Professor of Elementary Mathematics Education
Department of Curriculum & Instruction
susan.auslander@ua.edu
Vita 

Dr. Susan Auslander is a tenured Professor of Elementary Mathematics Education in the Department of Curriculum & Instruction. 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 content knowledge for teaching, teacher leader capabilities, and responsive classroom instruction in culturally and linguistically diverse school settings. 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, 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 currently serves as the principal investigator on a 5-year National Science Foundation-funded project 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.

​Sample Recent Publications

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. doi: 10.1111/ssm.18340 

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

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

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 

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 

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. 

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 

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 

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 

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  

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 

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 

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

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

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 

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 

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. 

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.    

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