43 Foundry Avenue
Waltham, Massachusetts 02453-8313
June Mark leads R&D related to mathematics and computer science teacher professional development, instructional design, and curriculum implementation. Her research interests include identifying systems and supports to ensure all students access quality mathematics and computer science learning experiences, building resources to support the learning of teachers and district leaders, and understanding and supporting high-quality instructional materials implementation.
Mark is the co-Principal Investigator, project director, and a co-author of EDC’s Transition to Algebra curriculum and companion book Making Sense of Algebra (Heinemann). She is co-PI with Deborah Spencer, Paul Goldenberg, and Laura O'Dwyer (Boston College) of an NSF-funded study of the implementation of Transition to Algebra. As the co-PI of iPuzzle, she is working to develop prototype apps for mobile devices (SolveMe Puzzles) that engage students in interactive exploration of Transition to Algebra’s logic-building mathematical puzzles.
As co-PI of Beauty and Joy of Computing for New York City, Mark plays a leadership role in an NSF-funded Mathematics and Science Partnership that is adapting UC Berkeley’s Beauty and Joy of Computing course for high school students and scaling it across New York City. Partners include UC Berkeley, the NYC Department of Education, and CSNYC (NYC Foundation for Computer Science Education). BJC aims to attract non-traditional computing students (especially female and underrepresented minority students) to the breadth and depth of ideas in modern computer science. The course will prepare students to take the new AP Computer Science Principles exam launching in spring 2017. Mark also serves as an advisor to the NYC Computer Science for All program evaluation, a collaboration between New York University's Research Alliance and EDC.
She is also co-leading the development of an NSF-funded website and course, Implementing the Mathematical Practice Standards, that deepen teachers’ awareness and understanding of the Common Core’s Standards for Mathematical Practice (SMP) by engaging teachers in using—and envisioning students’ mathematical thinking when using—the SMP. The professional development course will be published will be published by the National Council of Teachers of Mathematics. (Read her blog post about this work.)
As the co-PI for the National Science Foundation (NSF)–funded project Coherent Implementation of Mathematics Instructional Materials, she co-leads a four-year, longitudinal, mixed-methods study of school districts’ implementation of elementary mathematics instructional materials. As Co-Director of the NSF-funded K–12 Mathematics Curriculum Center, Mark has provided technical assistance, resources, applied research, and professional development to help teachers and administrators make informed decisions about mathematics instructional materials. She presents findings from this work at national conferences.
Mark has a special focus on making new research findings on effective mathematics instruction useful to teachers and mathematics leaders. A few of her publications include How Do Districts Choose Mathematics Textbooks? (72nd NCTM Yearbook), Curriculum Leadership in Choosing Mathematics Materials (NCSM Journal), A Mathematics Leader's Guide to Lesson Study in Practice (Heinemann), The Fostering Geometric Thinking Toolkit(Heinemann), and Choosing A Standards-Based Mathematics Curriculum (Heinemann).
Previously at EDC, Mark investigated how teacher leadership supports and sustains mathematics and science reform and documented community-based learning centers’ impacts on the lives of their primarily minority and low-income participants and their communities. She also coordinated software and materials development for educational products including The Geometric Supposer and Visualizing Algebra, software environments in which students can manipulate and investigate mathematical ideas in algebra and geometry.
Mark received her BS (Mathematics) and BSE (Decision Sciences) from the University of Pennsylvania, and an EdM from the Harvard University Graduate School of Education.