Curriculum

Kerry Ouellet

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Kerry Ouellet

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Kerry

Last name: 

Ouellet

Bio: 

Kerry Ouellet collaborates with instructional designers, professional developers, and researchers to create innovative online and print products that enhance STEM learning and teaching. She brings extensive editorial and management expertise to her product development work, as well as an in-depth knowledge of EDC’s full range of science and mathematics instructional resources.

Ouellet contributes to the conceptualization, content, design, and usability of EDC online learning experiences and resource hubs. Current and recent projects include the Concepts and Practices biology and chemistry high school curricula, the Mathematical Practice Institute, the Oceans of Data Institute, the HP Life Learning Initiative for Entrepreneurs, and the Exploring Bioethics high school supplement.

As a managing editor, Ouellet advances the goals of teams that develop a wide range of print curricula and professional development guides including the EDC Earth Science Curriculum, the Design It! and Explore It! out-of-school time science curricula, and Making Science Mentors: A 10-Session Guide for Middle Grades.  Serving as the liaison between staff and publishers, Ouellet collaborates with partners such as Carolina Biological Company, LAB-AIDS, the National Institutes of Health, Kendall/Hunt, Redleaf Press, Glencoe/McGraw-Hill, Kelvin, and Heinemann.

Ouellet also plays a key role in development work, establishing and implementing systems to guide the production and submission of proposals to government agencies, such as the National Science Foundation and Institute of Education Sciences, and private foundations.

Ouellet earned a BS in Business Administration from the Whittemore School of Business and Economics at the University of New Hampshire. She is also working toward a certificate in project management through the University of California, Irvine.

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Non-Staff Profile

Job title: 

Managing Editor I

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2570

Ashley Lewis Presser

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Ashley Lewis Presser

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Ashley

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Lewis Presser

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Ashley Lewis Presser leads education research that has a special focus on investigating the effectiveness of preschool math and science interventions and develops assessments for children. She brings expertise in conducting quasi-experimental and randomized controlled trial (RCT) studies and has conducted RCTs on several projects, including Next Generation Preschool Math, Big Math for Little Kids, and Possible Worlds Digital Games. Her research interests include technology integration into classrooms, comprehension within various media formats, the evaluation of after-school and STEM programs, the impact of domestic violence on children's development, the moral development of gifted students, and the symbolic understanding of young children.

Lewis Presser is the Principal Investigator of Finding Our Way Around, a Heising-Simons Foundation-funded initiative to design resources for families that feature digital and hands-on activities to promote children’s understanding of spatial ideas and prepare them for success in mathematics. She also leads Next Generation Preschool Math, an R&D initiative to develop and evaluate supplemental preschool math modules that integrate digital games and non-digital classroom activities to promote young children’s learning of foundational mathematics concepts. These games are now available for free in Apple’s Appstore and the curriculum guides are available online for public use. As a member of the Next Generation Preschool Science team, she is contributing to an R&D initiative to develop and evaluate a program to promote young children’s learning of key science practices and concepts.

With a long track record of leading successful projects that focus on student learning outcomes, Lewis Presser is currently leading a formative and summative evaluation of Side x Side Project Imagine, a K-5 comprehensive arts integration pilot program in a public elementary school, As the project director for the Big Math for Little Kids evaluation, she contributed to a longitudinal RCT that investigated the impact of the curriculum on young children’s mathematics knowledge after experiencing it during both the preschool and kindergarten years. In research that built on EDC’s work as a National R&D Center on Instructional Technology, Lewis Presser worked with a team that investigated how representational choices made in the design of digital games for learning influenced student engagement with core science concepts. And, she and colleagues studied how educators used and implemented PBS LearningMedia resources and assessed how the resources impacted classroom practices, quality of instruction, and student learning. She also led a formative and summative evaluation of GreenFab,  a project-based, hands-on approach to teaching STEM concepts to high-school students that features a focus on career development in the emergent field of sustainable technologies.

