Kimberly Arnold Mahovsky

Kimberly Arnold Mahovsky is an Assistant Professor in the School of Teacher Education within the College of Education and Behavioral Sciences at the University of Northern Colorado, where she has taught since 2016. Her roles include instructing Early Childhood and Elementary Mathematics courses and supervising student teachers.

Her educational background includes:

• Ed.D in Curriculum & Instruction, Mathematics Focus from the University of Denver (2016)
• M.A. in Curriculum, Instruction and Assessment from Regis University (2013)
• M.Ed. in Reading Specialist from Virginia Commonwealth University (2000)
• B.S. in Early Childhood Education from the University of West Georgia (1992)

Dr. Mahovsky's research critically examines high-stakes testing impacts, advocating for creativity over test-focused instruction while developing conceptual frameworks for mathematics education. Her work emphasizes hands-on learning environments and bridges theoretical analysis with classroom practice, particularly in K-12 mathematics pedagogy. She investigates both qualitative and quantitative dimensions of standardized testing effects on teachers and students.

Her recent publications (2023-2024) reveal dual scholarly trajectories: productive struggle in mathematics teacher education and equity-centered trauma-informed approaches. These works demonstrate her commitment to improving preservice training while addressing systemic inequities in educational settings.

Her notable recognitions include:

• National Honor Society membership
• Summa Cum Laude Master’s Graduate distinction
• Nomination for Sallie Mae National First Year Teacher of the Year (1993)

As a Student Teacher Supervisor, Dr. Mahovsky mentors future educators in classroom settings. Her research leadership is evidenced by directing the Comprehensive Research-based Early Math Ability Test (CREMAT) project during doctoral studies. Current service includes chairing the CEBS Curriculum Committee and the O.L. Davis Outstanding Book Award Committee, reflecting active institutional engagement in curriculum development and scholarly recognition.