Curriculum

Kira Krumhansl

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Kira Krumhansl

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Kira

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Krumhansl

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Kira Krumhansl specializes in developing educational tools that use real scientific data to engage students in learning science, critical thinking, and data literacy skills. She brings over ten years of prior experience in marine biology research, which she translates into innovative learning experiences for students.

Krumhansl is a curriculum designer for Ocean Tracks-College Edition. This interactive, Web-based resource promotes students’ data literacy by engaging them in analyzing the movements of large marine animals in relation to changes in their physical ocean environment. She is also a co-PI and curriculum lead on the Zoom In! Teaching Science with Data project, and is contributing to Real World, Real Science, a NASA-funded effort to foster middle schoolers’ data literacy and understanding of how their local weather relates to the larger climate.

In these and other initiatives of EDC’s Oceans of Data Institute, Krumhansl collaborates with scientific institutions such as the Scripps Institution of Oceanography, the Gulf of Maine Research Institute, and Stanford University. She also has ongoing collaborative projects in marine biology research with the Department of Fisheries and Oceans in Canada and Simon Fraser University.

Krumhansl is the author of numerous publications in marine biology on subjects ranging from kelp forest ecology to white shark physiology. (Read Krumhansl's blog post about her research on kelp forests here.)  She has also published articles on her work in science education in The Science Teacher and the Marine Technology Society Journal.

Currently, Krumhansl is an associate editor for the scientific journal Ecology and Evolution, and a reviewer for the National Science Foundation and numerous scientific journals.  She is also a scientific advisor for the KELPEX project.  Previously she was a member of a scientific working group on kelp forests and climate change at the National Center for Ecological Analysis and Synthesis at UC Santa Barbara. 

Krumhansl received a BSc in Biology from St. Lawrence University and a PhD in Biology from Dalhousie University in Halifax, Nova Scotia, Canada. 

Staff: 

Staff Profile

Job title: 

Research Associate II

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2904

Regan Vidiksis

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Regan Vidiksis

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Regan

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Vidiksis

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Regan Vidiksis is an early education researcher with extensive experience in advancing effective strategies to promote children’s early science and mathematics learning and support teachers in integrating technology into early childhood settings in developmentally appropriate ways. She specializes in deepening understanding of effective, systematic approaches to improving teaching and learning, especially among underrepresented and underresourced teachers and families.

As a researcher and project manager for EDC’s evaluation of Ready to Learn, Vidiksis contributes to studies that measure children’s learning from literacy, math, and science public media learning resources and provide new insight into ways to enhance the school readiness of preschoolers in high-need communities.

Vidiksis serves as a researcher on the Next Generation Preschool Science project, funded by the National Science Foundation (NSF). In the project, she is working with a team to develop, iteratively refine, and evaluate the promise of an innovative early science curriculum that promotes science practices, concepts, and discourse in preschool classrooms serving children from low-income backgrounds.

Currently, Vidiksis contributes to several other EDC STEM education initiatives. She is advancing the goals of IDEAS: Inventing, Designing, and Engineering on the Autism Spectrum, an NSF-funded project aiming to develop an Engineering Design program for middle school children on the autism spectrum and their general education peers. Vidiksis is also working on Monkeying Around, an NSF-funded initiative to design, produce, and research animated and live-action videos, along with parent-child engagement resources, that seek to build preschoolers’ computational thinking skills.

Vidiksis was named a 2014-2015 CADRE Fellow, for her work in NSF Discovery Research K-12 STEM research. She regularly presents her findings at the annual conferences of national organizations, including the National Council for Teachers of Mathematics and the National Head Start Association. She has also served as a proposal reviewer for the American Educational Research Association.

Before joining EDC, Vidiksis worked as a preschool special educator through the New York City Committee for Preschool Special Education and as a special instructor through the NYC Department of Health’s Early Intervention program, providing individualized services to young children and families in school, community, and home-based settings. She also worked as a special education evaluator for these agencies, conducting developmental assessments to assist in the determination of service qualification.  

Vidiksis received a BA in English Literature and Rhetoric from Binghamton University, and an MS in Early Child Education and Special Education from Hunter College.

 

 

 

Staff: 

Staff Profile

Job title: 

Research Associate II

Mailing Address: 

96 Morton Street, 7th Floor
New York, NY  10014

Telephone: 

212-807-4229

Amy Busey

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Amy Busey

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Amy

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Busey

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Amy Busey leads and contributes to a diverse array of initiatives that support teachers in ensuring students’ STEM proficiency and school, college, and career success. She brings significant experience in quantitative and qualitative research, strategic dissemination, and promotion of knowledge utilization. Her most recent work is deepening understanding of effective strategies to foster students’ data literacy and bridge STEM education research and practice.

