Jill Neumayer DePiper

Overview

Jill Neumayer DePiper is an expert in mathematics education and leads large-scale research studies and evaluation studies to broaden access to high-quality instruction. Her research focuses on changes in teacher knowledge and instructional practices that advance the quality and equity of mathematics instruction, particularly focused in middle grades mathematics.  

She has over 20 years of experience in mathematics education, including teaching across grade levels, designing curriculum, facilitating teacher learning, and conducting research with students and teachers. Her research focuses on changes in teacher knowledge and mathematics instructional practices that broaden participation.    

Neumayer DePiper co-leads the Citizen Impact Study, for which the team aims to assess the impact of Citizen Math lessons and professional development on student mathematics achievement and social–emotional learning outcomes within a larger and more diverse set of schools. She also supports projects on best practices in mathematics teacher professional development and the ways to increase student participation and overall success. Neumayer DePiper has published research on teacher beliefs, instructional practices that best support English learners, and teacher professional learning. 

As a former middle school teacher, Neumayer DePiper is committed to encouraging instructional practices and classroom strategies that build student-teacher relationships and set up students to enjoy learning mathematics with others.  

Education

• PhD in curriculum and instruction in mathematics, University of Maryland College Park 
• MEd, elementary education with a focus on multilingual learners, George Mason University 

Select Publications

Chu, H., Neumayer DePiper, J., & Hamburger, L. (2023). Varying the intensity of scaffolding for English Learners. Mathematics Teacher: Learning and Teaching.  

Neumayer DePiper, J., Seago, N., & Knotts, A. (2023). How to translate professional learning to virtual settings. Learning Forward, 44(1). 46–51. 

Perry, R. Neumayer DePiper, J., Jackson, B., Tsinnajinnie, B., & Thornley, L. (2023). Numeracy education for adult learners: A scan of the field and principles for course and materials design. Adult Learning. https://doi.org/10.1177/10451595241245146 

Neumayer DePiper, J., Louie, J., Nikula, J., Buffington, P., Tierney-Fife, P., & Driscoll, M. (2021). Promoting teacher self-efficacy for supporting English learners in mathematics: Effects of the Visual Access to Mathematics professional development. ZDM Mathematics Education, 53(2), 489–502. 

Nikula, J., Neumayer DePiper, J., Buffington, P., Tierney-Fife, P., & Louie, J. (2021). An assets-based approach to connecting professional development to the classroom. Educational Leadership, 78(5). 

Driscoll, M., Nikula, J., & Neumayer DePiper, J. (2016). Mathematical thinking and communication: Access for English learners. Heinemann.  

Campbell, P. F., Nishio, M., Smith, T. M., Clark, L. M., Conant, D., Rust, A., Neumayer DePiper, J., Jones, T., & Griffin, M.J. (2014). The relationship between teachers’ mathematical content and pedagogical knowledge, teachers’ perceptions, and student achievement. Journal for Research in Mathematics Education, 45(4), 419–459. 

Clark, L. M., Neumayer DePiper, J., Jones, T., Campbell, P. F., Nishio, M., Smith, T. M., Griffin, M. M., Rust, A. H., Conant, D. L., Choi, Y. (2014). Teacher characteristics associated with mathematics teachers’ beliefs and awareness of their students’ mathematics dispositions. Journal for Research in Mathematics Education, 45(2), 246–284. 

Recent Media Appearances

• 6 Components of Effective Math Games, EducationWeek, November 13, 2023