Nicholas Gorgievski

  • Lecturer, Mathematical Sciences
  • Ph.D. in Curriculum and Instruction in Mathematics Education, University of Connecticut
  • M.S. in Mathematics, University of Vermont
  • B.A. in Mathematics, Providence College

Scholarly Contributions and Creative Productions

Journal Articles


  • Gorgievski, N., DeFranco, T. (2024). The Impact of Blocked Practice versus Mixed Practice and the Strategy of Overlearning on Student Performance in Calculus. Investigations in Mathematics Learning, (16) 2 (Link)
  • Sofronas, K., DeFranco, T., Vinsonhaler, C., Gorgievski, N., Schroeder, L., Hamelin, C. (2011). What does it mean for a student to understand the first-year calculus? Perspectives of 24 experts. Journal of Mathematical Behavior, (30) 2 (Link)
  • Truxaw, M., Gorgievski, N., DeFranco, T. (2008). Measuring K-8 Teachers' Perceptions of Discourse Use in Their Mathematics Classes. School Science and Mathematics, (108) 2 (Link)