Andrew Izsak

Andrew Izsak is a Professor of Mathematics and Chair of the Education Department at Tufts University's School of Arts and Sciences. He holds a PhD in Science and Mathematics Education from UC Berkeley (1999), an MEd from Harvard (1993), an SM in Mathematics from MIT (1992), and a BA in Mathematics from UC Berkeley (1987). His research focuses on the psychology of mathematical thinking, particularly how teachers and students reason about multiplicative concepts like fractions, proportional relationships, and linear equations. He emphasizes the role of inscriptions (e.g., diagrams) in supporting quantitative reasoning.

His work integrates psychometric modeling to assess teacher knowledge and student learning. Notably, he co-leads the Teachers’ Multiplicative Reasoning Research Group with Dr. Sybilla Beckmann, exploring how teachers’ reasoning about multiplication and fractions informs their understanding of proportional relationships. This group also investigates the utility of number lines and strip diagrams in teaching these concepts. Their psychometric studies, using diagnostic classification models, reveal distinct profiles of teachers’ fraction arithmetic reasoning skills nationally.

Dr. Izsak has developed innovative mathematics courses and contributed to curricula emphasizing conceptual coherence. His research bridges cognitive science and education, addressing how foundational mathematical concepts evolve from elementary to middle school. His grants and collaborations focus on improving teacher education and student learning outcomes through structured pedagogical approaches.

Key areas of exploration include the ‘multiple batches’ and ‘variable parts’ perspectives on proportional relationships, aiming to make linear equations and algebraic reasoning more accessible. His interdisciplinary work highlights the interplay between measurement, multiplicative reasoning, and educational assessment design.