Rebeca Itzkowich, M.A.

Senior Program Developer

Rebeca Itzkowich specializes in teacher education and bilingual education, and teaches Emergent Literacy in the bilingual/ESL programs. She is also an instructor with Erikson’s Early Math Collaborative.

Itzkowich earned her bachelor’s and master’s degrees at New York University and taught immigrant children from diverse linguistic and cultural backgrounds in preschool through third grade in New York City for 10 years. She became a teacher educator out of a desire to help teachers preserve the sense of wonder and curiosity children commonly enjoy in preschool but too often lose as they move into the elementary grades. For the past 15 years she has worked with both pre-service and in-service teachers to help them rediscover themselves as learners, understand the unique needs of culturally and linguistically diverse learners, and learn to become reflective practitioners so they can bring the joy and rigor of genuine learning into their classrooms.


B.S. in early childhood and elementary education, New York University
M.A. in special education, New York University


  • Ginet, L., Itzkowich, R.

    , & Maloney, E. (2018). Math Anxiety and Math Performance: How Do They Relate?. In J. McCray, J-Q Chen, & J.E. Sorkin (Eds.), Growing mathematical minds (pp. 55-82). New York: Routledge.

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  • Grandau, L., Itzkowich, R.

    , & Siegler, R. (2018). Variability in Children’s Mathematical Thinking and Learning. In J. McCray, J-Q Chen, & J.E. Sorkin (Eds.), Growing mathematical minds (pp. 55-82). New York: Routledge.

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Teacher Education Presentations

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Associated Ideas

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Learning Lab Marks Finale of Innovations Program

Tuesday, June 23, 2015 marked the date of the last day of learning for the Innovations program, which concluded after four years of intensive math professional development. Teachers from the seven schools involved in the program came together to think deeply about early math concepts in a final learning lab, the last of over 15 throughout the program's duration.…

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Working “Through” Math with English Language Learners

It is tough learning two new languages at once. In the case of English Language Learners (ELL), the two “languages” are often English and mathematics. Young children in classrooms where the language of instruction is not their dominant language can have challenges when it comes to learning math language, particularly positional words. These children are…

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