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Dr. Peter Cormas


  • B.A. Interdisciplinary Studies: University of Pittsburgh
  • Post Baccalaureate, Ecology and Evolutionary Biology: Yale University
  • M.S. Geosciences: University of North Carolina at Charlotte
  • Ph.D. Science Education: The University of Texas at Austin


Dr. Cormas joined California University of Pennsylvania in 2013, and teaches science and mathematics education courses.  He often centers his courses on problem-solving approaches.  Problem-solving is central to the questions scientists and mathematicians ask, and it is important for teachers to understand and employ these approaches when teaching children.  Dr. Cormas has published problem-solving lessons with undergraduate education majors in Science Scope and Mathematics Teaching.

Dr. Cormas studies National Science Foundation STEM programs.  His work on these programs have been published in the Journal of Science Teacher Education and Science, and presented at the Association for Science Teacher Education, American Educational Research Association, The Geological Society of America, and National Association for Research in Science Teaching annuals meetings.  Dr. Cormas also studies preservice teachers’ understanding of mathematical and scientific epistemology in integrated methods courses, and his work on this topic has been presented at the Association for Science Teacher Education. 

In his free time, Dr. Cormas enjoys playing bass guitar and soccer, listening to indie/modern rock, and following Pittsburgh sports teams.


  • EDE 774: Teaching Elementary & Middle School Children Mathematics
  • ELM 311: Mathematics Methods, Assessment, and Intervention
  • ELM 412: Middle Level Field Grades 7-8


  • Cormas, P. C., (2014). Elementary Preservice Teachers’ Beliefs of Standards–Based Teaching of Mathematics and Science in a Methodological and Process Integrated Course (In preparation)
  • Cormas, P. C., (2014). Solving a Levers Problem in a Problem-Solving Centered, Integrated Mathematics/Science Course (Under review)
  • Cormas, P. C., (2014). Problem-Solving Approaches, Similar Learning Processes, and Preservice Teachers’ Understanding of Epistemology in an Integrated Elementary Mathematics/Science Methods Course (Under review)
  • Cormas, P. C., (2014). An Evolved Psychological Structure for Dealing, Food Sharing, and Mathematical Division. Psychological Topics, 23(2), 243-263
  • Hurley, S., Murray, A., Cormas, & P. C., (2014). Friction in Different Languages. Science and Children, 51(8), 36-40 (co-authored with undergraduate students)
  • Murphy, A., Terrizzi, M., Cormas, & P. C. (2012). Getting Beyond the Guess. Mathematics Teaching, 227, 27-30 (co-authored with undergraduate students) 
  • Cormas, P. C. (2011). Empirical Tests for NSF Classroom Programs. Science, 334 (6055), 453 
  • Cormas, P. C., & Barufaldi, J. B., (2011). The Effective Research-Based Characteristics of Professional Development of the National Science Foundation's GK-12 Program. Journal of Science Teacher Education, 22(3), 255-272  
  • Anderson, L., Nobile, N., & Cormas, P. C., (2011). Tried and True: Teaching the Combined Gas Law. Science Scope, 35(1), 60-63 (co-authored with undergraduate students)

Academic Department(s)

  • Department of Childhood Education

Academic Program(s)

  • M.E. Elementary Education (with certification)
  • B.S. Education in Early Childhood/Middle Level Education Services
  • A.S. Early Childhood Education
  • B.S. Education in Middle Level (Grades 4-8) Education
  • B.S. Education in Pre-K - 4 Education
  • M.E. Elementary Education: STEM Education Track

Contact Information



Keystone Hall 319