Esme Schmitt

Mathematics Education Specialist with 20+ years of experience in curriculum development, instructional design, and teacher education. Proven ability to design standards-aligned mathematics content that builds conceptual understanding, number sense, and problem-solving skills in elementary learners (Grades 3–5). Specializes in learning progression design using the Concrete–Representational–Abstract (CRA) framework, moving learners from manipulatives to visual models to abstract reasoning.

Published textbook author with Oxford University Press; recognized by publishing leadership for excellence in mathematics curriculum design. Direct classroom experience in the U.S. and familiarity with math pedagogy aligned to Common Core standards.

Mathematics Learning Specialist at IThrive Math (2015-01 – Present)

• Design and deliver standards-aligned mathematics intervention programs for Grades 3–10, supporting 100+ students annually with diverse learning needs.
• Develop scaffolded lesson sequences, differentiated practice sets, and targeted formative assessments informed by diagnostic data.
• Created "Ditch the Fingers," an accelerated numeracy intervention (Grades 3–5) using the CRA framework—moving students from concrete manipulatives (bead strings) to visual models (number lines) to abstract mental strategies within 6–12 weeks, achieving a 100% success rate in transitioning students from counting-based to flexible mental computation.
• Design multi-step learning progressions for fractions and geometry using concrete, semi-concrete, and abstract representations; integrate real-world problem-solving tasks to deepen mathematical reasoning.
• Leverage AI tools (ChatGPT, Claude, Gemini) to generate, refine, and validate lesson content, problem sets, and differentiated tasks, improving efficiency and content quality.
• Align intervention design with international best practices and U.S. learning progression frameworks.

Curriculum Author – Mathematics (Grades 3–4) at Oxford University Press (2011-01 – 2025-01)

• Author primary school Mathematics textbooks and teacher guides aligned to national curriculum standards, most recently for the newly developed Zambian Curriculum (Grade 4 Textbook & Teacher's Guide, 2026).
• Published titles include: Grade 4 Textbook & Teacher's Guide (Zambian Curriculum, 2026); Hands On Grade 4 Units 1–3 (Lesotho Curriculum, 2015); Let's Do Maths Grade 3 (2014); Headstart Mathematics Grades 1–3 (South African Curriculum, 2010) — all Oxford University Press.
• Design well-structured lesson sequences, scaffolded activities, and assessments across operations, place value, fractions, measurement, and geometry.
• Translate complex mathematical concepts into clear, engaging, and accessible content for young learners, supporting conceptual understanding and learning progression.
• Collaborate with editorial teams through iterative feedback cycles to refine and improve instructional materials.
• Recognized by Oxford University Press publishing leadership for excellence in mathematics curriculum design, instructional writing, and responsiveness to iterative feedback.

Mathematics Education Specialist at MEPP (WCED) & IMSTUS – Stellenbosch University (2003-01 – 2011-01)

• Developed curriculum materials, instructional resources, and assessment tools for upper elementary and middle school Mathematics (Grades 4–7).
• Designed Grade 6 systemic assessment items deployed at the provincial level (Western Cape Education Department).
• Facilitated teacher professional development workshops, strengthening instructional practices and mathematical content knowledge.
• Mentored early-career teachers through classroom coaching and structured feedback.

Mathematics Education Lecturer at CPUT & Fort Hare University (2006-01 – 2012-01)

• Designed and delivered Mathematics Education courses for B.Ed. and PGCE programs.
• Developed course content centered on conceptual mathematics and effective instructional strategies.
• Supervised teaching practice placements; assessed and moderated student performance.
• Contributed to research on number sense development (Count-One-Count-All project).

Classroom Teacher at South Africa & United States (1998-01 – 2002-01)

• Taught Grades 3 and 5 Mathematics in South Africa, building foundational numeracy and problem-solving skills.
• Taught Grades 8–9 Mathematics at Beulaville Elementary School, North Carolina, USA—gaining direct experience with U.S. curriculum expectations, classroom culture, and instructional practices.

Founder & Director at Transformerz (2016-01 – Present)

Youth Development Nonprofit

• Design and deliver educational programs, workshops, and online learning experiences for youth from underserved communities.
• Manage program operations, volunteer teams, and community engagement initiatives.

Master of Education – University of Cape Town

BEd (Hons) in Educational Psychology – Stellenbosch University

Bachelor of Primary Education – Stellenbosch University