Mathematics

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. (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.

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

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

Sun, 11/01/2015

Author(s): 

Shelley Pasnik, Naomi Hupert, Megan Silander, Savitha Moorthy, Carlin Llorente, Ximena Dominguez

In this study, EDC and SRI researchers addressed the question of how time spent viewing and playing with PBS KIDS educational, non-commercial media can benefit young children’s learning, especially those growing up in lower-income communities. The pair of overarching goals of this CPB-PBS Ready To Learn research was to (1) explore how transmedia can support children’s early mathematics learning, and (2) substantively address the central role that parents/caregivers play in children’s learning.

Cartoon images of Peg and Cat, characters in Peg & Cat Early Math Concepts

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200 pp

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Famous Functions in Number Theory

Thu, 10/15/2015

Author(s): 

Bowen Kerins, Darryl Yong, Al Cuoco, Glenn Stevens

In this book for in-service and preservice secondary school teachers, the authors present a carefully sequenced collection of problem sets designed to develop several interconnected mathematical themes. The book’s theme revolves around how to use polynomial algebra as a bookkeeping mechanism that allows participants to count divisors, build multiplicative functions, and compile multiplicative functions in a certain way that produces new ones.

Famous Functions in Number Theory

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203 pp

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SolveMe Mobiles Video

Fri, 10/02/2015

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This video describes the SolveMe Mobiles app, which is designed to support algebraic reasoning in a fun and interactive format. These colorful puzzles help algebra and pre-algebra students as well as puzzle-lovers of all ages establish and strengthen the logic of solving equations for unknown values. Play SolveMe Mobiles at http://solveme.edc.org or learn more about the project.

Picture of Mobile

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3min

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IAS/PCMI-The Teacher Program Series

Wed, 10/07/2015

Author(s): 

Bowen Kerins, Benjamin Sinwell, Darryl Yong, Al Cuoco, Glenn Stevens

Published by the American Mathematical Society, the "IAS/PCMI-The Teacher Program Series” includes three books that engage in-service and preservice secondary school teachers in deep explorations of mathematics and help them put the topics in their curricula into the broader landscape of mathematics as a scientific discipline. EDC has found that supporting teachers in doing this enhances their understanding and enjoyment of mathematics and builds their capacity to deepen students' understanding and enjoyment of mathematics.

Helping mathematics teachers make learning fun and challenging

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187 pp,

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Quick-Click Tour of LTD FY15 Resources

Sat, 10/03/2015

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This "Quick-Click Tour" presents some of the online and print resources that the Learning and Teaching Division at EDC produced from October 1, 2014 to September 30, 2015.

Picture of the Sky

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Probability through Algebra

Fri, 10/02/2015

Author(s): 

Bowen Kerins, Benjamin Sinwell, Darryl Yong, Al Cuoco, Glenn Stevens

In this book for in-service and preservice secondary school teachers, the authors present a carefully sequenced collection of problem sets designed to develop several interconnected mathematical themes. The goals set forth are to introduce participants to the algebraic properties of expected value and variance through analysis of games, to the use of generating functions and formal algebra as combinatorial tools, and to some applications of these ideas to questions in probabilistic number theory.

Problem sets for in-service and preservice secondary school teachers designed to develop several interconnected mathematical themes.

Length: 

157 pp

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Developing Essential Understanding of Geometry and Measurement for Teaching Mathematics in Pre-K-Grade 2

Wed, 10/01/2014

Author(s): 

E.  Paul Goldenberg, Douglas H Clements, Rose Mary Zbiek, Barbara Dougherty

In this book for inservice and pre-service pre-K through grade-2 teachers, the authors focus on essential knowledge for teachers about geometry and measurement, two of the most challenging topics for students. Readers will learn to develop appropriate tasks, techniques, and tools for assessing students’ understanding of the topic. This book focuses squarely on mathematical content: the ideas and understanding that teachers must bring to their preparation, in-class instruction, interactions with students, and assessment.

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Length: 

90 pp

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EDC to Lead Studies of Next Phase of CPB and PBS Ready To Learn-Funded Initiative

Picture of Curious George

As part of a new, multi-million dollar Ready To Learn grant from the U.S. Department of Education’s Office of Innovation and improvement, EDC will lead the program of research on the next phase of the CPB's and PBS’ innovative media initiative to support the learning needs of children in low-income communities.

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