Tutita Casa

Tutita Casa is an Associate Professor of Elementary Mathematics Education in the Department of Curriculum and Instruction at the University of Connecticut's School of Education. Her work focuses on transforming mathematics education through mathematical discourse, particularly how writing and talk can empower students to engage with mathematics as mathematicians do rather than simply following step-by-step procedures.

Dr. Casa's research expertise spans Mathematical Discourse (Writing and Talk), Mathematics Education, Elementary Education, Teacher Education, and Curriculum Studies. She challenges traditional mathematics instruction by developing frameworks like the Student Mathematician Discourse Model that support students' mathematical communication through writing. Her current work focuses on developing and researching written discourse approaches that use writing to leverage mathematics learning, addressing how elementary teachers can guide students to "write mathematically" rather than merely "write about math."

Dr. Casa has directed significant research projects including an NSF-funded Elementary Mathematical Writing Task Force that produced recommendations about types and purposes for mathematical writing in elementary grades, and served as Co-Principal Investigator for Project M^2: Mentoring Young Mathematicians, which developed challenging geometry and measurement units for kindergarten through Grade 2 students.

• National Association for Gifted Children (NAGC) Curriculum Studies Award (2005-2012, 2017)
• "Connecting Class Talk with Individual Student Writing" recognized as favorite contribution by Teaching Children Mathematics' Editorial Board
• 2009 Gifted Child Quarterly Paper of the Year Award

She has secured multiple major research grants including NSF projects focused on mathematical writing, teacher preparation, and challenging curriculum for elementary students. Dr. Casa has held significant leadership roles including Journal for Research in Mathematics Education Editorial Panel Chair (2023-2024) and National Council of Teachers of Mathematics Conference Program Committees. Her work continues to shape how educators implement mathematical discourse practices that develop students' reasoning and communication skills.