Texas Tech University

Shirley M. Matteson, Ph.D.

Associate Dean for Research and Faculty/Staff Development (ADR), Associate Professor
Curriculum & Instruction

Email: shirley.matteson@ttu.edu

Phone: 806-834-3841

Office: Education 110AA

Shirley M. Matteson is an Associate Professor of Middle Level Education in the Department of Curriculum and Instruction, Texas Tech University and also serves and the Graduate Advisor for the C&I department. She earned her Ph.D. 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 is also a member of the Teaching Academy at Texas Tech University.

Dr. Matteson's research interests include mathematical representations, teacher preparation and professional development, thinking structures and the teaching of thinking, and has been involved in several community engaged scholarship projects. She teaches master's classes and has taught qualitative methods research classes for the C&I department. Dr. Matteson was a Co-PI on a US Department of Education Investing in Innovation (i3) grant and served as Director of a STEM Certificate for a Supporting Effective Educator Development (SEED) grant. Dr. Matteson 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 has served in various leadership positions in the Southwest Educational Research Association (SERA) and received the SERA Extended Service Award in 2018.


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

Patrick, P., & Matteson, S. (2017, February). Elementary and middle level biology concepts: A content analysis of Science & Children and Science Scope from 1990-2014. Journal of Biological Education (online). http://dx.doi.org/10.1080/00219266.2017.1293556

Matteson, S. M., Sherrod, S. E., & *Cetin, S. C. (2016). Collection, storage, protection, and sharing issues with large-scale data sets. SAGE Research Methods Cases (invited publication). doi: http://dx.doi.org/10.4135/9781473999053

Matteson, S. M., Sherrod, S. E., & *Cetin, S. C. (2016). Rubrics: Evaluation tools for the pedagogical and content knowledge of grades 6-9 mathematics teachers.SAGE Research Methods Cases (invited publication). doi: http://dx.doi.org/10.4135/9781473979628

Matteson, S. M. (2016, August). The “brick wall” graphic organizer. Mathematics Teaching in the Middle School, 22(1), 38-45.

Han, S., *Cetin, S. C., & Matteson, S. M. (2016). Examining the pattern of middle-grade mathematics teachers' performance: A concurrent embedded mixed methods study. Eurasia Journal of Mathematics, Science and Technology Education, 12(3), 387-409. doi: 10.12973/eurasi.2016.1206a.

Matteson, S. M. (2014). Ghost children: Invisible middle level students. Middle Grades Research Journal, 9(2), 19-36.

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), 429-450. doi:10.1080/10476210.2012.672407

Matteson, S. M., Capraro, M. M., Capraro, R. M., & Lincoln, Y. S. (2012). Extricating justification scheme theory in middle school mathematical problem solving. Investigations in Mathematics Learning, 5(1),38-62.

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

Matteson, S. M., Swarthout, M., & Zientek, L. R. (2011). Student motivation: Perspectives from mathematics teachers. Action in Teacher Education, 33, 283-297. doi: 10.1080/016266.2011.592123

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

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

Book Chapter

*Ryan, P. M., Paton, V. O., & Matteson, S. M. (2018). Learning to collaborate: Intersections of the classroom and community. In T.T. York, A. S. Tinkler, & B. E. Tinkler (Eds.) Service-learning to advance access & success: Bridging institutional and community capacity. Charlotte, NC: Information Age Publishing.