Mathematics

Leana Nordstrom

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Leana Nordstrom

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Leana

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Nordstrom

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Leana Nordstrom brings a diverse set of communications and project management skills to an array of STEM education initiatives. Through her efforts, a broad range of projects advance their strategic plans and expand their public information outreach.

Nordstrom manages CADRE (Community for Advancing Discovery Research in Education), the National Science Foundation (NSF) resource network for the Discovery Research PreK-12 Program. In this role, she oversees the project’s social media outreach and other communications, contributes to the project’s website content, and manages the logistical aspects of CADRE’s work.

As the communications lead for EDC’s Oceans of Data Institute (ODI), Nordstrom disseminates the work of ODI’s portfolio of projects through newsletters, a website, blogs, press releases, and social media. In addition, she heads up communications efforts for Science Fairs Under the ‘Scope, an NSF-funded project studying middle-school science fairs.

Since joining EDC in 2010, Nordstrom has contributed to cross-sector NSF-funded STEM forums (STEM Smart and Next Generation STEM Learning for All) and informal education (Exploring Trees and Ponds), research (Elementary Science Specialist Study), and professional development (Electronic Teacher Guide and NPASS2) initiatives.  

Before joining EDC, Nordstrom was a staff member at Public Interest GRFX, the in-house communications department for the Fund for Public Interest, and served as an Environmental Education Extension Agent in Senegal, West Africa for the Peace Corps.

Nordstrom has a B.A. in Environmental Studies from Bates College in Lewiston, Maine.

Staff: 

Staff Profile

Job title: 

Project Associate

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2767

Joe Ippolito

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Joe Ippolito

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Joe

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Ippolito

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Joe Ippolito provides expertise in the design and management of large-scale initiatives focused on career education and training for diverse fields. He is deeply committed to creating pathways to STEM careers and improving outcomes for at-risk young people, including youth reentering the community from juvenile detention centers.

Ippolito engages experts in documenting the skills and knowledge that professionals need to succeed. Career-technical education institutions, workforce training programs, and colleges use the resulting “professional profiles” to design curricula, workshops, and courses. Recently, for EDC’s Oceans of Data Institute, he co-led  panels of big data experts in developing the first profiles of a Big Data-enabled Professional and Data Practitioner. Previously, he co-led the development of profiles of what “Social Technology-Enabled” and “Computational Thinking-Enabled” professionals need to know and be able to do. He is the lead author of the recent case study “Defining an Emerging Occupation: Who Is the Social Technology Enabled Professional” published by Sheffield Hallam University.

As the principal investigator for a National Science Foundation (NSF) Advanced Technological Education (ATE) research project, Ippolito is examining the extent to which best-practice social media strategies enable colleges to increase student enrollment. He is also leading an NSF-ATE project that is working with community colleges to create big-data career pathways. Previously, he supported Athens Technical College (GA) in strengthening career pathways for its students.  Ippolito has co-authored Fulfilling the Call: A Model for Unitarian Universalist Ministry in the 21st CenturyProject SMART: Local Manufacturing Industry Skill Standards, and Project SMART: Work-Based Learning in the Manufacturing Firm.

Before joining EDC, Ippolito served as Vice-President / Programs and Development for Youth Opportunities Unlimited, where he designed and managed programs to deliver comprehensive career development, job readiness, and mentoring services to middle- and high-school students. Earlier in his career, he worked as a community organizer, building interdenominational faith-based advocacy organizations in low-income communities. 

Ippolito received a BA in Religious Studies from Duke University and an MA in Religious Studies from the Divinity School of the University of Chicago    

 

 

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Non-Staff Profile

Job title: 

Senior Project Director

Program: 

Pathways to College and Careers

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

216-386-3051

Jill Neumayer DePiper

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Jill Neumayer DePiper

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Jill

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Neumayer DePiper

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Jill Neumayer DePiper researches mathematics learning and teaching, with a special focus on identifying effective strategies to support the academic success of students who are learning English. She brings extensive expertise in research design, instrumentation, and analysis.

Currently, Neumayer DePiper is contributing to initiatives targeted to deepen mathematics teachers’ understanding of effective instructional practices for students who are English learners. She is a senior research associate on Visual Access to Mathematics (VAM), a project focused on designing professional development for mathematics teachers of English learners to support them in their use of visual representations for mathematical problem-solving and specific language strategies to support their students.