Lewis Presser is the lead author of peer reviewed articles, such as “Big Math for Little Kids: The Effectiveness of a Preschool and Kindergarten Mathematics Curriculum” (Early Education and Development).  In addition, she has co-authored chapters published in Handbook of Response to Intervention (RTI) in Early Childhood and 21st Century Education: A Reference Handbook. She presents her research at national conferences such as the Annual Meeting of the American Educational Research Association, the Interaction Design & Children Conference, and the National Head Start Research Conference.

Before joining EDC, Lewis Presser worked as a research assistant at the Center for Applied Research and Educational Improvement. In addition to her research experience, she has extensive experience teaching both graduate and undergraduate students.  

Lewis Presser earned a BS in Psychology from the University of Massachusetts-Amherst and an MA and PhD in Educational Psychology from the University of Minnesota.

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Non-Staff Profile

Job title: 

Research Scientist

Program: 

Center for Children and Technology

Mailing Address: 

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

Telephone: 

212-807-4264

Jeff Winokur

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Jeff Winokur

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Jeff

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Winokur

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Jeff Winokur is a nationally recognized expert in designing and delivering science professional development, and has taught pre-service and in-service courses in the teaching of science to children. He has consulted to early childhood programs and elementary schools throughout New England, providing professional development for teachers on appropriate science teaching and programming for children from Pre-K through Grade 5.

Currently, Winokur works on EDC's Literacy and Academic Success for English Learners through Science (LASErS) program, designing and facilitating professional development that integrates science and literacy for PreK, Kindergarten and Grade 1 teachers in Hartford, Connecticut. In addition, he is the elementary science advisor to EDC’s Computer Science STEM Integration and Collaboration Project (CS-STEM-IC).

Winokur is also an Early Childhood and Elementary Science Educator at Wheelock College, where he teaches both undergraduate and graduate level courses in the teaching of science to children ages 3–12. (Read a blog post by Winokur about the Common Core State Standards (CCSS) and elementary science education.)

Recently, Winokur worked on EDC's Cultivating Young Scientists initiative, a three-year, Institute of Education Sciences (IES)–funded project that developed two science professional development programs for early childhood teachers in Connecticut. He also worked on the Connecting Science and Literacy Program, which led to the publications The Essentials of Science and Literacy and Science and Literacy: A Natural Fit.

Previously at EDC, Winokur was a member of the Center for Urban Science Education Reform (CUSER). He was a technical assistance team member for Fall River and Springfield, Massachusetts, and a staff trainer for the Worcester North Quadrant Initiative. Additionally, he was a member of the elementary team for the EDC K–12 Science Curriculum Dissemination Center, as well as one of the developers of The Young Scientist Series, an EDC project that developed early childhood science curriculum and training materials.

Winokur received a BS from the University of Pennsylvania and an MEd from Antioch University.

 

Staff: 

Non-Staff Profile

Job title: 

Senior Training and Technical Assistance Associate

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2516

Sarah Sword

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Sarah Sword

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Sarah

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Sword

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Sarah Sword brings extensive expertise in research, mathematics instructional design, and teacher professional development. Currently, she serves as Principal Investigator for Assessing Secondary Teachers’ Algebraic Habits of Mind, a National Science Foundation (NSF) DRK-12 collaborative grant with colleagues from Boston University and St. Olaf College.

As the Founding Director of EDC’s Mathematics Curriculum Program, Sword has supported school districts and teachers in implementing curricula developed by EDC, including CME Project—a four-year high school mathematics program that is problem-based, student-centered, and organized around habits of mind. She was also as Senior Curriculum Developer and Core Writer for CME Project and was a Senior Curriculum Developer for Park City Mathematics Institute Secondary School Teacher Program, a mathematics immersion program for middle and high school teachers.