As a member of EDC’s Oceans of Data Institute (ODI) team, Busey was a primary author of ODI’s Visualizing Oceans of Data report—a groundbreaking effort to provide guidelines to support interface and tool designers in bridging cyberinfrastructure to classrooms, enabling students to work with large, high-quality scientific datasets. She plays a key role in ODI’s Ocean Tracks project, which developed and tested powerful Web-based visualization and analysis tools derived from state-of-the-art knowledge about how to support student inquiry with data, and is currently engaged in related collaborative work with the Concord Consortium and the University of Minnesota on the CODAP (Common Online Data Analysis Platform).

Busey is also contributing to EDC’s R+P Collaboratory team’s efforts to identify, document, and disseminate ways that practitioners and researchers can work together effectively to enhance K–12 STEM education across formal and informal settings. Funded by the National Science Foundation (NSF), this collaborative research/strategic dissemination work engages EDC in a partnership with the Auburn, Maine School Department to improve students’ math learning through integration of interactive mobile technologies. (Read her blog post based on this work.)

Her work to bridge STEM education research and practice in the R+P Collaboratory is one of several NSF-related dissemination efforts she has advanced. For CADRE (Community for Advancing Discovery Research in Education), she provided online and print communications and networking facilitation support that helped NSF Discovery Research K–12 grantees make their findings and products accessible and usable. For NSF’s and EDC’s collaborative work to disseminate findings from the National Research Council’s report Successful K–12 STEM Education, she contributed to substantive and logistical planning of a series of STEM Smart events.  

Busey is the lead author of the article “Harvesting a Sea of Data” published in the Summer 2015 issue of The Science Teacher. She has co-authored many other articles, briefs, and reports including Preliminary Guidelines for Using Interactive Mobile Technologies in Early Elementary Mathematics (2015); A Targeted Study of Gaming and Simulation Projects in DRK–12 (2014); and Toward Sustainability: Cases and Cross-Case Analysis of the Strategies of MSP Project Leaders to Sustain their Teacher Leader Programs (2010).

Before joining EDC, Busey was involved in research efforts around Kindergarten readiness and infant cognitive development, implemented afterschool technology programs in middle schools, and worked to raise awareness around a variety of education issues.

Busey holds a BS in Psychology from the University of North Carolina at Chapel Hill and an EdM in Mind, Brain, and Education from the Harvard Graduate School of Education.

Staff: 

Non-Staff Profile

Job title: 

Research Associate II

Program: 

Science and Mathematics Programs

Mailing Address: 

96 Morton Street, 7th Floor
New York, NY 10014

Telephone: 

212-807-4212

Erin Bardar

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Erin Bardar

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Erin

Last name: 

Bardar

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Erin Bardar specializes in science curriculum development, professional development, and education research, with a focus on the fields of earth and space science. She draws upon her background in physics and astronomy to develop innovative and engaging instructional resources.

Bardar leads the curriculum development efforts for EDC's Oceans of Data Institute Ocean Tracks-College Edition project, which helps undergraduates learn and adopt skills needed to work with Complex, Large-scale, Interactively accessed, Professionally collected (CLIP) data from electronically tagged marine animals, drifting buoys, and Earth-orbiting satellites. She is also project director and curriculum team lead for the Real World, Real Science project, a NASA-funded collaboration with the Gulf of Maine Research Institute (GMRI) designed to bridge informal and formal learning around climate, weather, and data literacy. Erin has also worked as a consultant on several other instructional design projects, including Foundation ScienceFord PAS, and EDC Earth Science.

A widely published author, Bardar’s articles have appeared in such periodicals as Astronomy Education Review, The Earth Scientist, Journal of Geoscience Education, and Bulletin of the American Astronomical Society. She frequently presents her work at national conferences, including Games+Learning+Society and the American Association of Physics Teachers.

Bardar developed the Light and Spectroscopy Concept Inventory, a diagnostic test that supports assessment of college students’ understanding of light and spectroscopy and aids investigation of the effectiveness of instructional interventions in deepening students’ understanding. She holds a U.S. patent for a binocular spectrometer.

Prior to joining EDC, Bardar worked as a freelance education consultant/curriculum developer, contributed to research on how to bridge free-choice games and formal classroom science instruction, and served as a senior curriculum developer for the EarthLabs project.

Bardar received an ScB in Physics from Brown University and was a NASA Graduate Student Research Program (GSRP) fellow at Boston University, where she earned a PhD in Astronomy.

