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Robyn Ruttenberg-Rozen
PhD

Assistant Professor

Faculty of Education

Contact information

Education Building Downtown Oshawa
11 Simcoe Street North
Oshawa, ON

robyn.ruttenberg-rozen@ontariotechu.ca

Bio

Dr. Robyn Ruttenberg-Rozen explores the tensions and possibilities of inclusive pedagogies in K-16 STEAM education for typically underserved, linguistically and culturally diverse, and exceptional populations of learners and their teachers. At the centre of her research are the study of change, innovation, inclusion, and equity. Using a multidisciplinary approach, Dr. Ruttenberg-Rozen focuses on humanizing STEAM learning and disrupting deficit perceptions of ability in STEAM learning environments. In 2020 Dr. Ruttenberg-Rozen received the Ontario Tech Early Career Teaching Award. Currently, she serves as co-newsletter editor for CMESG (Canadian Mathematics Education Study Group) and is an editorial board member for the Journal of Educational Informatics.
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Courses taught

Bachelor of Arts (ESTD)

  • Holistic Learning in Early Childhood - AEDT4150

Bachelor of Education

  • 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

Master of Education

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

Research and expertise

  • Equity and access in STEAM education for typically underserved populations of learners
  • Growth and pathways of mathematical understanding
  • Interventions and innovative practice in pedagogical spaces that support all learners
  • Learners experiencing mathematics difficulties​
  • Equity in online learning spaces
  • Intersectionality and identity in STEAM education
  • Developing awareness of implicit biases
  • 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.