Stephanie Firmeza Quan-Lorey

Visiting Associate Professor; CalTPA Coordinator
School of Education, Department of Teaching and Learning

Photo of Stephanie Firmeza Quan-Lorey


  • Ed.D., Mathematics Education
    Teachers College, Columbia University
    New York, NY
  • M.A., Teaching
    University of San Francisco
    San Francisco, CA
  • B.S. Mathematics
    University of San Francisco
    San Francisco, CA


North University Hall
P: 909.748.8823


Stephanie Quan-Lorey carries a wealth of experience and knowledge as a mathematics educator. Her professional roles have lead her to teaching mathematics at the elementary, high school, and undergraduate levels in both California and New York as well as working in Teacher Education with preservice teachers. Dr. Quan-Lorey has also served as a Professional Development Coach for mathematics teachers within the five boroughs of New York City. Her research interests include mathematics anxiety, mathematics education, teacher preparation, and developmental mathematics.

Dr. Quan-Lorey is driven by the belief that our education system is more than just a structure for learning facts. Our schools were made to set a foundation for how to successfully function and use one's personal interests and strengths in his or her specific callings in the real world. Teachers are the heart of this structure and the opportunities Quan-Lorey has been granted to guide students are what keep her motivated to continue her work as an educator.

As a mathematics educator, Dr. Quan-Lorey is committed to improving the learning experiences of students. Many of them come to their classes with negative attitudes toward the content and possess low self-esteem in their skills as a mathematics student. Mathematics classrooms are in need of teachers who will help build up students’ confidence in mathematics so they do not fear taking risks and immersing themselves in their learning. As more students continue to develop angst toward the subject with the many changes going on in education, it is important for her to advocate for students and support teachers in providing quality mathematics learning that is engaging, inclusive, and relevant.