Staff: 

Non-Staff Profile

Job title: 

Senior Curriculum/Instructional Design Associate

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Wendy Rivenburgh

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Wendy Rivenburgh

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Wendy

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Rivenburgh

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Wendy Rivenburgh is an expert in youth media education, technical support, communications, community building, and instructional design. To all of her work, she brings a deep commitment to empowering learners, supporting the creation of original works for a social purpose, and, in particular, tapping the potential of children and youth as the next generation of leaders and innovators.

Rivenburgh manages communications for the National Center on Afterschool and Summer Enrichment (NCASE), funded by the US Department of Health and Human Services to ensure that low-income children have increased access to high-quality learning experiences.  She is responsible for strategic outreach and dissemination of materials, and serves as lead editor for NCASE products, including new and adapted print and electronic resources.

Rivenburgh previously led communications for Adobe Youth Voices (AYV), a project dedicated to working with educators and young people to apply their creative skills to solving real-world problems. The overarching goal was to increase creativity in education and equip youth media-makers to create social change through the power of digital storytelling.

In close collaboration with the Adobe Foundation, Rivenburgh developed a wide array of online and print communications that advance the AYV mission. She was the lead writer of an app about AYV, The AYV Story, which provides a moving, close-up view of the experiences of AYV youth media makers and educators. She was also the lead developer of the interactive AYV Program Guide, co-developed numerous curricular resources—including the video narrative curriculum, Moment of Truth—and was the author and editor of the AYV collection of program stories that highlights the experiences of participating youth and educators around the world.

Rivenburgh has contributed her skills to numerous other technology-infused youth development initiatives at EDC, including YouthLearn and the creation of a technology curriculum database for the National Partnership for Quality Afterschool Learning at SEDL. She is the co-author of a chapter, “Working in Afterschool,” which shares lessons learned from the National Science Foundation's Innovative Technology Experiences for Students and Teachers (ITEST) program, as well as a report on the ITEST Convening, Defining an Afterschool Research Agenda.

Before joining EDC, Rivenburgh taught English literature and writing courses at the high school and college level, and worked with young people in academic enrichment and other extracurricular activities.

Rivenburgh received her BA from Middlebury College and her MA in English from Boston College.

Staff: 

Non-Staff Profile

Job title: 

Senior Research Associate

Program: 

Pathways to College and Careers

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2159

Courtney Arthur

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Courtney Arthur

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Courtney

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Arthur

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Courtney Arthur is a mathematics and science education instructional designer, researcher, and professional developer. She is currently advancing the goals of several projects targeted to enhance the quality and equity of mathematics education.

In "DEBT-M" (Designing for Equity by Thinking In and About Mathematics), Arthur is contributing to a study of the implementation of professional development (PD) designed to support teachers in addressing the opportunity gap in mathematics for marginalized high school students in urban school districts and to advance the field’s knowledge of effective strategies to close opportunity gaps.   

As a member of the team working on Assessing Secondary Teachers’ Algebraic Habits of Mind (ASTAHM), Arthur focuses on ways to identify and measure the mathematical habits of mind that secondary teachers use in their professional lives. She is responsible for collaborating on the paper-and-pencil assessment that has been developed to measure these habits of mind in teachers, as well as engaging in research that stems from a scientific approach to investigate the ways in which mathematical habits of mind are an indicator of teacher effectiveness. In addition, Arthur is working with EDC’s Oceans of Data Institute (ODI) to promote engagement in cross-conceptual work across mathematics and science.

In 2012, Arthur was selected to participate in the National Science Foundation’s CADRE (Community for Advancing Discovery Research in Education) Fellowship program to further engage in the education research community. 

Before joining EDC, Arthur was an Algebra teacher and Math/Science Curriculum Coordinator for Chicago Public Schools. While working in Chicago, she focused on aligning curriculum to meet the needs of students in inner-city schools. In addition, Arthur was awarded several grants and was named a Fulbright Scholar. Prior to her career in education, Arthur practiced as a chiropractor in Chicago.

Arthur received an MAT in Elementary Education and an MEd in Curriculum and Instruction from National Louis University, as well as an MEd in Educational Leadership from American College of Education.

Staff: 

Non-Staff Profile

Job title: 

Curriculum/Instructional Design Associate II

Program: 

Science and Mathematics Programs

Mailing Address: 

770 N Halsted Street Suite 205
Chicago, IL 60642

Deborah Rosenfeld

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Deborah Rosenfeld

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Deborah

Last name: 

Rosenfeld

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Deborah Rosenfeld is an early mathematics education researcher, instructional designer, and professional developer. She is committed to improving educational outcomes for all children, particularly those from underserved communities. She has taught young children, studied teachers’ knowledge and beliefs about early childhood mathematics, and worked with teachers to develop knowledge of mathematical development. Her current work uses technology and media to engage children in narratives and games that leverage their natural curiosity and strengths as learners to develop their mathematical understanding and promote their persistence in solving problems.   

