I have spent the past 12 years as a mathematics teacher educator preparing teacher candidates, developing and delivering teacher professional development, and supporting mathematics education doctoral students. My research, teaching, and service has focused on the work of strengthening secondary mathematics teaching through the development and use of research-based instructional practices. As a part of the team that developed the Principles to Actions Toolkit for NCTM and an author of the middle grades Taking Action volume that followed, I have worked to develop ways in which we in mathematics education can take meaningful research findings and translate them into actionable and accessible teaching practices for early-career and veteran teachers alike. I have served as co-PI on two NSF-funded grants that have sought to develop and study the impact of professional development materials for teachers: one focused on reasoning-and-proving and the other focused on mathematics classroom discourse. Both projects have professional development volumes published or in press. I currently direct the Milwaukee Master Teacher Partnership, an NSF Noyce-funded project serving high school mathematics and science teachers in Milwaukee Public Schools. This effort seeks to provide master teachers with opportunities to engage in small-scale action research and earn microcredentials that recognize their learning. The project also supports the teachers in engaging their colleagues in action research around similar topics and designing professional development experiences to scale up learning. Additionally, I co-directed the Common Core High School Mathematics Leadership Project, which brings together secondary teachers from nine districts in southeast Wisconsin to study mathematics content related to the Common Core State Standards, current research-based instructional practices as embodied in NCTM’s Principles to Actions, and to develop teacher leadership in their district.
Dec 01, 2020 07:11 PM EDT
Focus on Middle School: Discourse and Productive Struggle (Taking Action)
Apr 09, 2020 07:11 PM EDT
The Five Practices in Practice: Orchestrating Productive Mathematics Discussions in High School
The programs of the National Council of Teachers of Mathematics present a variety of viewpoints. The content and views expressed or implied in these presentations should not be interpreted as official positions of the Council. References to particular commercial products by a speaker are not an NCTM endorsement of said product(s) and should not be construed as such. Any use of e-mail addresses beyond personal correspondence is not authorized by NCTM.