In a previous project, Mathematics Coaching Supporting English Learners (MCSEL), Neumayer DePiper designed and created materials for coaches to use with middle-grades mathematics teachers to improve teacher knowledge about how to support the problem-solving and communication of students who are English learners. In the Fostering Mathematical Success of English Language Learners project, a collaboration with Horizon Research, Inc., her team sought to better understand how to prepare teachers to support English learners in engaging in rich geometry tasks.

Neumayer DePiper is the coauthor of two articles published in Journal for Research in Mathematics Education:  “Teacher Characteristics Associated with Mathematics Teachers’ Beliefs and Awareness of Their Students’ Mathematical Dispositions” and “The Relationship Between Teachers’ Mathematical Content and Pedagogical Knowledge, Teachers’ Perceptions, and Student Achievement.” She has also published on the topics of mathematics teacher identity and the challenges of teaching and learning with high-stakes accountability contexts.

Before joining EDC, Neumayer DePiper served as a researcher and instructor in the Center for Mathematics Education at the University of Maryland, College Park. She has provided professional development for teachers, including courses specifically focused on instruction for English learners.

Neumayer DePiper was a recipient of the the Mid-Atlantic Center for Mathematics Teaching and Learning doctoral fellowship, an NSF-funded award to increase the number of graduate students who become leaders in mathematics education.

She received a BA in Environmental Studies from Davidson College, an MAT from George Mason University, and a PhD in Education, Curriculum, and Instruction from the University of Maryland.

Staff: 

Non-Staff Profile

Job title: 

Senior Research Associate

Program: 

Leadership for Learning Innovation

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2191

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.

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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

Miriam Gates

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Miriam Gates

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Miriam

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Gates

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Miriam Gates is highly skilled in research design and professional development. She has particular interest both in deepening content learning in mathematics education and in broadening participation for all students by promoting classroom practice that provides transferable skills and habits.

Gates contributes to the Designing for Equity In and About Mathematics project, which works to close the opportunity gap for students in mathematics. She is also supporting the Assessing Secondary Teachers’ Habits of Mind study's development of a pen-and-paper assessment tool and associated observation protocol.

Previously, Gates supported the research component of EDC’s Electronic Communities for Mathematics Instruction project—an effort designed to bring the experience of an intensive face-to-face professional development project online. She has also advanced the goals of two curriculum implementation studies, the IES-funded Learning and Teaching Algebra project and the NSF-funded Mathematics Practices Implementation Study, in which she contributed to the writing and design of research instruments to measure fidelity of implementation and student use of the Standards for Mathematical Practice. She also supported the development of implementation guides for the associated curriculum.

Gates was the lead author of Creating a Hybrid Immersive Mathematics Experience and contributed to Secondary Teachers’ Mathematical Habits of Mind: A Paper and Pencil Assessment.  Gates has contributed to numerous presentations for national conferences, including the National Council of Supervisors of Mathematics, National Council of Teachers of Mathematics Research Conference, and American Evaluation Association. Additionally, Gates has worked on webinars for EDC’s Mathematical Practice Institute and MSPNet.

Before joining EDC, Gates worked at Temple University as a research assistant focusing on the use of example-based curricula to challenge student misconceptions in mathematics. Earlier in her career, she was a classroom teacher in high schools in Pennsylvania, Connecticut, and California.

Gates earned an AB in Political Science from Bryn Mawr College and an MEd in Educational Psychology from Temple University. She is currently a doctoral student in Curriculum and Instruction, with a concentration in mathematics education, at Boston College.

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Non-Staff Profile

Job title: 

Research Associate II

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2817

Janna Kook

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Janna Kook

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Janna

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Kook

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Janna Kook advances the field’s knowledge of effective early childhood education and early STEM learning and teaching, with a focus on the link between teacher professional development and child outcomes. An experienced researcher and program evaluator, she has expertise in advanced quantitative research methods.

Kook is currently responsible for research design, study coordination, measure development, data analysis, and dissemination work for three major studies.  In Games for Young Mathematicians, a National Science Foundation (NSF)-funded Core Research study aimed at understanding how young children’s mathematics learning can be supported through their development of mastery motivation, Kook is helping to analyze data from a randomized-control trial of a newly developed, game-based intervention. Within this same line of research, she is also part of an exploratory research study funded by the Heising-Simons Foundation, to understand aspects of teacher-child interaction and teacher language that contribute to children’s development of math skills and mastery motivation.

