Gabriel Matney

Ph.D., University of Oklahoma, Mathematics Education, 2004

M.S., University of Oklahoma, Applied Mathematics, 2000

B.S., Oklahoma Baptist University, Mathematics Education (Endorsement in Computer Science), 1997

K-12 Mathematics Education, Lesson Study, authenticity, fluency, and teacher professional development.

Gabriel Matney has been a School of Teaching and Learning faculty member since August, 2011.

• Geometry and Probability in the Secondary Mathematics Classroom
• Algebra in the Secondary Mathematics Classroom
• Introduction to Secondary Mathematics I and II
• Early Childhood Mathematics Methods
• Investigations in Mathematics for the Middle Childhood Teacher
• Advanced Seminar in Mathematics Teaching
• Culture, Mathematics, and English in Malawi: Examining Malawi Culture and Approaches to Learning.
• Culture, Mathematics, and Language Arts Learning in Thailand.
• Culture and Mathematics Learning in China
• Culture and Learning in New Zealand
• Culture and Learning in Fiji
• Australia: Systems of Informal Learning for STEM Education
• Upper Elementary Mathematics Instruction
• Advanced Methods in Elementary School Mathematics

Editor – Dotger, S., Matney, G., Heckathorn, J., Chandler-Olcott, K., & Fox, M. (2024). Lesson Study with Mathematics and Science Preservice Teachers: Find the Form. New York, NY: Routledge.

Weaver, J.C. & Matney, G. (2024). Adapting lesson study for preservice teachers’ instruction and learning. In S. Dotger, G. Matney, Heckathorn, J., K. Chandler-Olcott, & M. Fox (Eds.), Lesson study with mathematics and science preservice teachers: Finding the form (pp. 182-191). New York, NY: Routledge.

Weaver, J.C., Matney, G., Huang, R., Huang, X., Painter, C., & Wilson, J. (2023) Hybrid cross-cultural lesson study impacts teacher learning. In R. Huang, N. Helgevold, J. Lang, & Z. Jiang (Eds.), Teacher professional learning through lesson study in virtual and hybrid environments: Opportunities challenges, and future directions (pp. 34-50). New York, NY: Routledge.  

Matney, G., Bostic, J., & Lavery, M. (2019). A validation process for complex pedagogical knowledge: The standards for mathematical practice knowledge assessment. In J. Bostic, E. Krupa, & J. Shih (Eds.), Quantitative measures of mathematical knowledge: Researching instruments and perspectives (pp. 179-204). New York, NY: Routledge.

Matney, G., Roberts, A. C., Bostic, J., & Roberts, T. (2025). Assessing teacher candidate knowledge of the mathematical practices. School Science and Mathematics, 125(3) 259-272. https://doi.org/10.1111/ssm.18327 

Weaver, J. C., Matney, G., Beeker, C., & Zalar, A. (2024). Enhanced instructional and professional growth through a pragmatic instructional approach. Journal on Empowering Teaching Excellence, 8(2), 15-27. https://doi.org/10.59620/2644-2132.1136 

Fan, Y. “Kate,” Koskey, K. L. K., Bright, D., Matney, G., Bostic, J., May, T. A., & Stone, G. E. (2024). Exploring Sources of Bias to Improve the Universal Design of Mathematical Problem-Solving Tests. Educational Assessment, 29(4) 274–292. https://doi.org/10.1080/10627197.2024.2418554 

Griesmer, R. & Matney, G. (2024). Teacher candidate perceptions of learning through simulation technology. Ohio Journal of School Mathematics, 98, 1-8. https://ohiomathjournal.org/index.php/OJSM/issue/view/FA24 

Weaver, J. C., Matney, G., & Matangula, T. (2024). The power of feedback in teacher education. International Journal for Lesson and Learning Studies 13(3), 190-204. https://doi.org/10.1108/IJLLS-01-2024-0001 

O’Mellan, A., Kosko, K., Pachnowski, L. M., Matney, G., & Driskell, S. O. (2024). The potential impact of the removal of a middle grades’ licensure band on Ohio’s teacher education majors. Ohio Journal of School Mathematics, 96, 47-56. https://ohiomathjournal.org/index.php/OJSM/issue/view/SP24 

Wiemken, R., Matney, G., & Floro, B. (2024). Devising a Mathematical Model to Represent Football Rankings. Mathematics Teacher: Learning and Teaching Pre-K – 12, 117(1), 52-57. https://doi.org/10.5951/MTLT.2023.0089 