Sword is a co-author of the chapter, "Secondary Teachers' Mathematical Habits of Mind: A Paper and Pencil Assessment," published in the National Council of Teachers of Mathematics book Annual Perspectives in Mathematics Education 2015. In 2015, she presented at a Congressional Briefing held during the first U.S. National Math Festival, an event for which she co-authored the briefing paper Inspiring Teachers. She regularly shares her findings at the annual conferences of organizations such as National Council of Teachers of Mathematics and National Council of Supervisors of Mathematics, and was an invited keynote speaker for the 2016 Boston College Math Education Colloquium Series.

Sword received an SB in mathematics from University of Chicago, a PhD in Commutative Algebra from Michigan State University, and had a post-doctoral fellowship in Mathematics Education at the Center for Mathematics Education at the University of Maryland.

Staff: 

Non-Staff Profile

Job title: 

Senior Research Scientist

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-3770

Marian Pasquale

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Marian Pasquale

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Marian

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Pasquale

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Marian Pasquale has deep expertise in middle grade and high school science professional development, technical assistance, and curriculum development. She leads and co-leads numerous innovative science education initiatives and designs and leads professional development that focuses on integrating inquiry into standards-aligned science instruction.

Pasquale is the co-Principal Investigator of EDC's Science Fairs Under the 'Scope study, an in-depth investigation of science fairs in the U.S. that will provide new insights into if and how science fairs increase students’ interest in STEM and/or STEM careers, if and and how participation in select models of middle school science fairs enhance students’ mastery of the science and engineering practices, and the costs and resources required to implement an effective middle school science fair. She is also the science specialist for the Amgen Biotech Experience Program Office at EDC.

In her work for the National Science Foundation (NSF)-funded Research and Practice Collaboratory that EDC co-leads, Pasquale authored and co-authored several publications focused on effective strategies to enhance STEM instruction and improve STEM learning outcomes for young children. These include: "Productive Struggle in Mathematics," "How Teachers Can Develop Formative Assessments That Fit A Three-Dimensional View of Science Learning," and "Preliminary Guidelines for Using Interactive Mobile Technologies in Early Elementary Mathematics."

Pasquale served as the Senior Science Curriculum Developer for EDC's National Research and Development Center on Educational Technology. In this capacity, she collaborated with colleagues to develop four digital games—and related professional development materials for teachers—that are designed to help improve students' understanding of phenomena that are often the subject of scientific misconceptions. Previously, she served as a professional development specialist for EDC's Foundation Science high school curriculum and was a senior curriculum writer for EDC’s Insights in Biology high school curriculum.

For several years, Pasquale has developed and led courses—including "Teaching Science Through the Inquiry Process" and "Project-Based Classroom Science"—for the Massachusetts State Science and Engineering Fair. In summer 2014, she designed and taught an Earth Science Professional Development Institute funded by the Massachusetts Department of Elementary & Secondary Education.

Pasquale regularly presents on the topics of middle school science, assessment, science and literacy, and the use of games to enhance science learning. Recently, she has provided sessions at the National Science Teachers Association Annual Conference, the Annual Meeting of the American Educational Research Association ("Using Students' Naive Theories to Design Games for Middle Grades Science"), the National Association for Research on Science Teaching Annual Conference, the WNET Celebration of Learning, and the Games, Learning, and Society Conference.

She is the co-author of the books Making Science Mentors: A 10-Session Guide for Middle Grades and Guiding Curriculum Decisions for Middle-Grades Science, as well as the articles "Providing School and District-Level Support for Science Education Reform" (Science Educator) and "Models of Providing Science Instruction in the Elementary Grades: A Research Agenda to Inform Policy Makers" (Science Educator).

Pasquale has consulted with public television in the development of the Learning Science Through Inquiry series funded by Annenberg/CPB. She has designed and conducted professional development and technical assistance for middle and high school administrators and teacher leaders throughout the nation, including the Portland (OR), New York City, Cambridge (MA), and Fort Wayne (TX) public schools. 

Before joining EDC, Pasquale was the K–6 Science Coordinator for the Haverhill. Massachusetts, Public Schools, where she was a seventh and eighth grade science teacher for over 20 years.

