal.org/vol4/iss3/mathematics/article1.cfm)
• Masingila, Joanna O. (2002). Examining students’ perceptions of their everyday mathematics practice. In M. Brenner & J. Moschkovich (Eds.), Everyday and academic mathematics in the classroom (pp. 30-39). Journal for Research in Mathematics Education, Monograph No. 11.
• Masingila, Joanna O., & Doerr, Helen M. (2002). Understanding pre-service teachers’ emerging practices through their analyses of a multimedia case study of practice. Journal of Mathematics Teacher Education, 5, 235-263.
• Masingila, Joanna O., & de Silva, Rapti (2001). Teaching and learning school mathematics by building on students’ out-of-school mathematics practice. In B. Atweh, H. Forgasz & B. Nebres (Eds.), Sociocultural research on mathematics education: An international perspective (pp. 329-344). Mahwah, NJ: Lawrence Erlbaum Associates.
• Porter, Mary K., & Masingila, Joanna O. (2001). Examining the effects of writing on conceptual and procedural knowledge in calculus. Educational Studies in Mathematics, 42, 165-177.
• Masingila, Joanna O., Tinto, Patricia P., & Johnson, Loren (1997). Evolutionary reform at East Collins. In J. Ferrini-Mundy & T. Schram (Eds.), The Recognizing and Recording Reform in Mathematics Education Project: Insights, issues and implications (pp. 71-85). Journal for Research in Mathematics Education, Monograph No. 8.
• Masingila, Joanna O., Davidenko, Susana, & Prus-Wisniowska, Ewa (1996). Mathematics learning and practice in and out of school: A framework for connecting these experiences. Educational Studies in Mathematics, 31 (1 & 2), 175-200.
• Masingila, Joanna O. (1994). Mathematics practice in carpet laying. Anthropology and Education Quarterly, 25 (4), 430-462.
• Masingila, Joanna O. (1993). Learning from mathematics practice in out-of-school situations. For the Learning of Mathematics, 13 (2), 18-22.

• School of Education faculty profile
• 'Cuse in Kenya blog