Huang, R., Weaver, J. C., Matney, G., Huang, X., Wilson, J., & Painter, C. (2024). Exploring teacher learning through a hybrid cross-cultural lesson study in China and the United States. International Journal for Lesson and Learning Studies, 13(1), 41-55. https://doi.org/10.1108/IJLLS-07-2023-0093 

Koskey, K. L. K., May, T. A. Fan, Y., Bright, D., Stone, G., Matney, G., & Bostic, J. D. (2023). Flip it: An exploratory (versus explanatory) sequential mixed methods design using Delphi and differential item functioning to evaluate item bias. Methods in Psychology, 8, 100117. https://doi.org/10.1016/j.metip.2023.100117 

Matney, G., Fischer, C., & Jackson, J. (2023). A Picture is Worth a Thousand Words: Understanding our Students’ Mathematical Experiences through Drawing. Ohio Journal of School Mathematics, 93, 21-26.

May, T., Koskey, K., Bostic, J., Stone, G., Kruse, L., & Matney, G. (2023). Examining How Using Dichotomous and Partial Credit Scoring Models Influence Sixth-Grade Mathematical Problem-Solving Assessment Outcomes. School Science and Mathematics Journal, 123(2), 54-76. http://doi.org/10.1111/ssm.12570 

Matney, G., Fischer, C., & Jackson, J. (2022). Understanding Students’ Perceptions of Doing Mathematics: A Cultural Comparison. Southeast Asian Mathematics Education Journal, 12(2), 105-124.

Matney, G., Bostic, J., Fox, M., Hicks, T., May, T., & Stone, G. (2022). Fourth-grade students’ sensemaking during multi-step problem solving. The Journal of Mathematical Behavior, 65, 1-17. https://doi.org/10.1016/j.jmathb.2022.100933 

Wiemken, R., Stewart, M., Matney, G., Folger, T., & Matney, T. (2022). This Happened to You Too? Mathematics Teacher: Learning and Teaching Pre-K – 12, 115(3), 237-240. https://doi.org/10.5951/MTLT.2021.0279 

Weaver, J.C., Matney, G., Goedde, A.M., Nadler, J.R. and Patterson, N. (2021). Digital tools to promote remote lesson study.  International Journal for Lesson and Learning Studies, 10(2), 187-201. https://doi.org/10.1108/IJLLS-09-2020-0072 

Wiemken, R., Padmi, R. S., & Matney, G. (2021). Global connections through mathematical problem solving. Mathematics Teacher: Learning and Teaching Pre-K – 12, 114(3), 219-226. 

Bostic, J., Sondergeld, T., Matney, G., Stone, G., & Hicks, T. (2021). Gathering response process data for a problem-solving measure through whole-class think alouds. Applied Measurement in Education, 34(1), 46-60. DOI: 10.1080.08957347.2020.1835913

Matney, G., Lustgarten, A., & Nicholson, T. (2020). Black holes of research on instructional practice: The case of number talks. Investigations in Mathematics Learning, 12(4), 246-260. http://dx.doi.org/10.1080/19477503.2020.1804273   

Roberts, O. T., Bostic, J. D., & Matney, G. (2020). Modeling with Mathematics in the Moment. Mathematics Teacher: Learning and Teaching Pre-K – 12, 113(10), 864-867. 

Matney, G., Porcella, J., & Gladieux, S. (2020).  Quick blocks: Developing spatial sense. Mathematics Teacher: Learning and Teaching PK-12, 113(1), 8-17.

Colabianchi, K., & Matney, G. (2020).  Preservice Mathematics Teacher Professional Learning through Informal Field Experiences. Ohio Journal of School Mathematics, 85, 37-46.

Boonsena, N., Inprasitha, M., Changsri, N., & Matney, G. (2019). Teachers learning about teaching practice in a modify lesson study. Psychology, 10, 977-988. https://doi.org/10.4236/psych.2019.107064 

Bostic, J., Matney, G., & Sondergeld, T. (2019). A validation process for observation protocols: Using the Revised SMPs Look-for Protocol as a lens on teachers’ promotion of the standards. Investigations in Mathematics Learning, 11(1), 69-82. (DOI): https://doi.org/10.1080/19477503.2017.1379894   

Lustgarten, A., & Matney, G. (2019). Examining number talks with secondary preservice teachers. Ohio Journal of School Mathematics, 80(1), 22-30.  Retrieve from: https://library.osu.edu/ojs/index.php/OJSM/article/view/6647/5190 

