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Robyn Ruttenberg-Rozen

Assistant Teaching Professor

Faculty of Education

Contact information

Education Building Downtown Oshawa
11 Simcoe Street North
Oshawa, ON


Dr. Ruttenberg-Rozen is an Assistant Teaching Professor of Technology-Driven Learning. She explores pedagogical practices and current discourses in STEAM education around typically underserved, linguistically and culturally diverse, and exceptional populations of learners and their teachers. At the centre of her research is the study of change, innovation, and access in pedagogical spaces, including virtual and face to face, with a focus on strategies and interventions. Dr. Ruttenberg-Rozen has been creating a program of research around access to STEAM education to not only humanize and disrupt our interactions with the content of teaching but also to humanize and disrupt teaching and our perceptions of the learners involved with the content.

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Courses taught

Bachelor of Arts (ESTD)

  • Primary/Junior Mathematics Thinking and Doing - EDUC1308
  • Intermediate/Senior Mathematics Thinking and Doing - EDUC 1310U
  • Primary/Junior STEM I - EDUC 1303
  • Primary/Junior STEM II - EDUC 1304
  • Reflective Practice/Action Research - EDUC2406

Bachelor of Education

  • Holistic Learning in Early Childhood - AEDT4150

Master of Education

  • Foundations of Curriculum for the 21st Century - EDUC 5301G
  • Principles of Learning - EDUC 5001G

Research and expertise

  • Equity and access to mathematics for typically underserved populations of learners
  • Growth and pathways of mathematical understanding
  • Interventions and innovative practice in mathematics
  • Learners experiencing mathematics difficulties
  • The use of mathematical wonder as a teaching/intervention tool
  • Ruttenberg-Rozen, R. (In Press). A Wonder-Full task leads to a Wonder-Full intervention. Mathematics Teacher:Teaching and Learning Pre-K-12.
  • Ruttenberg-Rozen, R., Mahendirarajah, S. & Brady, B. (In Press). Educating awarenesses in an online reflective practice course: Becoming aware of implicit biases leaps to judgement. In E. Mikulec & T. Ramalho (Eds.) Best Practices for Teaching Critical Pedagogy Online.
  • Ruttenberg-Rozen, R. (2018). Revisiting and growing prior knowings for learners experiencing mathematics difficulties. 42nd Annual Conference of the International Group for the Psychology of Mathematics Education. Umea, Sweden.
  • Thouless, H. R., Owens, K., Ruttenberg-Rozen, R., Tzur, R. & Xin, Y.P. (2018). Maths and Special Education Working Group. 42nd Annual Conference of the International Group for the Psychology of Mathematics Education. Umea, Sweden
  • Chorney, S., Noble, T., Ruttenberg-Rozen, R. & Setati Phakeng, M. (2016). Sharing space with the other to discuss mathematics education and social justice. For the Learning of Mathematics, 36 (3), 46-51
  • Ruttenberg-Rozen, R. & Mamolo, A. (2016) Exploring tensions: Leanne’s story of supporting pre-service mathematics teachers with learning disabilities. In T. Fukawa-Connelly, N.E. Infante, M. Wawro & S. Brown (Eds). Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education, Pittsburgh, Pennsylvania.
  • Mamolo, A., Ruttenberg-Rozen, R. & Whiteley, W. (2015). Developing a network of and for geometric reasoning. ZDM Mathematics Education, 47(3), 483-496.