Texas Tech University

Shirley M. Matteson, Ph.D.

Associate Professor of Middle Level Education
Curriculum and Instruction

Email: shirley.matteson@ttu.edu

Phone: 806-834-3841

Office: Education 263

Shirley M. Matteson is an Associate Professor of Middle Level Education in the Department of Curriculum and Instruction, Texas Tech University. She earned her doctorate in curriculum and instruction with an emphasis in mathematics education from Texas A&M University. Dr. Matteson was a classroom teacher for 27 years and is a National Board Certified Teacher in Early Adolescence/Mathematics.

Dr. Matteson’s research interests include mathematical representations, teacher preparation and professional development, and the use of video technology to enhance teacher reflective practices. She teaches undergraduate mathematics education courses and graduate level qualitative methods. Dr. Matteson is a Co-PI on a $3.4 million dollar US Department of Education Investing in Innovation (i3) grant and also serves on the university’s Institutional Review Board. She received the National Council of Teachers of Mathematics Linking Research and Practice Outstanding Publication Award for her article entitled “Problems with nth Term Problems.” Dr. Matteson was first elected as Council Member-at-Large for the Southwest Educational Research Association (SERA) in 2009. She was elected as the Program Chair and President-elect of SERA for 2015. She is also the faculty advisor for the Educational Graduate Student Organization.

Dr. Matteson is STEM Program chair and a Co-PI on the Department of Education Investing in Innovation (i3) Competency Based School Intervention REFLECT grant.

Shirley M. Matteson


  • Greenville College, B.M.E. Greenville, IL  
  • Hardin-Simmons University, M.M.  Abilene, TX
  • Texas A&M University, Ph.D.  College Station, TX. Curriculum & Instruction –(Emphasis in Middle Grades Mathematics Education)

Areas of Expertise

  • Middle level preservice teacher preparation
  • Inservice teachers perceptions of integration of mathematics and science content
  • The “big idea” of equivalence/balance in mathematics and science concepts
  • Algebraic representations and interpretations by middle level learners
  • Mathematical problem-solving and interpretation of mathematical representations
  • The influence of the NBPTS Five Core Propositions: Self-study applied to mathematics methods course assignments
  • Equity in the mathematics classroom – “ghost children” and English Language Learners

Selected Publications

Matteson, S. M. (accepted). Ghost children: Invisible middle level students. Middle Grades Research Journal

Matteson, S. M., Özel, S., & Zientek, L.R. (2013). Identifying what inservice teachers want in professional development. Teacher Education and Practice, 26(3), 569-580.

Taylor, J., Zientek, L.R., & Matteson, S. M. (2013). Improving achievement in trigonometry by revisiting fraction operations. Mediterranean Journal for Research in Mathematics Education, 12(1-2), 135-153.

Coward, F. L., Matteson, S. M., & Hamman, D. (2012). A case study of teacher identity development in middle level student teachers. Middle Grades Research Journal, 7(4), 32-42.

Wilhelm, J., Matteson, S., & *She, X. (2012). Investigating preservice teachers’ understanding of balance concepts utilizing a clinical interview method and a virtual tool. International Journal of Science and Mathematics Education. doi: 10.1007/s10763-012-9371-y

Matteson, S. M., Ganesh, B. S., Coward, F. L., & Patrick, P. (2012). Middle level preservice mathematics teachers’ mental representations of classroom floor plans. Teaching Education, 23(4). doi:10.1080/10476210.2012.672407

Matteson, S. M. (2011, October). Three heads are better than one. Mathematics Teaching in the Middle School, 17, 136-139.

Matteson, S. M., & Wilhelm, J. (2011, August). Hanging in the balance. Mathematics Teaching in the Middle School, 17, 56-61.

Matteson, S. M., Taylor, C. M., Valle, F., Fehr, M. C., Jacob, S. A., & Jones, S. J. (2011, Spring-Summer). Re-examining academic expectations: Using self-study to promote academic justice and student retention. Journal of Thought, 46(1,2), 65-83.

Matteson, S. M. (2011, May). A different perspective on the multiplication chart. Mathematics Teaching in the Middle School, 16, 562-568.

*Ganesh, B., & Matteson, S. M. (2010, December). The benefits of reteaching lessons in preservice methods classes. Action in Teacher Education, 32(4), 52-60. doi: 10.1080/01626620.2010.549718

Matteson, S. M., Fletcher, R. M., Tidwell, T., & Garrett, D. I. (2010). Reflections on shared middle level experiences: A case study. In K. Malu (Ed.) Voices from the Middle: Narrative Inquiry By, For, and About the Middle Level Community, (pp. 193-212). Charlotte, NC: Information Age Publishers (IAP).

Matteson, S. M. (2010, September). Problems with nth-term problems. Mathematics Teaching in the Middle School, 16, 88-95.

Matteson, S. M., & Lincoln, Y. S. (2009). Using multiple interviewers in qualitative research studies: The influence of ethic of care behaviors in research interview settings. Qualitative Inquiry, 15, 659-674. doi:10.1177/1077800408330233

Matteson, S. M. (2006). Mathematical literacy and standardized mathematical assessments. Reading Psychology: An International Quarterly, 27, 205-233. doi: 10.1080/02702710600642491

*Doctoral student

NCTM’s 2nd Annual Linking Research and Practice Outstanding Publication Award