Pasquale received a BA from Emmanuel College and an MEd in Curriculum, Instruction, and Administration in Science Education from Boston College.

Staff: 

Non-Staff Profile

Job title: 

Senior Research Scientist

Program: 

Center for Children and Technology

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2417

Johannah Nikula

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Johannah Nikula

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Johannah

Last name: 

Nikula

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Johannah Nikula helps teachers make engaging and intellectually stimulating mathematical learning experiences available and accessible to all learners. She specializes in designing and studying models of professional development for mathematics teachers, with a particular focus on working with students from diverse backgrounds and those who possess varying degrees of proficiency in English.

Nikula is co–Principal Investigator of Visual Access to Mathematics: Professional Development for Teachers of English Learners, a project funded by the National Science Foundation (NSF) to develop and study a blended face-to-face and online course focused on visual representations and supports for language access. She is also a key contributor to the NSF-funded Implementing the Mathematical Practice Standards initiative, which is developing online resources and professional development materials that support teachers’ understanding and use of the Common Core State Standards (CCSS) Standards for Mathematical Practice (SMP).

Previously, Nikula was co-Principal Investigator on two projects focused on students who are English Learners (ELs). For the NSF-funded Mathematical Record Keeping Supports Cognition and Communication study, she examined features of mathematics tasks that promote student record-keeping and investigated how those task features support cognition and communication for students, in particular for English learners (ELs). For the Mathematics Coaching Supporting English Language Learners project, funded by the Institute of Education Sciences (IES), she oversaw a team that developed and studied professional development materials for middle-grades mathematics teachers focused on enhancing the mathematical learning and academic language development of students who are ELs. Nikula has also served as an instructional coach for mathematics teachers of ELs. (To learn more about Nikula’s work with mathematics teachers of ELs, read the recently published book, Mathematical Thinking and Communication: Access for English Learners.) In addition, she was one of the lead developers of middle grades statistics education resources for the Measuring and Addressing Middle-Grades Misconceptions in Statistics project funded by the NSF.

Nikula’s articles appear in journals such as Mathematics Teaching in the Middle School ("Supporting English Learners—Lessons from Research") and Mathematics Teacher Educator ("Developing Teachers’ Knowledge of a Transformations-based Approach to Geometric Similarity"). She has co-authored numerous professional books and chapters about mathematics teacher professional development and mathematics teaching and learning. Examples include Mathematical Thinking and Communication: Access for English Learners; A Mathematics Leader’s Guide to Lesson Study in Practice; Fostering Geometric Thinking: A Guide for Teachers Grades 5–10; the chapter "Secondary School Students’ Proportional Reasoning" in Teaching and Learning Mathematics: Translating Research for Secondary School Teachers; and The Fostering Algebraic Thinking Toolkit: A Guide for Staff Development.

Nikula received a BA in psychology with a minor in mathematics from Middlebury College and an EdM from Harvard University Graduate School of Education with a focus on Technology in Education.

Staff: 

Non-Staff Profile

Job title: 

Project Director II

Program: 

Leadership for Learning Innovation

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2542

Pam Buffington

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Pam Buffington

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Pam

Last name: 

Buffington

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Pam Buffington provides technical support in evidence based policy development and decisionmaking to state and local education agencies and is a project leader in the development and management of multiple professional development initiatives. She is an expert in technology integration in education with extensive work in the areas of mathematics and science, and has designed and implemented online and face-to-face professional development materials. As Co-Director of the Science and Mathematics Programs Unit, she leads a team of researchers, instructional designers, and professional developers in investigating and implementing strategies to improve students' learning outcomes.

Buffington is EDC's co-Principal Investigator (co-PI) of the National Science Foundation-funded Research and Practice Collaboratory, an initiative focused on equity-oriented STEM education improvement. In this work, she leads a partnership with the Auburn, Maine School Department to improve student learning of mathematics in the early grades through the integration of interactive mobile technologies such as iPads. She has presented this work extensively at convenings such as the 13th annual International Congress on Mathematical Education and the conferences of organizations such as the National Rural Educators Association, National Council of Teachers of Mathematics, and National Council of Supervisors of Mathematics.

