Position: Professor of mathematics, Rowan University (1997–).
Education: B.A. (mathematics), Franklin and Marshall College; M.A. (mathematics), West Chester University; Ed.D. (mathematics education), Temple University.
Memberships: NCTM; National Council of Supervisors of Mathematics (NCSM); TODOS: Mathematics for All; Association of Mathematics Teachers of New Jersey (AMTNJ); California Mathematics Council; Association of Mathematics Teacher Educators (AMTE).
Activities in NCTM: Member: Conference Program Development Advisory Group (2012–15), High School Sense Making Media Cluster Editorial Panel (2012–14), Professional Development Task Force (2008–09), Program Committee, Annual Meeting, Philadelphia (2004); chair: Professional Development Services Committee (2009–10); program chair: Annual Meeting, Atlanta (2007), Regional Conference, Somerset, New Jersey (2001).
Other Activities: NCSM: regional director, Eastern 2 Region (2012–14); AMTE: chair, Membership Committee (2012); AMTNJ: president (2009).
Publications: Coauthor: enVisionmath2.0 grades 6–8 (middle-grades mathematics curriculum; Pearson 2017); digits (middle-grades mathematics curriculum; Pearson 2012); “Unit Fractions and Their ‘Basimal’ Representations: Exploring Patterns,” Mathematics Teacher (2004); Teaching Mathematics in Middle School: A Practical Guide (Allyn and Bacon 2003); “High School Exit Exams across the Nation,” NCTM News Bulletin (2003).
Honors: Joseph A. Barnes Award for Outstanding Service (Rowan University, 2015); Max Sobel Outstanding Mathematics Educator Award (AMTNJ, 2009).
Statement: NCTM must maintain strength in its leadership and advocacy to address the many challenges that face mathematics education today, and provide clear guidance and support for all its members. The Council must use its resources in more innovative ways, such as providing intensive, sustained professional development on Principles to Actions electronically and designing additional electronic resources (video library, digital lessons) to better support teachers, who must implement today’s challenges. Moreover, NCTM must leverage the expertise of digital communities and social networking to design and develop strategic professional development opportunities that will capitalize on these growing online resources and also bring a new generation of students and teachers into the organization. By embracing the work of many educators, I am positioned both to support the millennials who are changing the landscape of mathematics education and to understand the challenges felt by many veteran teachers. If I am elected to the Board of Directors, I will continue to speak passionately and tirelessly about policy issues affecting mathematics education, listen intently to others to seek their insights on significant issues, and promote equity and excellence for all.