Curtis Pyke

Curtis Pyke
Associate Professor, Curriculum & Pedagogy; Mathematics
(202) 994-4516

Mathematics education is Dr. Pyke's area of expertise. He began his career as a middle school mathematics teacher and has taught mathematics in middle school, high school and college.

Dr. Pyke believes that rigorous research ought to drive decision making at all levels of schooling. He is passionate about contributing to the science of learning and the design of high quality curriculum evaluations.

Dr. Pyke is widely published, with contributions to over 60 publications, reports, book chapters and papers on Student Learning of Mathematics, Evaluation of Curriculum Materials, Assessment of Concepts, Engagement with Technology and Teacher Knowledge.

Dr. Pyke is currently working on an NSF funded project, Building Capacity for Disciplinary Experts in Math and Science Teaching that is creating an innovative pathway for STEM professionals and recent graduates to gain deep disciplinary and pedagogical understanding of how to recognize and facilitate math and science practices among 7-12th grade learners.


Lynch, S. J., Pyke, C., & Grafton, B. H. (2012). A retrospective view of a study of middle school science curriculum materials: Implementation, scale-up, and sustainability in a changing policy environment. Journal of Research on Science Teaching, 49, 305–332. doi: 10.1002/tea.2100.

Lynch, S. J., Pyke, C., & Hansen-Grafton, B. (2012). A retrospective view of a study of middle school science curriculum materials: Implementation, scale-up, and sustainability in a changing policy environment. Journal for Research in Science Teaching, 49 (3), 305-332.

Rethinam, V., Pyke, C., & Lynch, S. (2008). Using multilevel analyses to study the effectiveness of science curriculum materials. Evaluation and Research in Education, 21 (1), 18-42.

Lynch, S., Taymans, J., Watson, B., Ochsendorf, R., & Pyke, C. (2007). Scaling-up highly rated middle school science curriculum units for students with disabilities: Initial findings and complications for scale-up. Exceptional Children, 73 (2), 202-223.

Lynch, S., Taymans, J. Watson, W., Ochsendorf, R., Pyke, C. & Szesze, M. (2007). Effectiveness of a highly-rated science curriculum unit for students with disabilities in general education classrooms. Exceptional Children, 73 (2), 202-22.

Lynch, S., Kuipers, J., Pyke, C., & Szesze, M. (2005). Examining the effects of a highly rated science curriculum unit on diverse students: Results from a planning grant. Journal of Research in Science Teaching, 42, 912-94.

Pyke, C., & Lynch, S. (2005). Mathematics and science teachers’ preparation for National Board of Professional Teaching Standards certification. School Science and Mathematics, 105 (1), 25-35.

Tate, P., Pyke, C., Kortecamp, K., & Muskin, C. (2005). Developing an ethical orientation toward supervisory practice through collaborative case writing. Action in Teacher Education, 27 (3), 13-25.

Pyke, C. (2003). The use of symbols, words, and diagrams, as indicators of mathematical cognition: A causal model. Journal for Research in Mathematics Education, 34 (5), 406-432.

Bangert-Drowns R. L., & Pyke, C. (2002). Teacher perceptions of student engagement with educational software. Educational Technology Research and Development, 50 (2), 23-38.

In the News

Dr. Curtis Pyke and Dr. Tiffany Sikorski, along with colleagues from the Smithsonian Institution, published a book chapter in Pedagogical Content Knowledge in STEM - Research to Practice [click "Free Preview" to see abstract] entitled "Pre-service Teachers Developing PCK in a Natural History Museum." The chapter is about the design and study of a pre-service teacher field experience that takes place at the Smithsonian National Museum of Natural History's immersive space Q?rius ("curious").

Drs. Tiffany-Rose Sikorski, Maia Sheppard, Curtis Pyke, and Jonathan Eakle were awarded a Collaboration Grant from 100Kin10 for their ongoing work with the Smithsonian National Museum of Natural History and Loyola University Chicago to find better ways to link university-based teacher preparation programs with museums and cultural institutions.

Drs. Larry Medsker (CCAS and GSEHD), Daniel Ullman (CCAS), Jonathon A. Grooms (GSEHD), LaKeisha M. McClary (CCAS), and Tiffany-Rose Sikorski (GSEHD) were awarded a grant of $1,496,905 from the The National Science Foundation for their 5-year project STEM Teaching Excellence in High-Need Schools: Teacher Preparation in the Nation's Capital. Drs. Jerry Feldman (CCAS) and Curtis Pyke (GSEHD) are also on the grant as Other Senior Personnel. This award started April 1 , 2017.

Dr. Tiffany Sikorski and Dr. Curtis Pyke published their Building Capacity for Disciplinary Experts project website. This site highlights products from this NSF funded-2 year project including their video case studies, work preparing teachers in collaboration with the Smithsonian National Museum of Natural History's Q?rius Center, as well as other curriculum and program support products.

Dr. Tiffany Sikorski (PI), Dr. Jonathon Grooms (co-PI), and Dr. Curtis Pyke (co-PI) are collaborating with Charles E. Smith Jewish Day School (CESJDS) on a project to develop a new integrated JK-5 STEM curriculum.