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Gavrielle Levine

Associate Professor of Education

B.A., Barnard College, Columbia UniversityM.A., Teachers College, Columbia UniversityPh.D., Columbia University


Gavrielle Levine has taught mathematics in a wide range of instructional settings, from public school classrooms through teacher development. She brings expertise from these experiences to her current position at C.W. Post teaching pre-service teachers how to teach mathematics. One focus of her career continues to be supporting students (at all levels) who have mathematics anxiety as well as developing and implementing strategies to increase their confidence and performance. Another area of interest is gender equity, stemming from critical experiences observing gender differences in mathematics education. Supporting the education of at-risk youth – in the classroom and beyond – continues to be another life-long passion.

Dr. Levine has published and presented on topics including building confidence among pre-service teachers, Michel Foucault and mathematics anxiety, measurement challenges with at-risk youth populations, gender differences in mathematics learning and instruction, and strategies for teaching mathematics to English language learners. Collegial collaboration and community-based partnerships have been among the great pleasures of her professional life at the C.W. Post Campus.

Dr. Levine is a long-standing member of several professional associations and has served as president of the Long Island University chapter of Phi Delta Kappa and of the Northeastern Educational Research Association. She was recently the recipient of the Leo Doherty Award for Leadership and Service from the Northeastern Educational Research Association and received the Newton Award for Excellence in Teaching from Long Island University.

Dr. Levine completed a B.A. in mathematics at Barnard College, Columbia University, and an M.A. in mathematics education from Teachers College, Columbia University. Her Ph.D. dissertation (Columbia University) examined cognitive and affective dimensions of sex differences in mathematics understanding. Prior professional experience includes developing educational software for Children’s Television Workshop and consulting on the educational television programs “Reading Rainbow,” “Ghostwriter” and “3-2-1 Contact.” She evaluates educational programs, including those for school districts as well as University-based and federally funded initiatives.

One of the most satisfying aspects of her opportunity to participate in developing teachers of mathematics is hearing the excitement, accomplishments and successes of former students.


Mathematics Education, Mathematics Anxiety and Building Confidence, Teacher Development: Mathematics Instruction, Gender Equity, At-risk Youth, Educational Program Evaluation