RAND Mathematics Study Group Members

With David Cohen and Brian Rowan, she is currently co-directing a large longitudinal study of whole-school reforms designed to improve instruction and learning in reading/language arts and mathematics in high-poverty elementary schools. The Study of Instructional Improvement seeks to develop a theory of instruction and of intervention that will develop knowledge of the processes and outcomes of instructional improvement. The research team is studying the course of four major whole-school reform programs in 100 schools over five years, tracing the interventions' efforts to make change, and the responses of school personnel, teachers, parents, and students. Teachers' learning, as well as students' opportunities to learn and their performance will be followed across the entire period of the study.

Ball also studies the practice of elementary mathematics teaching. The Mathematics Teaching and Learning to Teach Project focuses on the work of teaching and seeks to uncover the mathematics that teachers need to know in order to teach mathematics well. Ball's principal collaborator on this work is Hyman Bass, a research mathematician. The research team studies classroom teaching and analyzes the mathematical entailments of the work, a sort of job analysis. This project also explores how records of practice (e.g., videotapes of classrooms, student work) can be used to support communication about teaching and learning among a wide range of stakeholders.

Ball's publications include articles on teacher learning and teacher education; the role of subject matter knowledge in teaching and learning to teach; endemic challenges of teaching; and the relations of policy and practice in instructional improvement.

Hyman Bass is the Roger Lyndon Collegiate Professor of Mathematics and Professor of Mathematics Education at the University of Michigan. His mathematical research publications cover broad areas of algebra, with connections to geometry, topology and number theory. He has received the Cole Prize in Algebra from the American Mathematical Society, and the Van Amringe Book Award from Columbia University for a book that helped found the subject of algebraic K-theory. He has held visiting research and faculty positions at mathematical centers around the world, including Paris, Bombay, Rio, Cambridge, Stockholm, Mexico, Rome, Trieste, Hong Kong, Berkeley, and Jerusalem. He has lectured widely, in particular as a Phi Beta Kappa National Visiting Scholar. He is a member of the National Academy of Sciences and the American Academy of Arts and Sciences. Bass is president of the American Mathematical Society. He recently chaired the Mathematical Sciences Education Board at the NRC, and the Committee on Education of the American Mathematical Society, and he is President of the International Commission on Mathematics Instruction. During the past six years he has been collaborating with Deborah Ball and her research group at the University of Michigan on the mathematical knowledge and resources entailed in the teaching of mathematics at the elementary level. In all of this work, a major challenge has been to build bridges between diverse professional communities and stakeholders involved in mathematics education, both here and abroad.

Jo Boaler is an associate professor of mathematics education at Stanford University. She has been teaching and conducting research in mathematics education for the last eight years. The first five years at King's College, London University, the latter three at Stanford University, California. Jo is a former secondary school teacher of mathematics. She taught in diverse, inner London comprehensive schools, across the 11-18 age range. Her interests include teaching and learning through different mathematics teaching approaches, equity, and teacher education. She is author of the book 'Experiencing School Mathematics: Teaching Styles, Sex and Setting' that was published by the Open University Press in 1997 and won the 'Outstanding Book of the Year' award for education in Britain. She won the best PhD in education award in the UK and is author of the book: Multiple Perspectives on Mathematics Education. She is currently president of IOWME ­ international organization for women and mathematics education, a sub-group of ICME.

Thomas Carpenter is Professor of Curriculum and Instruction (Mathematics Education) at the University of Wisconsin-Madison and is Director of the National Center for Improving Student Learning and Achievement in Mathematics and Science, funded by the Office of Educational Research and Improvement of the Department of Education. His research integrates the study of the development of children's mathematical thinking, instruction that supports that development, and professional development that fosters instruction that leads to learning with understanding. His current research focuses on the development of algebraic thinking in the elementary school, in particular the development of generalization, justification, and proof. He is former editor of the Journal for Research in Mathematics Education and served on the National Research Council study panel The Mathematics Learning Study.

Phil Daro is the executive director of the California Institutes for Professional Development and the director of research and development for the National Center on Education and the Economy. Mr. Daro's career has included his tenure as the director of the Office of Project Development with the California Department of Education, the executive director of the American Mathematics Project, and executive director of the California Mathematics Project. He received his B.A. in English from the University of California, Berkeley, with a minor in mathematics. A former high school math teacher, he received his teacher training at the State university of New Jersey, Trenton.

