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FIRST SYMPOSIUM
Friday, February 6, 2009
National Louis University, Chicago
Plenary Session Speakers:
Rolf K. Blank , Director of Education Indicators at the Council of Chief State School Officers
Rolf K. Blank is Director of Education Indicators at the Council of Chief State School Officers. At CCSSO he is responsible for developing, managing, and reporting a system of state-by-state and national indicators of the condition and quality of education in public schools. For the past decade, Dr. Blank has led two multi-state collaborative projects involving state education leaders, curricu- lum specialists, assessment directors, and evaluators, including a 28-state col- laborative project on Accountability Systems and Reporting, and an 18-state col- laborative project focused on developing and implementing Surveys of Enacted Curriculum, a set of in-depth, high quality online data collection and reporting tools now being used by in twenty states and by 10,000 teachers per year for curriculum and instructional improvement, alignment analysis, and analyzing needs and trends over time. In his Council leadership role, Dr. Blank collabo- rates with state education leaders, researchers, and professional organizations in directing program evaluation studies and technical assistance projects aimed toward improving the quality of K-12 public education. He holds a Ph.D. from Florida State University and an M.A. from the University of Wisconsin-Madison.
Guershon Harel, San Diego University
Guershon Harel is a Professor of Mathematics at the University of California, San Diego. Prior to joining the faculty at San Diego, he was faculty at Purdue University. Dr. Harel’s research interests include the cognition and episte- mology of mathematics and their implications to mathematics curricula and teacher education. This work focuses on advanced mathematical thinking, particularly the concept of proof, the learning and teaching of linear algebra, and the development of the multiplicative conceptual field. He is a member of the Special Interest Group of the Mathematical American Association on Research in Undergraduate Mathematics Education and recent contributions to MAA publications include “What is Mathematics? A Pedagogical Answer to a Philosophical Question” and “Mathematical Induction: Cognitive and Instructional Considerations.” Dr. Harel was a principle investigator for The Rational Number Project, an NSF backed research project investigating student learning and teacher enhancement. Other projects include contributions the Algebraic Thinking Institute (ATI) at UCSD, an intensive summer professional development institute for high school algebra teachers, and to PUPA, NSF- funded research project on the development of students' proof understanding, production, and appreciation. Dr. Harel received his Ph.D. in Mathematics from Ben-Gurion University of the Negev. Currenlty he is on leave at the Illinois Institute of Technology.
DNR as Conceptual Framework
SECOND SYMPOSIUM:
Friday, March 6, 2009
Loyola
University Chicago
Plenary Session Speakers:
Michael Klymkowsky, Professor of Molecular, Cellular & Developmental Biology and Co-Director of CU Teach at the University of Colorado, Boulder.
Dr. Klymkowsky has published over 95 papers in the areas of cell and developmen- tal biology, and more recently in biology education. He was an editor and writer of The Dynamic Cell, an interactive CD-ROM tour of the cell, a developer of the Working with the Literature website for the text Molecular Cell Biology (Lodish et al), answered student questions through the MadScientist website, and has developed a number of virtual laboratories. Dr. Klymkowsky is interested in the issues surrounding the identification of conceptual barriers to robust learning in the biological sciences, and the sciences in general, as well as the development of more effective strategies to promote such learning. He is the co-developer of a research based instrument, the Biology Concept Inventory (BCI), which has been used to identify key areas that are often overlooked that need to be address to truly accept the plausibility of evolutionary mechanisms and a coherent understanding of biological systems. Dr. Klymkowsky has become increasingly involved in the general issue of the recruitment and training of K-12 science teach- ers, particularly from the perspective of the effectiveness of the undergraduate curriculum and is co-developing a course on teaching and learning biology. Over the years, his research has been supported by the National Science Foundation, the March of Dimes Birth Defects Foundation, the National Institutes of Health, the Pew Foundation, the Muscular Dystrophy Association, the American Heart Association, and the American Cancer Society. Dr. Klymkowsky earned his Ph.D. in Biophysics from California Institute of Technology.
Colorado Higher Ed News
Understanding Evolution: A Multidisciplinary Educational Challenge (Plenary Power Point)
Designing Effective Educational Scenarios for Science and Mathematics Teachers (Breakout Power Point)
Developing a curriculum based on Einstein & Infeld's "The Evolution of Physics"
- If further interested in the above curriculum project, please contact Mike Klymkowsky.
