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Profile for Rosalie DeFino

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Rosalie DeFino

Pronouns: She/Her/Hers
Assistant Professor
Educational Studies
University of Wisconsin-La Crosse

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Rosalie DeFino Pronouns: She/Her/Hers

Assistant Professor

Educational Studies

Specialty area(s)

Math Education

Teacher Education

Elementary Teaching

Brief biography

Dr. Rosalie (Rosie) DeFino is an Assistant Professor at the University of Wisconsin - La Crosse specializing in elementary math education. She began her career as an elementary teacher in Chicago, IL and completed her Ph.D. at the University of Michigan. She is interested in how elementary teachers and teacher candidates can learn to think critically about issues of race and racism as they develop their math teaching practice. 

Current courses at UWL

ECE 422: Math Methods - Early Childhood/Elementary Education

EDS 422: Math Methods

EDS 446: Field Experience II - Middle Level

EDS 492: Student Teaching Seminar


2022 Ph.D. in Educational Studies, University of Michigan, Ann Arbor, MI

2010 M.A.T. in Elementary Education, Urban Teacher Education Program, University of Chicago, Chicago, IL

2009 B.A. in Philosophy, University of Chicago, Chicago, IL


Teaching history

EDS 445: Field Experience II EC-MC

Professional history

2022-Present: Assistant Professor at UW La Crosse

2016-2022: Doctoral studies at University of Michigan, Graduate Student Instructor and Graduate Student Research Assistant

2014-2016: Elementary Math and Science teacher in Chicago, IL

2013-2014: Writer for the 4th edition of Fifth Grade Everyday Mathematics

2010-2013: Elementary teacher in Chicago, IL

Research and publishing

DeFino, R. (2022). Race evasion and race cognizance in elementary math teaching: A study of white teacher candidates’ learning, discourse, and early practice [Doctoral dissertation, University of Michigan]. Deep Blue.

Boerst, T., Shaughnessy, M., DeFino, R., Blunk, M., Farmer, S. O., Pfaff, E., & Pynes, D.(2020). Preparing teachers to formatively assess: Connecting the initial capabilities of preservice teachers with visions of teaching practice. In Martin, C., Polly, D., & Lambert, R.(Eds). Handbook of Research on Formative Assessment in PreK through Elementary Classrooms (pp. 89-116). IGI Global. 

Shaughnessy, M., DeFino, R., Pfaff, E., & Blunk, M. (2020). I think I made a mistake: How do prospective teachers elicit the thinking of a student who has made a mistake? Journal of Mathematics Teacher Education.