Joan Ferrini-Mundy is Associate Dean for Science and Mathematics Education in the College of Natural Science at Michigan State University, where she is a Professor of Mathematics and of Teacher Education. She holds a Ph.D. in mathematics education from the University of New Hampshire and was a faculty member in mathematics there from 1983-1999. Dr. Ferrini-Mundy taught mathematics at Mount Holyoke College in 1982-1983, where she co-founded the SummerMath for Teachers program. She served as a visiting scientist at the National Science Foundation, 1989-1991. She has chaired the Research Advisory Committee, and been a member of the Board of Directors of the National Council of Teachers of Mathematics. She served on the Mathematical Sciences Education Board, and was its director, 1995-1999. Dr. Ferrini-Mundy's research interests are in calculus learning, mathematics education reform, K-14, and secondary mathematics teachers' learning. She served as chair of the Writing Group for NCTM's Principles and Standards for School Mathematics.

Ramesh Gangolli was born in India, and educated in India, England and the USA. He served as a member of the mathematics department at the University of Washington from 1962 to 1997. His mathematical research has been in the areas of probability theory and harmonic analysis. He has also maintained an active interest and participation in mathematics education in schools for over 30 years. He has served in various capacities within and outside the University of Washington: as chair of the mathematics department, as a member of NSF's Advisory Committee for the Division of Mathematical Sciences, as member of MSEB, as a trustee of the American Mathematical Society and so on. At present he is partially retired from his University position, and spends his time pursuing his interests in mathematics, music and mathematics education. He is the Principal Investigator of a local systemic change project funded by the NSF, involving nearly 600 mathematics teachers drawn from six school districts in the Seattle Metropolitan area.

Rochelle Gutiérrez is Assistant Professor in the Department of Curriculum and Instruction, College of Education and in the Latina/Latino Studies Program, College of Liberal Arts and Sciences at the University of Illinois at Urbana-Champaign. She received her bachelor's degree in Human Biology from Stanford University, and her Master's and PhD in Curriculum and Instruction from The University of Chicago. She has been a summer fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford University, a Dissertation Fellow with the Spencer Foundation, a Post-doctoral Fellow with the National Academy of Education/Spencer Foundation, and currently is a Faculty Fellow in the Bureau of Educational Research at the University of Illinois. Her research interests center on issues of equity for marginalized students, especially those living in the inner city. She is specifically concerned with the socio-cultural and organizational factors that play out in the teaching and learning of mathematics for Latina/Latino and African American students.

Roger Howe has been teaching and doing mathematics at Yale University for over 25 years. He has been concerned with issues of mathematics education since 1990. He has served on MSEB and on the board of directors of the Connecticut Academy for Education in Mathematics, Science and Technology. He served on the Mathematics Learning Panel of the National Research Council, and on the Steering Committee of the CBMS Mathematics Education of Teachers project. He was chair of the American Mathematical Society's committee to provide input to the NCTM Standards 2000 project. For the past two years, he has been chair of the AMS Committee on Education. He has been a consultant to commercial mathematics textbook publishers, and has published articles on mathematics and education in several journals.

Jeremy Kilpatrick is Regents Professor of Mathematics Education at the University of Georgia. After receiving an A.B. and M.A. from the University of California at Berkeley, he went to Stanford University, where he earned an M.S. and a Ph.D. (in mathematics education under E. G. Begle). Before joining the faculty at Georgia in 1975, he taught at Teachers College, Columbia University. He co-edited the series Soviet Studies in the Psychology of Learning and Teaching Mathematics from 1969 to 1975 and was editor of the Journal for Research in Mathematics Education from 1982 to 1988. Among his other editorial work, he edited the chapters on curriculum, goals, content, and resources for the 1996 International Handbook of Mathematics Education and co-edited the 1998 volume Mathematics Education as a Research Domain: A Search for Identity. His publications include a chapter on the history of research in mathematics education in the 1992 Handbook of Research on Mathematics Teaching and Learning and co-authorship of a research report on an innovative precalculus course in the 1996 Volume 3 of Bold Ventures: Case Studies of U.S. Innovations in Mathematics Education. He has taught courses in mathematics education at several European and Latin American universities and has received Fulbright awards for work in New Zealand, Spain, Colombia, and Sweden. From 1991 to 1998, he was Vice President of the International Commission on Mathematical Instruction. He chaired the Committee on Mathematics Learning of the National Research Council; the committee report Adding It Up was published by the National Academy Press in 2001. His present research interests include mathematics curricula, research in mathematics education, and the history of both.

