Bárbara M. Brizuela
Ph.D. in Psychology, Harvard University
Assistant Professor of Education, Tufts
University
Phone: 617.627.4721
Barbara Bárbara M.
Brizuela is an Assistant Professor at Tufts University. She
received her Ed.D. from the Learning and Teaching department at
the Harvard Graduate School of Education in 2001. She has been
a kindergarten and seventh grade teacher as well as a Spencer
Foundation research training grantee. Her current research
focuses on children's learning of written numbers and
notational aspects in mathematics. She has been involved with
the Bringing out the Algebraic Character of Arithmetic project
since its first year, in 1998.
Some of her publications include:
Brizuela, B. (1997). Inventions and
conventions: A story about capital numbers. For the Learning of
Mathematics, 17 (1), 2-6.
Brizuela, B. M. (1999). Editor’s
Review. Harvard Educational Review, 69 (4), 474-481.
Brizuela, B. M. (forthcoming). Lo
figurativo y lo operativo en el aprendizaje de notaciones
numéricas. In N. Elichiry (Ed.), La produccion de
investigacion en psicologia educacional y el debate de la
interdisciplina. Buenos Aires: Ediciones Manantial.
Brizuela, B. M., &
Sellers-García, M. J. (1999). School adaptation: A
triangular process. American Educational Research Journal, 36
(2), 345-370.
Brizuela, B. M, Stewart, J. P.,
Carrillo, R. G., & Berger, J. G. (Eds.). (2000). Acts of
inquiry in qualitative research. Cambridge, MA: Harvard
Educational Review.
Carraher, D., Brizuela, B. M.,
Schliemann, A. D. (2000). Bringing out the algebraic character
of arithmetic: Instantiating variables in addition and
subtraction. In T. Nakahara & M. Koyama (Eds.), Proceedings
of the 24th conference of the International Group for the PME
(vol. 2, pp. 145-152). Hiroshima, Japan: Hiroshima University.
Soler-Gallart, M. & Brizuela, B. M.
(1998). Cultural Action for Freedom: Editors’
Introduction. Harvard Educational Review, 68 (4), 471-475.
Soler-Gallart, M. & Brizuela, B. M.
(2000). Editors’ introduction. In P. Freire, Cultural
action for freedom (pp. 1-5). Cambridge, MA: Harvard
Educational Review.
