Şebnem Atabaş, Ph.D.

Assistant Professor of Education
Department of Education
Joined USJ:
Academic Degrees Ph.D., Florida State University
M.S., Bogazici University
B.S., Bogazici University
Contact Information


Before joining USJ, she worked as a Postdoctoral Research Associate at the University of Southern California for two years and taught courses on how children learn mathematics, the teaching of elementary school mathematics, and learning progressions in elementary mathematics.


Current Membership in Professional Organizations:
American Educational Research Association (AERA)
Association of Mathematics Teacher Educators (AMTE)
National Council of Teachers of Mathematics (NCTM)
Psychology of Mathematics Education North America (PME-NA)
Service to Professional Associations:
2017-present Proposal Reviewer, North American Chapter of the International Group for the Psychology of Mathematics Education
2021-present Proposal Reviewer, Division K – Teaching and Teacher Education, American Educational Research Association Annual Meeting
2020 Spring Committee Member, School of Teacher Education Graduate Student Association, Florida State University
2021 Spring Guest Reviewer for Cognition and Instruction
2023 Spring Reviewer for Teaching and Teacher Education


My research interest is centralized around teacher learning of ambitious mathematics teaching with a situated view of learning. Aligned with recent reform suggestions, I believe empowering students to engage in mathematics as a dynamic and exploratory process demands a different view of classroom discourse and interactions between students and the teacher—imposing a difficult task on teachers to accomplish. In addition to classrooms being envisioned as rich learning environments for students, my research is centralized around the idea of how the same classrooms can afford rich learning experiences for teachers. With this interest, I examine what a rich learning environment requires teachers to accomplish in mathematics classrooms, how to challenge already established instructional practices aligned with a traditional approach, and mechanisms of teacher learning and teacher change to position students to engage in mathematical thinking in meaningful and powerful ways.
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