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Christy Graybeal

Christy Graybeal

Christy Graybeal

Associate Professor of Education and Mathematics

Chair of Education Department

Tel: 301-696-3838
Office: Tatem Arts Center, Room 119
Office hours: Tuesdays 9:30 a.m. - 10:15 a.m., Thursdays: 9:30 a.m.- 11:30 a.m.; and by appointment


  • Ph.D., University of Maryland
  • M.A., American University
  • B.S., Moravian College

Courses taught

  • EDUC 321 Mathematics Curriculum, Methods and Materials
  • EDUC 547 The Teaching of Geometry and Measurement in Elementary and Middle School
  • EDUC 551 The Teaching of Geometry
  • EDUC 552 The Teaching of Algebra
  • MATH 106  Fundamental Concepts of Mathematics I
  • MATH 107  Fundamental Concepts of Mathematics II
  • MATH 454  The Real Number System


Christy Danko Graybeal, Ph.D., associate professor of education, teaches courses in mathematics education. Professor Graybeal received her undergraduate degree in elementary education and mathematics from Moravian College, her master's degree in mathematics from American University, and her doctorate in curriculum and instruction with a concentration in mathematics education from the University of Maryland. She is a former middle school mathematics teacher for Montgomery County Public Schools. She is especially interested in issues related to middle school mathematics teaching.


  • Graybeal, C. D. (2007). Whole number multiplication: There's more to it than might be expected! Mathematics Teacher, 101(4), 312-316.
  • Chazan, D., Sword, S., Badertscher, E., Conklin, M., Graybeal, C., Hutchison, P., Marshall, A. M., & Smith, T. (2007). Learning to learn mathematics; Voices of doctoral students in mathematics education. In W. G. Martin, M. E. Strutchens, & P. C. Elliott (Eds.), The learning of mathematics (Sixty-ninth NCTM yearbook). Reston, VA: NCTM.
  • Graybeal, C.D. (2010, October 12). Teachers' senses of obligation to curricular messages.
    International Journal for Mathematics Teaching and Learning
  • Graybeal, C.D. (2013). Learning to look for the Standards for Mathematical Practice.  Southeastern Regional Association of Teacher Educators Journal, 22(2), 8-13.
  • Mayfield, M.E., & Graybeal, C.D. (2013). A professional development program for middle school math teachers in Maryland. In C. Beaver, L. Burton, M. Fung, & K. Kruczek (Eds.), Resources for preparing middle school mathematics teachers (pp. 59-68). Washington, D.C.: Mathematical Association of America.
  • Graybeal, C.D., Strickland, T.K., Rodriguez, M., & Guerra, N. (2013). Conceptual understanding of integer operations: A study of middle school students and their thought processes. The Banneker Banner, 28(1), 4-9.
  • Graybeal, C.D. (2013). Maryland middle school mathematics teachers' interpretations of curricular messages. The Banneker Banner, 28(2), 13-23.
  • Graybeal, C.D. (2014). Mathematical lies we tell students. Teaching Children Mathematics, 21(4), 197-198 and appendix.
  • Strickland, T.K., & Graybeal, C.D. (2015). Survey results of Maryland teachers who instruct elementary students with disabilities in mathematics. The Banneker Banner, 29(2).
  • Strickland, T.K., & Graybeal, C.D. (2015). Connecting research to practice: Teaching fraction word problem solving with schema-based instruction. The Banneker Banner, 29(3), 28-47.
  • Graybeal, C.D., & Johnson, F.W. (2016). What is mathematical modeling? The Banneker Banner, 30(1), 35-41.
  • Cuddapah, J.L., & Graybeal, C.D. (2016). Homeschooled teachers and the apprenticeship of observation. Home School Researcher, 32(4), 1-11.
  • Graybeal, C.D. (in press). Added sugar intake. Mathematics Teaching in the Middle School.