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        Preschool Play-Based Math Assessment

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     Sally Moomaw, EdD, is an Assistant Professor of Early Childhood Education at the University of Cincinnati. Much of her research and teaching is in the area of early childhood STEM education (science, technology, engineering, and math). She received her doctoral degree in special education from the University of Cincinnati in 2008 following a long career as a preschool and kindergarten teacher and as the Associate Director for Professional Development at the college’s Arlitt Center. She is the author of the textbook Teaching Mathematics in Early Childhood (2011, Brookes), 13 books on early childhood curriculum, and numerous journal articles, and is the Associate Editor for the Journal of School Science and Mathematics.

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        Understanding, Assessing and Developing Children's...

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        Making Fractions Come Alive and Make Sense...

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     Doug Clarke is a Professor of Mathematics Education at the Australian Catholic University (Melbourne), where he directs the Mathematics Teaching and Learning Centre. In 1991 and 1992, while undertaking doctoral studies at the University of Wisconsin, Doug worked as part of the Mathematics in Context writing and professional development team. In Melbourne, Doug directed the Early Numeracy Research Project, exploring effective approaches to numeracy learning in the early years in 70 Victorian elementary schools from 1999-2002. Doug’s professional interests include the use of task-based, one-on-one assessment interviews with young children, strategies for developing persistence on cognitively demanding tasks, problem solving and investigations, manageable and meaningful assessment, and the professional growth of mathematics teachers. Doug enjoys working alongside teachers and students, as they seek to make mathematics relevant, challenging and enjoyable.

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        Moving Beyond Repeated Addition and Subtraction

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     Lucinda “Petey” MacCarty, M.Ed., of Sheridan, Wyoming is co-owner of Mountain States Mathematics, an educational consulting organization. Petey has a passion for mathematics teaching and learning. Her career began as a middle school math teacher and expanded to intervention specialist and district leadership as a Math Recovery Interventionist and K-12 mathematics coordinator. This district leadership role included curriculum development, assessment design and alignment, interventions, and professional development for mathematics content and pedagogy.

     Beginning in 1999 Petey helped to design the professional development programs for Math Recovery Intervention Specialists and Math Recovery Leaders. In 2003 Petey along with the original developers of Math Recovery helped to establish the non-profit US Math Recovery Council (USMRC). Petey continued to help the USMRC expand and evolve by co-authoring the Add+VantageMR professional development programs and taking leadership roles within the USMRC. As a contributor to Dr. Wright’s publication, Teaching Number in the Classroom with 4-8 Year-olds (Sage, 2006) she collaborated with Math Recovery Leaders from across the world to share key principles and practices of Math Recovery to improve mathematics teaching and learning.

     A large part of her work today is focused on supporting mathematics teaching and learning within Indigenous communities. Petey co-designed the systemic approach for elementary mathematics and professional development programs used by the non-profit First People’s Center for Education. Petey is currently a lead developer for the organization and works directly with schools serving Native American, Alaska Natives and Native Hawaiian children across the US. Her goal is to help students and adults realize they can be successful with mathematics, giving them greater access to the world before them.

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        It's Not Too Late: Number Intervention with Students

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     Kurt Kinsey is co-owner and consultant for Mountain States Mathematics, working together with schools and school systems to improve the mathematics educational experience for students. With a B.S. and M.Ed. in mathematics education, his teaching background includes secondary mathematics, mathematics intervention at the early and middle levels, and teacher in-service and graduate-level coursework.

     Kurt was a founding member of US Math Recovery Council (USMRC), served on the USMRC Board of Directors, and worked as a member of the USMRC Instructional Strategy Group and as faculty for the USMRC Summer Institute. He is co-author of the Add+VantageMR professional development program and a contributing author for the Math Recovery Intervention Specialist (MRIS) and MRIS Leadership courses.

     Current projects include on-going development of the Strength in Number professional development programs, providing leadership and program development for the First People’s Center for Education, a non-profit organization supporting schools serving Indigenous children, and project collaboration with the Kentucky Center for Mathematics.

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        Understanding, Assessing and Developing Children's...

