Roser Gine

Roser Gine, Graduate School of Education

Roser Gine, Graduate School of Education

Clinical Assistant Professor, Curriculum and Instruction
533 O’Leary Library

Research Interest

Socio-cultural approach to understanding mathematics learning in the context of high school classrooms

Educational Background

B.A. in mathematics, Dartmouth College; Tufts University; Master’s in Education, Harvard University; Ed.D., Leadership in Urban Schools (mathematics education), University of Massachusetts Boston


Roser Giné received her bachelor’s degree in mathematics from Dartmouth College in 1992. Her first teaching experience followed at Connecticut College, where she realized that she wanted to further her study of mathematics. At Tufts University, Giné completed additional coursework in graduate mathematics and studied the medical applications of computer tomography. She then attended Harvard University and received her Masters in Teaching Mathematics.

Giné began her high school teaching career at Framingham High School, followed by six years at New Mission High School, a Boston pilot school and member of the Coalition of Essential Schools (CES). Her work at New Mission eventually led to her leadership of the math department there and to her initiation into educational research. Giné continued teaching and joined the faculty at North Central Charter Essential School in Fitchburg to lead their mathematics department. Through her doctoral work, she began to hone her interests around her students’ development of mathematics thinking in her classroom. She then taught at the Francis Parker Charter Essential School (Devens, MA) while she continued her scholarly work. In 2007, she joined Education Development Center (EDC), where she focused on mathematics curriculum writing and educational research. She graduated with her Ed.D., from UMass Boston in 2010. 

Giné has written mathematics curriculum for the James Irvine Foundation and for the Henry Ford Learning Institute. She has also led various professional development workshops for mathematics teachers with her colleagues at Education Development Center. These have included professional development on the Fostering Geometric Thinking and Fostering Algebraic Thinking models. As part of her work in developing teachers, Giné has also coached mathematics teachers working with English Language Learners in New York City, and collaborated on a research project intended to inform and enhance efforts to improve mathematics achievement of English Language Learners at the middle school level. 

Her current research focuses on understanding how students make sense of mathematics in the context of the classroom, through the interaction of students, teacher, and curriculum artifacts. The central premise that guides her research is that learning is embedded in the cultural, social, and historical influences of the setting where it takes place. She uses Russian-rooted Activity Theory, Structure Theory, and socio-semiotics to help uncover the relationship between individual and collective levels of thinking and knowledge construction. This is her first year at UMass Lowell.