Mathematics

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.

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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. (Read a blog post by McLeod about the impact of these resources on teachers' instruction.) 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

SSD Study Offers New Window into PD Facilitators’ Needs

The National Science Foundation-funded Supporting Staff Developers study—led by PIs Babette Moeller, Amy Brodesky, and Lynn Goldsmith—and drawing on the expertise of Ashley Lewis, Anna McTigue, Emily Fagan, and Michelle Raymond, and partners at Bank Street College of Education—is investigating the kinds of training and resources facilitators need to eff

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Eden Badertscher

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Eden Badertscher

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Eden

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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. (Read a blog post by Badertscher about this project.)

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

Math for All (3-5): Professional Development Resources for Facilitators

Thu, 05/10/2012

Author(s): 

Babette Moeller, Barbara Dubitsky, Marvin Cohen, Karen Marschke-Tobier, Hal Melnick, Linda Metnetsky, Andrea Brothman, and Randi Cecchine

This comprehensive, multi-media professional development resource contains all the materials you need to conduct workshops that will show general and special education teachers how to collaborate to provide a high-quality, standards-based mathematics education to all Grade 3-5 students, including those with disabilities.

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Eighth-Graders and Algebra: Making the Case for Online Education

Wed, 07/18/2012

Author(s): 

Peggy Clements and Jessica Heppen

This article, published in the June/July issue of THE Journal, summarizes key findings from the study Access to Algebra I: The Effects of Online Mathematics for Grade 8 Students. The authors discuss how the online course was implemented in the study and provide three recommendations for schools and districts that are considering providing students with access to online learning opportunities.

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Next Generation Preschool Math Study Poster

Mon, 06/04/2012

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Ashley Lewis Presser's research process for the Next Generation Preschool Math project, including a detailed look at the structure of Next Generation Preschool Math Curriculum—a blend of digital games and classroom activities.

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1 page

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Designing a Rigorous Study: Balancing the Practicalities and the Methodology

Sat, 04/01/2006

Author(s): 

Ashley Lewis Presser, Ellen Mandinach

This paper was presented at the 2006 Annual Meeting of the American Educational Research Association. The authors discuss some of the challenges and opportunities facing researchers when conducting randomized controlled field trials in school settings. The paper begins with a description of the current context for educational research, noting how researchers must strike a balance between rigor and relevance. It then describes one randomized field trial, set in New York City’s Administration for Children’s Services (ACS) childcare centers.

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34 pp.

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Knowledge for Teaching English Language Learners Mathematics: A Dilemma

Sun, 04/01/2012

Author(s): 

Mark Driscoll, Daniel Heck, Kristen Malzahn

Mark Driscoll is coauthor of a chapter in Beyond Good Teaching: Advancing Mathematics Education for ELLs, an interactive resource published by the National Council of Teachers of Mathematics. Readers move back and forth between the book’s guiding principles, instructional tools, and classroom vignettes and a website that contains video clips, graphic organizers, observation and analysis protocols, and other tools.

Beyond Good Teaching - Cover

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EDC Awarded Grant from Mass. Afterschool Partnership

exploring robotics in afterschool programs

EDC has been awarded a grant from the Massachusetts Afterschool Partnership (MAP) to create a curriculum guide for the Zero Robotics middle school SPHERES (Synchronized Position Hold Engage and Reorient Experimental Satellites) program. Zero Robotics is a robotics programming competition, with an international high school competition and a middle school program in Massachusetts that will be expanding nationally.

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