Kook is also contributing to the first study to examine middle school science fairs at a national level. As part of the NSF-funded Advancing Informal STEM Learning (AISL) study, Science Fairs Under the ‘Scope, she is helping to plan, implement, and analyze a large, nationally representative survey of middle school science fair leaders and a subsequent, more focused study of selected science fairs across the country and their effectiveness of supporting students’ science and engineering practices.

Kook played a key role in EDC’s Cultivating Young Scientists, a study funded by the Institute of Education Sciences (IES) that developed a three-course suite of professional development tools to support preschool teachers in engaging children in hands-on scientific inquiry in life, earth, and engineering sciences. She led the evaluation of the study’s professional development based on teacher feedback, assessment of teacher learning and performance, and student outcomes. She also contributed to an NSF-funded DRK-12 study that examined teachers’ professional development choices related to revised Advanced Placement curricula for biology, chemistry, and physics.

Kook is coauthor of "Foundations of Science Literacy:  Efficacy of a Preschool Professional Development Program in Science on Classroom Instruction, Teachers' Pedagogical Content Knowledge, and Children's Observations and Predictions", along with several other peer-reviewed publications related to early childhood education, early science learning, and executive functions. She is also a co-developer of Lens on Science, a computer-based assessment of preschool science.

Before joining EDC, Kook received a PhD in Applied Developmental Psychology at the University of Miami. She was an IES predoctoral fellow and was awarded a Head Start Graduate Student Research Grant for her dissertation on teacher-child interactions that promote higher-level thinking. She received her BA from the University of Pennsylvania.

Staff: 

Staff Profile

Job title: 

Senior Research Associate

Program: 

Early Learning and Development

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2797

Deborah Rosenfeld

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Deborah Rosenfeld

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Deborah

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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

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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

Eden Badertscher

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Eden Badertscher

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Eden

Last name: 

Badertscher

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Eden M. Badertscher works to close opportunity gaps in mathematics education and ensure our system of mathematics education is equitable and promotes the mathematics proficiency of all students. She brings extensive expertise in teacher education, mathematics curriculum and professional development, alignment with standards, and advancing effective mathematics instruction in urban school districts.

As the Principal Investigator of Designing for Equity by Thinking In and About Mathematics, Badertscher leads a team in supporting the use of effective strategies to close opportunity gaps for marginalized mathematics students by forming strong communities of mathematical practice that enage teachers, school and district leaders, and mathematicians as equal partners in change. Recently her team received a Fellowship from 100Kin10 in recognition of the importance and promise of this work.

In 2013, Badertscher co-authored the article “African American Mathematics Teachers as Agents in Their African American Students’ Mathematics Identity Formation” (Teachers College Record). She co-authored Chapter 22, “Learning to Learn Mathematics: Voices of Doctoral Students in Mathematics Education,” in the 69th Yearbook of the National Council of Teachers of Mathematics and was a Contributing Writer for the 2012 Pennsylvania Common Core Standards Grades 3–8. She has been a peer reviewer for the Journal of Mathematics Teacher Education and the Journal of Research in Mathematics Education.

Badertscher regularly presents her work at the conferences of national organizations such as the Association of State Supervisors of Mathematics, the National Council of Teachers of Mathematics, and the National Council of Supervisors of Mathematics.

Prior to joining EDC, Badertscher played a lead role in mathematics education reform initiatives in the Pittsburgh Public Schools and Prince George County Public Schools that were designed to support teachers, enhance instruction, and address district needs related to special education, culturally relevant teaching, and work with English language learners. She also taught at the undergraduate and graduate levels. While at the University of Maryland, she was involved in two primary research projects—Case Studies of Well-Respected Urban Algebra I Teachers and Thought Experiments in Mathematics Teaching (ThEMaT). Early in her career, she was a high school mathematics teacher.  

Badertscher has particular interests in the Philosophy of Mathematics, critical pedagogies and critical race theory, inequity perpetuated by the system of mathematics education, transforming teachers’ and students’ relationships with mathematics as well as identities of mathematics learners, and the teaching and learning of Calculus.

She received her BA from Princeton University and obtained her MEd and PhD from the University of Maryland. 

Staff: 

Non-Staff Profile

Job title: 

Senior Project Director

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2906

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