As the co-PI of EDC's Visual Access to Mathematics study, Buffington is working with Mark Driscoll and Johannah Nikula to develop and study a blended-learning professional development program that will address the critical need to support middle-grades mathematics teachers in enhancing English learners' mathematics learning and promoting their college and career readiness. She also serves as a State Liaison and Northeast Rural Districts Research Alliance Facilitator for the Institute of Education Sciences (IES)-funded REL Northeast & Islands and a STEM technical assistance provider for Investing in Innovation Fund (i3) program grantees.

Buffington was the PI of the IES-funded Eliciting Mathematics Misconceptions: A Cognitive Diagnostic Assessment System, an initiative that developed and validated diagnostic formative assessments in the content area of rational numbers. She was also the Project Director for several initiatives, including the Maine Impact Study of Technology in Mathematics Intervention; the Enhancing and Extending the National Library of Virtual Manipulatives Project; SELECT Math Professional Development Intervention, Boston; and District Level Consultation–Standards-Based Mathematics Instruction. She also served as lead mathematics specialist in support of Maine’s Learning Technology Initiative.

In 2016, Buffington was selected to be the Richard H. Balomenos Lecturer by the Association of Teachers of Mathematics in New England (ATMNE) and presented the keynote “Strategic Use of Mobile Technologies as an Equity Move” at the ATMNE Conference. She also published her work extensively in 2016. She is a co-author of the chapter “Partnership-Based Research Approaches” in Rural Education Research: State of the Science and Emerging Directions, and co-authored the article “Enhancing Use of Learning Sciences Research in Planning for and Supporting Educational Change: Leveraging and Building Social Networks” (Journal of Educational Change). Through her work on the R+P Collaboratory, she has co-authored a series of briefs and reports on the role that interactive technology can play in enhancing mathematics learning, including Preliminary Guidelines for Using Interactive Mobile Technologies in Early Elementary Mathematics, Supporting Equity Through Co-Investigation: Sharing Student Videos, and Research+Practice Partnerships: Fostering Equitable Collaborations.

Before joining EDC, Buffington was the Director of Technology and Assessment Development for Learning Effects in Falmouth, Maine; a Project Director at TERC in Cambridge; and an adjunct faculty member at the Graduate School of Education, Instructional Technology Program, at Bridgewater State College. She has worked as a mathematics teacher and technology coordinator.

Buffington received a BS in secondary education and mathematics with a minor in Physics from University of Maine at Farmington, an MA in curriculum and instruction from Lesley College, and a PhD in education (integrating multicultural education, technology, and educational practice) from the Union Institute.

Staff: 

Non-Staff Profile

Job title: 

Co-Director

Program: 

Science and Mathematics Programs

Mailing Address: 

36 Brunswick Avenue
Gardiner, Maine 04345

Telephone: 

207-588-5022

Emily Fagan

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Emily Fagan

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Emily

Last name: 

Fagan

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Emily Fagan develops innovative middle-grades mathematics curriculum and professional development materials that support teachers’ and schools’ efforts to improve math teaching and learning. In addition to designing online and face-to-face courses and workshops for teachers and students, she is an experienced facilitator and teacher.

Fagan is a co-author of the 2015 book, Bringing Math Students into the Formative Assessment Equation, and contributed to the development of the approach to formative assessment that is described in the book. She also played a key role as a developer for EDC’s Differentiated Professional Development Project, which created a hybrid professional development experience for building teachers’ math content knowledge, diagnostic skills and instructional strategies for supporting struggling math learners. Together with colleagues Amy Brodesky and Cheryl Rose Tobey, Fagan published “Targeting Instruction with Formative Assessment Probes,” an article in the 2016 Focus Issue of the National Council of Teachers of Mathematics journal, Teaching Children Mathematics.  She continues her work focusing on struggling learners with the recently funded NSF project, Strengthening Mathematics Intervention.

