• How Children Learn Math
• Quantitative Reasoning

PhD | Cognitive Science in Education, Teachers College, Columbia University, New York, NY
MA | Cognitive Studies in Education,Teachers College, Columbia University, New York, NY
         Thesis: Measuring ECE Teachers’ Math PCK | Advisor: Dr. Herbert P. Ginsburg
BA | Sociology, BA English (Honors), Wesleyan University, Middletown, CT

Li, X., & Oppenzato, C. (2025). Math or math pedagogical content knowledge for early childhood teachers? The math requirements on certification exams across the States. Early Years, 1-14. 
https://doi.org/10.1080/09575146.2025.2529908

Li, X., Maas, C., & Oppenzato, C. (2024). Investigating preschool teachers’ pedagogical content knowledge of number comparison. Early Education and Development, 1-16.
https://doi.org/10.1080/10409289.2024.2389362

Tian, J., Leib, E.R., Griger, C., Oppenzato, C.O., & Siegler R.S. (2022). Biased problem distributions in assignments parallel those in textbooks: Evidence from fraction and decimal arithmetic. Journal of Numerical Cognition.
https://doi.org/10.5964/jnc.6365

Siegler, R.S., & Oppenzato, C.O. (2021). Missing input: How imbalanced distributions of textbook problems affect mathematics learning. Child Development Perspectives.
https://doi.org/10.1111/cdep.12402

Luna-Lucero, M., Oppenzato, C.O., Uscianowski, C., Almeda, M.V., & Ginsburg, H.P. (2020). “Magic math minute” videos to foster understanding of early mathematics learning. International Journal of Designs for Learning, 11(3), 47-66.
https://doi.org/10.14434/ijdl.v11i3.27128

Li, X., Oppenzato, C.O., & Xu, H. (2026, October 29). Developing a math PCK instrument for early childhood teachers. Paper to be presented at the annual meeting of the National Council of Teachers of Mathematics (NCTM). Denver, CO. (Accepted).

Franke, M., Farran, D., Oppenzato, C.O., Turrou, A., & Zaragoza, D. (2024, May 3). (Panel) Supporting the professionals who prepare and support teachers. Panelist at the Advances in Early Math Education conference. Stanford University, Palo Alto, CA.

Oppenzato, C.O., Ginsburg, H., & Melzi, G. (2024, May 3). Learning about individual children’s thinking & Storybook reading and early math learning. Two posters presented at the Advances in Early Math Education conference. Stanford University, Palo Alto, CA.

Oppenzato, C.O., Connolly, H., Ruzek, E., & Matta, T. (2024, April 14). Developing an assessment of student reasoning about fraction division. Paper presented at the annual meeting of the National Council for Measurement in Education (NCME), Philadelphia, PA.

Oppenzato, C.O., Ruzek, E., & Langi, M. (2024, April 11). Scaffolded navigation: Assisting and assessing students during fraction division problem solving. Poster and lightning talk presented at the annual meeting of the American Educational Research Association (AERA), Philadelphia, PA.

Oppenzato, C.O., McBurney, A.W., & Siegler, R.S. (2022, January 28). What do adults understand about fraction addition? Lightning talk presented at the Mathematical Cognition and Learning Society Conference (MCLS). Virtual.

Uscianowski, C., Li, X., & Oppenzato, C.O. (2021, April 8). Investigating preschool teachers’ math teaching knowledge of numerical relations. Poster presented at the biennial meeting of the Society for Research in Child Development, Virtual.