William G. McCallum, University Distinguished Professor of Mathematics and Director of the Institute for Mathematics and Education at the University of Arizona.
Born in Sydney, Australia in 1956, he received his Ph.D. in Mathematics from Harvard University in 1984, under the supervision of Barry Mazur. After spending two years at the University of California, Berkeley, and one at the Mathematical Sciences Research Institute in Berkeley, he joined the faculty at the University of Arizona in 1987. In 1989 he joined the Harvard calculus consortium, and is the lead author of the consortium's multivariable calculus and college algebra texts. In 1993-94 he spent a year at the Institut des Hautes Etudes Scientifiques, and in 1995-96 he spent a year at the Institute for Advanced Study on a Centennial Fellowship from the American Mathematical Society. In 2005 he received the Director's Award for Distinguished Teaching Scholars from the National Science Foundation. His professional interests include arithmetical algebraic geometry and mathematics education. He has received grants and written articles, essays, and books in both areas.
Symbols and Science (PDF of Plenary Power Point)
Writing Problems for Algebra (PDF of Breakout Power Point)
THIRD SYMPOSIUM:
Friday, May 1, 2009
Northeastern
Illinois
University
Plenary Session Speakers:
Judit Moschkovich, Associate Professor of Mathematics Education, University of California, Santa Cruz.
Dr. Moschkovich uses Vygotskian and situated theoretical approaches to study mathematical thinking and learning. Dr. Moschkovich's research has examined student understanding of linear functions, mathematical discourse practices, and the relationship between language and learning mathematics. She has conducted research in secondary mathematics classrooms with a large proportion of Latino students. Since 1995 she has been analyzing mathematical discussions among bilingual Latino students. She is a former mathematics instructor at San Francisco State University, was a Researcher at the Institute for Research on Learning from 1993-1998 and at TERC from 1998-1999. She was the Principal Investigator of a National Science Foundation project (1998-2003) “Mathematical discourse in bilingual settings: Learning mathematics in two languages” and is currently a PI for the Center for the Mathematics Education of Latinos (CEMELA), a Center for Learning and Teaching funded by NSF (2004-2009). She was the co-editor, with M. Brenner, of NCTM monograph Number 11, “Everyday and academic mathematics: Implications for the classroom” and has published journal articles and book chapters in her research areas. She has served on the Editorial Panel for the Journal for Research in Mathematics Education, the Review Board for the Journal for the Learning Sciences, and as Co-Chair for the AERA SIG-Research in Mathematics Education.
Using two languages when learning mathematics: How can research help us understand mathematics learners who use two languages?
Examining Mathematical Discourse Practices
Bilingual Mathematics Learners: How Views of Language, Bilingual Learners, and Mathematical Communication Affect Instruction
Beyond Words to Mathematical Content: Assessing English Learners in the Mathematics Classroom
Philip M. Sadler , Department Head, Science Education Department of the Harvard-Smithsonian Center for Astrophysics, and Senior Lecturer, Department of Astronomy, Harvard University
Dr. Sadler earned a B.S. in Physics from MIT in 1973 and taught middle school science and mathematics for several years before earning a doctorate in education in 1992. Dr. Sadler has taught Harvard's courses for new science teachers and for the next generation of professors, doctoral students in science. As F.W. Wright Senior Lecturer in Astronomy, he carries on Harvard's oldest undergraduate course in science, Celestial Navigation. He directs one of the largest research groups in science education in the U.S., based at the Harvard- Smithsonian Center for Astrophysics. In 1999, Dr. Sadler won the Journal of Research in Science Teaching Award for work on assessing student understand- ing in science deemed "the most significant contribution to science education research" in the preceding year. His research interests include assessment of students' scientific misconceptions and how they change as a result of instruc- tion, the development of computer technologies that allow youngsters to engage in research, and models for enhancement of the skills of experienced teachers. He was the executive producer of A Private Universe, an award-winning video on student conceptions in science. He won the Astronomical Society of the Pacific's Brennan Prize for contributions to astronomy teaching in 2002. He is the inventor of the Starlab Portable Planetarium and many other devices used for the teaching of astronomy, worldwide. Materials and curricula developed by Dr. Sadler are used by an estimated twelve million students every year.
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