Fagan was the Director of EDC’s MathScape Curriculum Center and led the revision of the MathScape: Seeing and Thinking Mathematically middle-grades curriculum. She was also a collaborator with the NSF-funded Show-Me Center at the University of Missouri and a developer of the Mathematics Improvement Toolkit, in collaboration with the National Forum to Accelerate Middle Grades Reform.

In 2014, Fagan co-authored two books published by Corwin: Uncovering Student Thinking About Mathematics in the Common Core (Grades K–2 and Grades 3–5). Previously, she contributed to Perspectives on the Design and Development of School Mathematics Curricula and A Decade of Middle School Mathematics Curriculum Implementation: Lessons Learned from the Show-Me Project. In addition, she has developed modules in the PBS Teacherline series and units of online courses for students in the National Repository for Online Courses.

Before joining EDC, Fagan taught mathematics and science in Brookline and Salem, Massachusetts, and mathematics and social studies in Philadelphia. As a teacher, Fagan was chosen for the Massachusetts Faculty of the Coalition of Essential Schools and served as a mentor teacher.

Fagan received an AB from Harvard University.

 

 

Staff: 

Non-Staff Profile

Job title: 

Senior Curriculum/Instructional Design Associate

Program: 

Leadership for Learning Innovation

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

508-314-0558

Al Cuoco

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Al Cuoco

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Al

Last name: 

Cuoco

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Al Cuoco is the lead author of CME Project, a National Science Foundation (NSF)-funded high school curriculum published by Pearson. Recently, he served as part of a team that revised the Conference Board of the Mathematical Sciences (CBMS) recommendations for teacher preparation and professional development.

Cuoco is carrying out several professional development streams of work devoted to the implementation of the Common Core State Standards for Mathematics (CCSSM) Standards for Mathematical Practice, including EDC’s Mathematical Practice Institute (MPI). Through the MPI, he and his colleagues have launched a new course for teachers and facilitators, Developing Mathematical Practice in High School.

He co-directs Focus on Mathematics, a partnership among universities, school districts, and EDC that has established a community of mathematical practice involving mathematicians, teachers, and mathematics educators. The partnership evolved from his 25-year collaboration with Glenn Stevens on Boston University’s PROMYS for Teachers, a professional development program for teachers based on an immersion experience in mathematics. He also co-directs the development of the course for secondary teachers in the Institute for Advanced Study program at the Park City Mathematics Institute.

Cuoco is a co-author of three books published by the American Mathematical Society: Famous Functions in Number Theory, Applications of Algebra and Geometry to the Work of Teaching, and Probability through Algebra. In 2013, Cuoco and colleague Joseph J. Rotman co-authored the book, Learning Modern Algebra: From Early Attempts to Prove Fermat's Last Theorem (published by the Mathematical Association of America—MAA). Other recent books include Mathematical Connections: A Companion for Teachers and Others (also published by the MAA), Reasoning and Sense Making in Algebra (co-authored with Karen Graham and Gwen Zimmermann, published by the National Council of Teachers of Mathematics). His favorite publication is a 1991 paper in the American Mathematical Monthly, described by his wife as “an attempt to explain a number system that no one understands with a picture that no one can see.”

Recently, Cuoco was elected to the Board of Directors for Math for America-Boston and to the Advisory Board for the mathematics department at the University of Massachusetts, Lowell. Previous advisory roles included membership on the Massachusetts Board of Education’s Mathematics and Science Advisory Council and participation in the team that provided background research to the PARCC (Partnership for Assessment of Readiness for College and Careers) Content Frameworks for high school mathematics. Cuoco also provided background research to the writers of the CCSSM and the PARCC Content Frameworks for high school mathematics.