Rosenfeld leads research efforts on the Ready to Learn project, which evaluates the learning potential of public media resources. Her most recent study looked at what mathematics children learned through interactions with the Peg+Cat suite of videos and activities, as well as how their ability to self-regulate, persist, and demonstrate flexibility in solving problems might change through watching Peg and her friends model such behaviors. She is contributing her research expertise to EDC's Heising-Simons Foundation-funded initiative Finding Our Way Around, including conducting literature reviews, informing development of digital resources, and leading a team in developing an assessment to test the resources. She is also advancing the goals of Monkeying Around, an initiative focused on supporting families in fostering preschoolers' computational thinking. 

Previously, she studied how districts and schools support teachers in the implementation of reform-based mathematics curricula and the impact of that support and implementation on student achievement. She also was involved in the development of an early mathematics assessment system for 3- to 5-year-olds, was a curriculum writer for the National Science Foundation (NSF)-funded elementary curriculum Think Math, and has supported teachers in implementing conceptual-based learning approaches in their elementary math classrooms. 

Rosenfeld is a co-author of the 2016 article, "Preparing Preschool Teachers to Use and Benefit from Formative Assessment: The Birthday Party Assessment Professional Development System" published in ZDM Mathematics Education. She contributed to the research reports Preschool Teachers Can Use a PBS KIDS Transmedia Curriculum Supplement to Support Young Children in Mathematics Learning: Results of a Randomized Controlled Trial and Peg+Cat Content Study. She authored a paper, “Increased Perceived Efficacy for Teaching Math” in the Journal of Mathematics Education at Teachers College. Her unpublished dissertation was titled, “Fostering Competence and Confidence in Early Childhood Mathematics Teachers.”

Before joining EDC, Rosenfeld was a teacher at the Rashi School and the Hong Kong International School. She taught 1stand 4th grades, as well as teaching algebra to 8th graders.

Rosenfeld received an AB in Psychology from Harvard College, an EdM in Human Development and Psychology from the Harvard Graduate School of Education, and a PhD in Educational Psychology with a focus on Mathematics Education from Teachers College, Columbia University.

Staff: 

Non-Staff Profile

Job title: 

Research Associate II

Program: 

Center for Children and Technology

Mailing Address: 

96 Morton Street, 7th Fl
New York, New York 10014 

Telephone: 

212-807-4248

Mary Wedow

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Mary Wedow

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Mary

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Wedow

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Mary Wedow, a highly experienced instructional designer, has a strong background in K–12 mathematics and science education and out-of-school learning. She also brings significant expertise in designing and delivering high-quality professional development that supports teachers in enhancing students’ STEM learning and outcomes. 

As a member of the Designing for Equity by Thinking in and about Mathematics (DEbT-M) project team, Wedow works with teachers to modify their instructional approaches to engage all students in challenging, high-quality mathematics learning. She also manages several programs in which EDC mathematics education experts partner with districts and schools to provide professional development and curriculum implementation support.

Wedow played a key role in EDC’s collaborative development of sixteen K–2 performance tasks—games and other activities—that support math teachers in gauging and supporting students’ understanding of Common Core concepts. She also contributed to Learning and Teaching Algebra, a project that focused on creating resources for Grade 8 teachers in their first year of implementing CME Project Algebra 1, and led a program for the Chicago Public Schools that provided professional development and curriculum implementation support for over 100 schools.

Nationwide, Wedow shares findings from her work at the annual conferences of organizations such as the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematics, the National Science Teachers Association, and the Illinois State Board of Education.

Before joining EDC, Wedow coordinated teacher development and community outreach programs for the Chicago Museum of Science and Industry. In this capacity, she facilitated workshops for public and private school teachers; designed curricula, including an energy-based unit compliant with American Association for the Advancement of Sciences; and developed family science kits. Earlier in her career, she was a Grade 6 mathematics teacher.

Wedow received a BA in Elementary Education from Ball State University and an MEd in Curriculum and Instruction from DePaul University.

