Registration Open for NSF-Sponsored STEM Smart Event in San Francisco

Photo of Barbara Brauner Berns

On February 1, the National Science Foundation (NSF) is sponsoring a STEM Smart Workshop featuring national STEM education experts at the Hilton San Francisco-Financial District. Led and organized by EDC, the workshop, Focus on Instructional Materials, is free and registration is now open to educators, administrators, researchers, policy makers, industry representatives, and all others.

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Buffington Honored as 2016 Richard H. Balomenos Lecturer

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Pam Buffington was selected to be the 2016 Richard H. Balomenos Lecturer by the Association of Teachers of Mathematics in New England (ATMNE). For 28 years, one mathematics educator from New England who offers “the type of strong, and possibly controversial points of view that spark us to think carefully about the improvement of mathematics education” has been chosen to receive this honor each year.

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Parent Involvement: Supporting Parent-Child Experiences with 'PEG+CAT' Early Math Concepts

This article spotlights findings from EDC's and SRI's latest study, the PEG+CAT Early Math Home Study, in our summative evaluation of Ready To Learn ( "They found participating families reported more joint play and said they used problem-solving strategies discussed in the show. The parents said they felt significantly more confident in supporting their children's math learning, and children's knowledge of ordinal numbers, spatial relationships, and three-dimensional shapes increased more than it did for control group children."


Education Week

Publication Date: 

Wed, 12/09/2015

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Celebrating Computer Science Education Week


Paul Goldenberg has over 40 years of experience in K–12 mathematics curriculum development, research, and professional development. He has taught from self-contained elementary (Grades 2 and 4) through middle and high school mathematics and computer science, as well as graduate school mathematics and psychology for education. Currently, Paul and his long-time collaborator June Mark are the co-Principal Investigators of BJC4NYC—an NSF Math and Science Partnership (MSP) in which EDC is collaborating with UC Berkeley, the New York City Department of Education, and the NYC Foundation for Computer Science Education to broaden participation in computer science in New York City public high schools. In this post, written in celebration of Computer Science Education Week 2015 (December 7–13) and Hour of Code, Paul shares some thoughts about computer science education.

Paul Goldenberg has over 40 years of experience in K–12 mathematics curriculum development, research, and professional development. He has taught from self-contained elementary (Grades 2 and 4) through middle and high school mathematics and computer science, as well as graduate school mathematics and psychology for education.

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New K-2 PARCC Performance Tasks Help Math Teachers Enhance Students’ Learning

Matt McLeod

Working closely with PARCC and The Center: Resources For Teaching and Learning, Matt McLeod has led an EDC team in developing 16 K-2 PARCC performance tasks—games and other engaging activities—that support math teachers in gauging and supporting their students’ understanding of Common Core concepts. "We were so glad that PARCC reached out to us to design these tasks for K-2 students, and we really enjoyed the work of creating them,” McLeod said.

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EDC, SRI Find Children's Math Learning Improves with Home Use of PBS KIDS’ PEG + CAT

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For a decade, EDC's and SRI's summative evaluation of the U.S. Department of Education-funded Ready To Learn initiative has advanced knowledge of how "transmedia" resources—video, online games, tablet-based apps, and print activities—can enhance the school readiness of young children.

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Jill Neumayer DePiper

Email Jill Neumayer DePiper

Descriptors (Bodies of Work): 


Jill Neumayer DePiper

First name: 


Last name: 

Neumayer DePiper


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. (Read a related blog post by Neumayer DePiper, Promoting English Learners’ Geometric Reasoning.)

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.


Non-Staff Profile

Job title: 

Senior Research Associate


Leadership for Learning Innovation

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313




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