Prior to joining EDC, Cuoco taught high school mathematics to a wide range of students in the Woburn, Massachusetts public schools from 1969 until 1993. He draws constantly on his experience both as a mathematician and a teacher in his work in curriculum development, professional development, and education policy. 

A student of Ralph Greenberg, he holds a PhD in mathematics from Brandeis, with a thesis and publications in Iwasawa theory.

Staff: 

Non-Staff Profile

Job title: 

Distinguished Scholar/Advisor

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2563

June Mark

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June Mark

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June

Last name: 

Mark

Bio: 

June Mark leads R&D related to mathematics and computer science teacher professional development, instructional design, and curriculum implementation. Her research interests include identifying systems and supports to ensure all students access quality mathematics and computer science learning experiences, building resources to support the learning of teachers and district leaders, and understanding and supporting high-quality instructional materials implementation.

Mark is the co-Principal Investigator, project director, and a co-author of EDC’s Transition to Algebra curriculum and companion book Making Sense of Algebra (Heinemann). She is co-PI with Deborah Spencer, Paul Goldenberg, and Laura O'Dwyer (Boston College) of an NSF-funded study of the implementation of Transition to Algebra. As the co-PI of iPuzzle, she is working to develop prototype apps for mobile devices (SolveMe Puzzles) that engage students in interactive exploration of Transition to Algebra’s logic-building mathematical puzzles.

As co-PI of Beauty and Joy of Computing for New York City, Mark plays a leadership role in an NSF-funded Mathematics and Science Partnership that is adapting UC Berkeley’s Beauty and Joy of Computing course for high school students and scaling it across New York City. Partners include UC Berkeley, the NYC Department of Education, and CSNYC (NYC Foundation for Computer Science Education). BJC aims​ to attract non-traditional computing students (especially female and underrepresented minority students) to the breadth and depth of ideas in modern computer science. The course will prepare students to take the new AP Computer Science Principles exam launching in spring 2017. Mark also serves as an advisor to the NYC Computer Science for All program evaluation, a collaboration between New York University's Research Alliance and EDC.

She is also co-leading the development of an NSF-funded website and course, Implementing the Mathematical Practice Standards, that deepen teachers’ awareness and understanding of the Common Core’s Standards for Mathematical Practice (SMP) by engaging teachers in using—and envisioning students’ mathematical thinking when using—the SMP. The professional development course will be published will be published by the National Council of Teachers of Mathematics.

As the co-PI for the National Science Foundation (NSF)–funded project Coherent Implementation of Mathematics Instructional Materials, she co-leads a four-year, longitudinal, mixed-methods study of school districts’ implementation of elementary mathematics instructional materials. As Co-Director of the NSF-funded K–12 Mathematics Curriculum Center, Mark has provided technical assistance, resources, applied research, and professional development to help teachers and administrators make informed decisions about mathematics instructional materials. She presents findings from this work at national conferences.

Mark has a special focus on making new research findings on effective mathematics instruction useful to teachers and mathematics leaders. A few of her publications include How Do Districts Choose Mathematics Textbooks? (72nd NCTM Yearbook), Curriculum Leadership in Choosing Mathematics Materials (NCSM Journal), A Mathematics Leader's Guide to Lesson Study in Practice (Heinemann), The Fostering Geometric Thinking Toolkit(Heinemann), and Choosing A Standards-Based Mathematics Curriculum (Heinemann).

Previously at EDC, Mark investigated how teacher leadership supports and sustains mathematics and science reform and documented community-based learning centers’ impacts on the lives of their primarily minority and low-income participants and their communities. She also coordinated software and materials development for educational products including The Geometric Supposer and Visualizing Algebra, software environments in which students can manipulate and investigate mathematical ideas in algebra and geometry.

Mark received her BS (Mathematics) and BSE (Decision Sciences) from the University of Pennsylvania, and an EdM from the Harvard University Graduate School of Education.

Staff: 

Non-Staff Profile

Job title: 

Managing Project Director

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2548

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