Staff: 

Non-Staff Profile

Job title: 

Senior Development Associate

Program: 

Science and Mathematics Programs

Mailing Address: 

770 N. Halsted Street, Suite 205
Chicago, IL 60642

Matt McLeod

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Matt McLeod

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Matt

Last name: 

McLeod

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As a teacher, teacher leader, and instructional coach, Matt McLeod brings extensive experience in student and adult learning and teaching strategies. Understanding that doing mathematics is much more than applying procedures and completing calculations, McLeod has worked to improve teachers’ content knowledge and hone their instructional strategies to help develop their students into true mathematicians. He is highly experienced in designing and providing professional development to teachers and district leaders in mathematical content, curriculum and pedagogical best practices.

McLeod’s work is focused largely on the Common Core State Standards for Mathematics (CCSS-M).  A contributor to Implementing the Mathematical Practice Standards and to Learning and Teaching Algebra, McLeod has co-authored many resources designed to help teachers understand the Standards for Mathematical Practice (SMP) and recognize these in student work. Through other projects, he has worked with teachers and district leaders to help shift mathematics instruction to be more aligned with the rigor and expectations of the CCSS-M. 

Currently, McLeod is expanding his horizons by leading a project to develop K–2 formative assessment tasks. This work is being done for PARCC and their non-summative assessment team. McLeod is also part of the Designing for Equity by Thinking in and about Mathematics (DEbT-M) project, which is working with teachers to change their current educational systems, particularly in their mathematics classrooms, to be more equitably accessible to all students. Recently, he joined the Math For All study team and is engaged in an effort to examine the efficacy of a PD program designed to improve teachers’ ability to reach learners of all abilities.

McLeod is also adjunct faculty at Northeastern Illinois University, where he is an instructor in the MSTQE (Math, Science, and Technology for Quality Education) program preparing the next generation of middle-school math and science teachers. Through this program, he is also serving on a committee to establish a new set of teacher qualification standards for Illinois.

Prior to joining EDC in 2012, McLeod held many roles in Chicago Public Schools (CPS), including middle-grades mathematics and reading teacher, Grade 8 algebra instructional coach (in collaboration with EDC, using CME Project Algebra I), and district math specialist. In his final year with CPS, McLeod led a team to design a plan and all of the subsequent components to help CPS transition to the CCSS-M.

McLeod has a BS in Industrial Engineering from Northwestern University and an MEd in Educational Leadership from University of Illinois–Chicago.

Staff: 

Non-Staff Profile

Job title: 

Research Scientist

Program: 

Science and Mathematics Programs

Mailing Address: 

770 N. Halsted Street, Suite 205
Chicago, IL 60642

Mary Fries

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Mary Fries

First name: 

Mary

Last name: 

Fries

Affiliation/Organization: 

EDC

Bio: 

Mary Fries, a highly skilled instructional designer and professional developer, brings expertise in mathematics education, including teaching, leadership, professional development, and curriculum planning and design. Her work reflects her commitment to designing resources and interventions that address “Mathematics Trauma” and seek to close opportunity gaps in mathematics education that serve to perpetuate racism.

Fries is a web and content developer and researcher on the Beauty and Joy of Computing project, which is adapting a University of California, Berkeley introductory computer science course into a high school AP Computer Science Principles course with the goal of helping diverse students enjoy and succeed at computer science. 

Fries is also the lead developer for the iPuzzle project, a two-year research and development initiative funded by the National Science Foundation (NSF) that is creating apps for users to play, build, and share arithmetic and algebraic puzzles. The project’s first app is SolveMe Mobiles. She has also contributed to EDC’s Implementing the Mathematical Practice Standards online resource for educators.

Recently, Fries coauthored EDC’s Transition to Algebra (TTA) curriculum published by Heinemann. TTA provides a full year of student and teacher materials that support struggling learners in enjoying and succeeding in algebra class. She is also the coauthor of Making Sense of Algebra: Developing Students' Mathematical Habits of Mind, a professional book that describes the teaching and learning principles espoused in TTA.  Fries provides TTA professional development for teachers around the country, and shares her work at the annual conferences of leading organizations such as the National Council of Supervisors of Mathematics and National Council of Teachers of Mathematics. 

Before joining EDC, Fries served as the dean of mathematics, science, and technology at Windham High School in Windham, NH; as a board member and curriculum committee chair of the Academy for Science and Design Charter in Merrimack, NH; and as a member of the Windham Initiative for Renewable Energy.

Fries holds a BS in Mathematics through Mary Baldwin College’s Program for the Exceptionally Gifted, an MA in Philosophy and Religion from the California Institute of Integral Studies, and a CAGS in Mathematics Education from Boston University. 

Staff: 

Non-Staff Profile

Job title: 

Senior Curriculum/Instructional Design Associate

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2710

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