Jill Neumayer DePiper

Email Jill Neumayer DePiper

Jill Neumayer DePiper
Senior Research Associate

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313



Jill Neumayer DePiper researches mathematics learning and teaching, with a special focus on identifying effective strategies to support the academic success of students who are learning English. She brings extensive expertise in research design, instrumentation, and analysis.

Currently, Neumayer DePiper is contributing to initiatives targeted to deepen mathematics teachers’ understanding of effective instructional practices for students who are English learners. She is a senior research associate on Visual Access to Mathematics (VAM), a project focused on designing professional development for mathematics teachers of English learners to support them in their use of visual representations for mathematical problem-solving and specific language strategies to support their students.

In a previous project, Mathematics Coaching Supporting English Learners (MCSEL), Neumayer DePiper designed and created materials for coaches to use with middle-grades mathematics teachers to improve teacher knowledge about how to support the problem-solving and communication of students who are English learners. In the Fostering Mathematical Success of English Language Learners project, a collaboration with Horizon Research, Inc., her team sought to better understand how to prepare teachers to support English learners in engaging in rich geometry tasks. (Read a related blog post by Neumayer DePiper, Promoting English Learners’ Geometric Reasoning.)

Neumayer DePiper is the coauthor of two articles published in Journal for Research in Mathematics Education:  “Teacher Characteristics Associated with Mathematics Teachers’ Beliefs and Awareness of Their Students’ Mathematical Dispositions” and “The Relationship Between Teachers’ Mathematical Content and Pedagogical Knowledge, Teachers’ Perceptions, and Student Achievement.” She has also published on the topics of mathematics teacher identity and the challenges of teaching and learning with high-stakes accountability contexts.

Before joining EDC, Neumayer DePiper served as a researcher and instructor in the Center for Mathematics Education at the University of Maryland, College Park. She has provided professional development for teachers, including courses specifically focused on instruction for English learners.

Neumayer DePiper was a recipient of the the Mid-Atlantic Center for Mathematics Teaching and Learning doctoral fellowship, an NSF-funded award to increase the number of graduate students who become leaders in mathematics education.

She received a BA in Environmental Studies from Davidson College, an MAT from George Mason University, and a PhD in Education, Curriculum, and Instruction from the University of Maryland.