Sarah Sword, Principal Investigator, is a Senior Research Scientist at Education Development Center. As Principal Investigator for the Center for Scholarship of School Mathematics, she created a model for fellowships for university faculty who wished to deepen their practice of mathematics. As Principal Investigator for Assessing Secondary Teachers’ Algebraic Habits of Mind, a collaborative project with St. Olaf College and Boston University, she co-created a suite of assessment tools for measuring teachers’ use of habits of mind for themselves and their practice. As co-director of research for Designing for Equity by Thinking in and about Mathematics, she has studied how professional development can shift secondary teachers’ thinking about mathematics and equity. Dr. Sword has worked on numerous professional development and school curricula, including CME Project, a four year high school curriculum organized around mathematical habits of mind.Her PhD is in Commutative Algebra from Michigan State University, and she did a post-doctoral fellowship in Curriculum and Instruction at the University of Maryland. She is co-author of Mathematical Learning and Understanding in Education, in the Routledge Insights in Education series.
Michael Young, Co-Principal Investigator, is an associate professor of mathematics at Iowa State University. His primary research area is Discrete Mathematics, particularly graph theory and combinatorics. Recently, he has had a focus on equity in the mathematics classroom. Most of this work has been through teacher professional development, focusing on creating inclusive mathematics learning spaces. He is responsible for establishing the Mathematicians of Color Alliance (MOCA). MOCA consists of the underrepresented graduate and undergraduate mathematics students and was created with the goals of recruiting, retention, and vertical mentoring.
Amanda Jansen, Co Principal Investigator, is a Professor in the School of Education at the University of Delaware in the mathematics education program area. She teaches prospective elementary mathematics teachers (both mathematics content courses for teachers and pedagogical methods) and has also regularly provided professional development to in-service secondary mathematics teachers in collaboration with the Delaware Mathematics Coalition. Mandy conducts research in mathematics classrooms to understand what motivates students to engage deeply with mathematics and what teachers can do to create classrooms that motivate and engage students. She has published her research in journals such as Mathematical Thinking and Learning, Journal of Mathematics Teacher Education,Elementary School Journal, and Educational Studies in Mathematics. Her book, Motivation Matters and Interest Counts, (co-written was Jim Middleton at Arizona State University) was published by the National Council of Teachers of Mathematics. She is currently in the midst of working on her next book, Rough Draft Math, which will be published by Stenhouse. Prior to earning her Ph.D. in Educational Psychology from Michigan State University, she was a junior high mathematics teacher in Arizona. Mandy’s current National Science Foundation grant (also with Middleton) is called SMiLES: Secondary Mathematics in-the-moment Longitudinal Engagement Study.
Al Cuoco, Co-Principal Investigator,the 2018 recipient of MAA’s Mary P. Dolciani Award, is a Distinguished Scholar at EDC. He has served as Principal Investigator on a number of major NSF projects. A mathematician with research in algebraic number theory, Al designs materials that foster a deep interest in, and appreciation for, mathematics.
A former high school teacher, Cuoco develops classroom curricula and teacher professional development programs that focus on mathematical habits of mind. His work helped inform the Standards for Mathematical Practice, a critical piece of the Common Core State Standards for Mathematics. He also led the development of CME Project, a four-year high school mathematics curriculum that is used in more than 2,000 classrooms nationwide.”
Aris Winger, a native of Washington D.C., is an Assistant professor of Mathematics at Georgia Gwinnett College. His current area of interest is equity within the mathematics classroom. His last few projects have all been in the areas of increasing the visibility of underrepresented populations in STEM and in particular mathematics. Those projects include NSF funded Building on Strengths, Debt-M, and an upcoming IUSE grant. His participation this work has centered on professional development with educators to help them recognize their role in creating classroom inequities. He currently lives in Atlanta with his beloved wife and daughter.
Miriam Gates is a skilled research associate and advanced doctoral student in mathematics education. Miriam has supported research efforts on projects ranging from curriculum implementation to assessment design. In these roles, she has led data collection and analysis efforts including quantitative assessments, classroom observations using a variety of protocols, and conducting interviews and focus groups. Miriam brings nearly a decade of experience in both design-based research and mixed methods approaches to this work.
Anne Marie Marshall, serving as the evaluator on this project, is an Associate Professor in the Department of Early Childhood and Childhood Education in the School of Education at Lehman College. She received her Ph.D. in curriculum and instruction from the University of Maryland – College Park. Her current research interests focus on equity in mathematics education and preservice mathematics teacher education. She is interested in how equity-focused mathematics teacher preparation impacts the knowledge and dispositions of prospective teachers. The following questions inform her research: How do elementary preservice teachers learn the mathematics and pedagogy needed for teaching? How can elementary mathematics content and methods experiences be designed to support preservice teachers’ learning around mathematics content as well as issues of equity and diversity in mathematics education?
Our advisory board members include:
Lillie Albert, PhD, is an Associate Professor of Teacher Education, Special Education, Curriculum & Instruction at Boston College. Her expertise spans disciplines, including areas such as the use of cultural and communicative tools to develop conceptual understanding of math.
Eden Badertscher, PhD, is a Senior Research Scientist at EDC. A 2018 awardee of the NCSM Kay Gilliland Equity Lecture award for her lifelong commitment to equity, Dr. Badertscher has dedicated her professional work in education to issues of mathematics learning, status, and equity. She was a Fellow of the Center for the Scholarship of School Mathematics in 2007.
Robert Q. Berry, III, PhD, is president-elect of NCTM, and Associate Professor in the Curry School of Education at the University of Virginia. He was also a Fellow of the Center for the Scholarship of School Mathematics in 2007.
Dan Chazan, PhD, is the Jean, Jeffrey, and David Mullan professor of teacher education at the University of Maryland. Together with Sarah Sword, he co-designed the original inquiry work at the heart of the summer institute.
Felicity Enders, PhD, Professor of biostatistics at the Mayo Clinic in Rochester, Minnesota, is an expert in research methods.
Rochelle Gutiérrez, PhD, Professor of mathematics education and Latina/Latino studies at the University of Illinois, has inspired and informed our thinking about equity and mathematics.
Francis Su, Ph.D., Professor at Harvey Mudd College and past president of the Mathematical Association of America, has also inspired us with his work on college teaching.