Yuan, X., & Matney G. (2018). Searching for the middle zone of Chinese and American Mathematics Teaching through Math Camps. Journal of Mathematics Education, 11(2), 1-16.  (DOI): https://doi.org/10.26711/007577152790024 
    Retrieve from: http://educationforatoz.com/images/2018-7-1_JME_Yuan.pdf 

Matney, G. (2018). Peer Mentoring Professionalism among Preservice Mathematics Teachers: Safe Spaces for Community Teaching Practice. Investigations in Mathematics Learning, 10(2), 67-84. https://doi.org/10.1080/19477503.2017.1375351 

Director of AEC (https://www.bgsu.edu/academicenrichmentcamp)

RCML Interim VP of Conferences (https://rcml.memberclicks.net/)  

OCTM Past-President (https://www.ohioctm.org/)

DEAP CAT – Co-PI (NSF)

FIT Grant Co-PI (NSF)

BGCTM – Co-advisor (www.bgsu.edu/BGCTM)

MATH CAMP – Advisor (www.bgsu.edu/mathcamp)

AYA Mathematics Program Coordinator

[Invited] Matney, G. (2025). Authenticity of Aspiration: Conjecturing instead of Assuming. Speech given to the preservice teachers and faculty of the Nalikule College of Education in Lilongwe, Malawi, May 27, 2025.

[Invited] Matney, G. (2025). Organizing Lesson Study Teamwork in Collaborative Ways for Manuscript Writing. Workshop given to teachers doing lesson study at four partner schools of Nalikule College of Education in districts around Lilongwe, Malawi. The workshops took place at NCE Demonstration School, Malikha Community Day Secondary School, Chiwamba Community Day Secondary School, and Chinkhuti Secondary School, May 29-30, 2025.

[Invited] Matney, G. (2025). Lesson Study: Authentic Professional Development for Teacher Educators.  Multi-layered Instructional Research, and Broader Spectrum Research in Schools. Workshop given to the faculty of the Nalikule College of Education in Lilongwe, Malawi, May 30, 2025.

[Invited] Matney, G. (2025). Lesson Study: Developing Multi-layered Instructional Research and Broader Spectrum Research for Educational Improvement. Workshop given to the faculty of the Nalikule College of Education in Lilongwe, Malawi, May 30, 2025.

[Invited Keynote] Matney, G. (2024). The Meaning of Authentic Learning of Mathematics: Exploring the Relationship between Real, Realistic, Mathematical, and Authenticity. Meeting of the Greater Cleveland Council of Teachers of Mathematics in Cleveland Ohio, October 30, 2024.

[Invited] Matney, G., Barrett, A., Wallster, A., Bumpus, D., Constable, E., Johnson, B., & Mykolayevych, N. (2024). Engaging Student Affiliates: How a Math Camp Engages Students and the Community. National Council of Teacher of Mathematics Member and Affiliate Relations Committee Webinar, June 25, 2024.

[Invited] Matney, G. (2023). Engaging Mathematics Teachers in Lesson Study about Statistics and Exponential Functions: A Malawi and USA Collaboration. Virtual and in-person lesson studies given at Cornerstone Christian High School. Salima, Malawi.

[Invited] Matney, G. and Fox, M. (2020). Connecting Problem Solving Norms to the Process Standards. Special Lecture given at the Master’s Seminar on Problem Solving at Khon Kaen University, Khon Kaen Thailand.

[Invited Keynote] Matney, G. (2020).  Importance of Doing Validity Studies of Measures in Education: With an example of measuring complex teacher knowledge about the mathematical practice. Keynote speech given for the Intensive Research Seminar for master’s and PhD candidates of Khon Kaen University.  Rayong, Thailand. 

[Invited Keynote] Matney, G. (2017).  STEM Learning: The Power and Promise of Developing a Conjecturing Modality.  Keynote speech given for the NWO STEM Teaching Symposium Conference.  Bowling Green, Ohio, USA. 

[Invited Keynote] Matney, G. (2017).  Model Eliciting Activities: Conversations about Context, Culture, and Mathematical Assumptions: Possibilities for Cross-border Mathematical Discourse among Students.  Keynote speech given at the APEC- Khon Kaen International Symposium 2017.  Khon Kaen, Thailand. 

[Invited Keynote] Matney, G. (2017).  Creating Global Connections: Engaging the World with a Conjecturing Modality.  Keynote speech given at the 4^th Annual Conference on Global Engagement.  Bowling Green, Ohio, USA. 

Enjoys family, church, soccer, peanut butter and chocolate, witty people, solving problems, good music, sky diving, scuba diving, roller coasters, good jokes, ice cream, creating, video games, meeting up with old friends, making new friends, and designing new and exciting learning experiences.