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     Jonathan Thomas is an assistant professor of mathematics education at Northern Kentucky University and a Kentucky Center for Mathematics faculty associate. Formerly an elementary school teacher and intervention specialist in the greater-Cincinnati area, Jonathan has a strong interest in the mathematical development of children. His current research, funded by the National Science Foundation, is focused on finding innovative ways to help pre-service and in-service elementary school teachers develop responsive mathematics teaching practices.

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        Understanding, Assessing and Developing Children's...

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     Anne Burgunder is widely regarded as a teacher's teacher. She understands the dilemmas of teaching and has an assortment of tools to assist teachers in all aspects of the complex work of teaching. She is dedicated to helping teachers increase student achievement through improved instruction and the development of pedagogical content knowledge.

     Currently Anne is a clinical faculty member of New York University's Steinhardt School of Education where she teaches mathematics methods courses and mentors student teachers in the field. Anne's work is not limited to pre-service education. She supports practicing teachers in the field in schools across the country as a math consultant for Metamorphosis Teaching Learning Communities. Before joining the Metamorphosis team, she worked as both a national and international consultant and mathematics curriculum specialist in a variety of school settings including public and private, urban and rural, religious and secular, and single sex environments.

     Anne began her career as a math teacher. A life-long scholar and researcher, Burgunder has many interests in math education. She is conducting research on the role of visual images in helping students learn mathematics. She studies the various methods and systems for teaching mathematics employed by other cultures, and she is exploring essential conditions for reducing math anxiety in pre-service elementary teachers. Publications early in her career and several national speaking engagements drew her out of her own classroom into consulting work for Pittsburgh Public Schools and several independent schools. This work was followed by an opportunity to create the curriculum for a new Jewish Day School under a half-million dollar grant from the Partnership for Jewish Education (PEJE). Anne facilitated a mathematics project for over one hundred schools in Northwest Ohio.

     Anne moved to the New York City suburbs in 1999 to serve as a math staff developer for Community School District 2, a district known nationally for its innovative and rigorous focus on instructional improvement. From 2002 though 2005, Anne lived in Sydney Australia where her work was centered on the math education of females.

     Anne Burgunder received her M.S. in math leadership from Bank Street College and is currently working on her PhD dissertation at the University of Plymouth Centre for Teaching Mathematics in Devon, England.

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        Look For and Make Use of Structure

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     Ellen Whitesides works on projects related to the Common Core State Standards in Mathematics in the Institute for Mathematics & Education (IM&E) at the University of Arizona. As part of lead standards writer William McCallum’s team, she spearheads professional learning efforts related to the Common Core in Mathematics, works as a co-advisor to the CCSSO’s MATH SCASS, and as director of community building for the Illustrative Mathematics Project. She also runs the IM&E professional development conferences for teachers across the country related to the Common Core in Mathematics. Ellen has spoken at many national conferences including the annual NCTM, NCSM, AMTE, and JMM conferences. After earning her master’s degree, Ellen continued at Harvard as part of the summer faculty where she teachers a quantitative course for master’s degree students starting a Public Administration degree. Ellen worked for three years as a high school geometry teacher in Greater New Orleans, originally through Teach For America, and also as a teacher trainer and community resource in rural South Africa for two years with the US Peace Corps. Ellen holds a BA in Economics with a Math concentration from Colby College in Waterville, Maine as well as a Masters degree in Public Administration and International Development from Harvard’s Kennedy School of Government where she focused on education and innovation in the education space, both nationally and internationally, and was the recipient of the Dean's Award for Excellence in Student Teaching.

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        Key Aspects of Mathematics Teacher Preparation

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     Denise A. Spangler is the Bebe Aderhold Professor in Early Childhood Education, Professor of Mathematics Education, and Head of the Department of Mathematics & Science Education at the University of Georgia. She is also a member of the Graduate Faculty at UGA and holds an appointment as an Adjunct Research Scientist at the Kaput Center for Research and Innovation in STEM Education at University of Massachusetts Dartmouth. Her primary of area of research expertise is the development of preservice elementary school teachers’ mathematical knowledge for teaching, both in their preservice and induction years. She has published her work extensively and has garnered grants from both the National Science Foundation and the Spencer Foundation. She has presented her work throughout the US and abroad. She has twice chaired the editorial panel for the Journal for Research in Mathematics Education and is currently serving her second term as chair of the editorial panel for Mathematics Teacher Educator. In her spare time, Denise is in her third term as an elected member of the Clarke County School District Board of Education.