Mathematics

Lenses on Learning

Wed, 01/01/2003

Author(s): 

Catherine Miles Grant, Barbara Scott Nelson, Ellen Davidson, Annette Sassi, Amy Shulman Weinberg, Jessica Bleiman

Our professional development materials, seminars, research, and outreach activities are designed to enhance the capacity of principals and other school and district leaders to support mathematics learning and teaching at their sites. Our research shows that administrators' understanding of how they can best support the mathematics program at their site are significantly influenced by their own ideas about teaching, learning, and the nature of mathematics.

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Habits of Mind: An Organizing Principle for Mathematics Curriculum

Fri, 01/01/2010

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The mathematics developed in this century will be the basis for the technological and scientific innovations developed in the next one. The thought processes, the ways of looking at things, the habits of mind used by mathematicians, computer scientists, and scientists will be mirrored in systems that will influence almost every aspect of our daily lives. If we really want to empower our students for life after school, we need to prepare them to be able to use, understand, control, and modify a class of technology that doesn’t yet exist.

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Developing Mathematical Ideas

Thu, 04/01/1999

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Developing Mathematical Ideas is a staff development and teacher education program designed to help educators think through the major ideas of K-8 mathematics and examine how children develop those ideas. The goal is to engage teachers in a process of inquiry—into mathematics; into learning mathematics; into students' mathematical thinking, in general, and the thinking of one's own students, in particular.

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Examining Mathematics Practice Through Classroom Artifacts

Thu, 02/09/2012

Author(s): 

Lynn Goldsmith, Nanette Seago

How can teachers more effectively diagnose what students do and don't understand about mathematics? Authors Lynn Goldsmith and Nanette Seago provide an innovative framework to help teachers use classroom artifacts to assess students' mathematical thinking and their understanding of mathematical content.

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192 pp.

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Interpreting the Common Core: What Might It Look Like in Classrooms?

Fri, 02/10/2012

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In this presentation delivered at the 2012 at the annual meeting of the Association of Mathematics Teacher Educators, EDC Principal Research Scientist Deborah Schifter addresses issues around interpreting the Common Core State Standards. Although enactment of the Common Core is required in many states, she asserts, we are not simply passive recipients of this document.

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70 slides

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Babette Moeller

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Babette

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Moeller

Bio: 

Babette Moeller focuses on the development of and research on educational programs across the curriculum that help ensure elementary, secondary, and post-secondary students with disabilities are included in and benefit from educational reform efforts. As project director of numerous EDC R&D initiatives, she contributes her extensive experience designing and implementing technology-supported programs in general and special education, providing professional development for teachers and administrators in a variety of settings, and conducting formative and summative evaluation research.

Moeller is the Principal Investigator of an Institute of Education Sciences (IES)-funded study that is testing the impact of Math for All—a professional development program developed by EDC and Bank Street College of Education and published by Corwin Press—on teachers and students from Chicago Public Schools. Shown to have promise to positively affect teachers and students, Math for All prepares K–5 teachers to help students with diverse strengths and needs—including those with disabilities—achieve high-quality, standards-based learning outcomes in mathematics.

Recently, Moeller led a study of the impact of PBS LearningMedia on teachers' classroom practices, the quality of instruction, and student learning. Her team's findings indicate that PBS LearningMedia's digital content positively impacts student content knowledge and critical thinking practices when integrated into existing curriculum; teachers who participated in the study overwhelmingly reported that PBS LearningMedia made positive contributions to their classroom practices.

An active member of professional teacher organizations, Moeller represents EDC’s Center for Children and Technology within 100Kin10, a national network of organizations devoted to adding 100,000 more highly qualified STEM teachers to America’s classrooms by 2021. Moeller is also the Past President of Science Education for Students with Disabilities (SESD), a professional group affiliated with the National Science Teacher Association (NSTA). She is a proposal reviewer for the National Science Foundation and the U.S. Department of Education and contributes to expert panels and serves on national advisory boards. She is an adjunct faculty member at Bank Street College of Education and has taught courses in technology integration, media research, and child development at Fordham University's Graduate School of Education and the New School for Social Research.

In 2016, Moeller presented sessions at the 13th International Conference on Mathematical Education (ICME-13) in Hamburg, Germany, and she regularly presents at the annual conferences of organizations such as the American Educational Research Council, the Council for Exceptional Children, and Learning Forward. Her recent publications include: "The Benefits of Undergraduate Research Fellowships for Students with Disabilities” (CUR Quarterly); "Building Relationships, Sharing Resources, and Building Opportunities: A STEM Learning Community Builds Social Capital for Students with Disabilities" (Journal of Postsecondary Education and Disability); Integrating Technology with Student-Centered Learning; "Universal Design for Learning: Facilitating Access and Participation for All Students"; and "Making Standards-Based Mathematics Accessible to Students with Disabilities."

Moeller holds a PhD in Developmental Psychology from the New School for Social Research.

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Non-Staff Profile

Job title: 

Distinguished Scholar

Program: 

Center for Children and Technology

Mailing Address: 

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

Telephone: 

212-807-4205

Measuring the Efficacy of Big Math for Little Kids

Sun, 04/09/2006

Author(s): 

Barbrina Ertle, Herbert Ginsburg, Ashley Lewis Presser

This paper, presented at the 2006 Annual Meeting of the American Educational Research Association, discusses research conducted on the Big Math for Little Kids mathematics curriculum for preK and kindergarten children. The authors examine the concept of implementation fidelity, detail their process of developing and using fidelity measures, and explore the way in which their experience can be generalized beyond the study to inform other researchers.

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21 pp.

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Sarah Sword

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Sarah Sword

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Sarah

Last name: 

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

Johannah Nikula

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Johannah Nikula

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Johannah

Last name: 

Nikula

Bio: 

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 as well as a blog post about her work.) 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

Bowen Kerins

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Bowen Kerins

First name: 

Bowen

Last name: 

Kerins

Bio: 

Bowen Kerins is a core member of the author team for the CME Project high school mathematics curriculum. He is highly experienced in current techniques and procedures used in the design, development, and implementation of curriculum, curriculum‐based professional development, instruction, and assessments. Recently, he was the lead author on the Common Core and Integrated versions of the series.

As a key member of the writing team for Linear Algebra and Geometry: Advanced Mathematics for More Students, he developed materials—a core semester that introduces students to vectors and matrices, accompanied by six to ten standalone modules devoted to applications of this mathematics—for a high school linear algebra course that seeks to increase student participation in advanced mathematics courses.

Since 2001, Kerins has taught and designed the curriculum for the Park City Mathematics Institute’s program for high school teachers. For many years, he has worked with the PROMYS program at Boston University. As a core advisor on all five strands of WGBH’s Learning Math—a website and video series—he advanced goals to help teachers learn more mathematical content.

Kerins is the lead 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. He regularly presents his work at the annual conferences of organizations such as the National Council of Teachers of Mathematics, where he has led a session on "The Mathematics of Game Shows" for many years.

Before joining EDC, Kerins was a high school mathematics teacher for four years, teaching all grades and all levels from Algebra I to AP Calculus. He also served as a trainer for The MathWorks company in Natick, Massachusetts.

He has a BS in mathematics from Stanford University and an MA in teaching secondary mathematics from Boston University.

Staff: 

Non-Staff Profile

Job title: 

Senior Research Scientist

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-3716

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