Karen D. King, Ph.D., is Assistant Professor of Mathematics Education in the Department of Mathematics, Michigan State University. While studying at the University of Maryland, she conducted research on undergraduate teacher thinking. Her recent research has focused on undergraduate student learning of differential equations, with a particular focus on the role of technology in supporting students' learning. Her current research merges these two lines of inquiry, to focus on undergraduate teaching of preservice secondary teachers, with attempts to coordinate the experiences of the different members of the classroom community, students and teacher. Karen's work in teacher preparation focuses on the content development of future teachers, with particular attention to the classroom experience of the prospective teacher as a model of Standards-based teaching.

W. J. "Jim" Lewis is professor and chair of the Department of Mathematics and Statistics at the University of Nebraska-Lincoln. Under his leadership the department won the University of Nebraska's 1998 University-wide Department Teaching Award as the outstanding teaching department in the four campus university system. His department also won a 1998 Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring. Lewis is also an award-winning teacher having received teaching awards from UNL and from the MAA. He was a principal investigator for the Nebraska Math and Science Initiative, Nebraska's NSF-funded SSI. Currently he is a co-PI for a NSF grant to revise the mathematics education of future elementary school teachers at UNL. He is a past chair of the American Mathematical Society's Committee on Science Policy and currently serves on the AMS Committee on Education. Lewis was co-chair of the NRC Committee on Science and Mathematics Teacher Preparation that produced the report, Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millennium. Currently he is chair of the Steering Committee for the U. S. Department of Education funded CBMS project that recently released report, The Mathematical Education of Teachers. He received his Ph.D. in mathematics from Louisiana State University.

Kevin Miller is associate professor of Psychology, Educational Psychology, and the Beckman Institute at the University of Illinois at Urbana-Champaign. His research focuses on the effects on thinking of symbol systems, such as number names, calendars, and writing systems. He primarily studies this question by comparing cognitive development of children who speak two very different languages, Chinese and English, and attempts to determine the role language structures play in cognitive development. He is a Fellow the American Psychological Association and his research has been supported by grants from the Spencer Foundation, National Science Foundation, and the National Institute of Mental Health.

With Michelle Perry, James Stigler, and David Brady, he is currently running a large-scale study on how cross-national video-based records of classroom practices can be used in improving mathematics education. This project, Representing and Learning from Classroom Processes, aims at providing a research base for designing and implementing systems that use video of classroom interactions as part of teacher education and educational research.

Marge Petit is Senior Associate at the National Center for Improving Educational Assessment (Center for Assessment). Prior to assuming the position of senior associate of NCIEA, Ms. Petit served as Deputy Commissioner of Education, Vermont Department of Education. From September 1999 to February 2000 she served as Acting Commissioner of Education. Ms. Petit provided statewide leadership with Commissioner Marc Hull in the implementation of the quality aspects of The Vermont Equal Educational Opportunity Act. Previous to being named Deputy Commissioner, Ms. Petit was the assessment specialist with the Vermont Institute for Science, Mathematics, and Technology, a position she held from 1993 - 1996. She has been a Vermont educator since 1968. Her experience includes working with students in the classroom in mathematics and science, statewide and national development in assessment, mathematics and science materials, state and national policy development, as well as working with teachers and administrators around Vermont. Ms. Petit was a summer writer and assessment consultant to the STEM (Mathematics) Project at the University of Montana. She was a member of the national advisory board for the National Test in Mathematics and Mathematics Advisory Board for the Achieve Middle School Mathematics Project. She is presently a member of the NAEP Planning Committee and the MSEB Board.

Andrew C. Porter is Anderson-Bascom professor of educational psychology and director of the Wisconsin Center for Education Research at the University of Wisconsin-Madison. He has published widely on psychometrics, student assessment, education indicators, and research on teaching. His current work focuses on curriculum policies and their effects on opportunity to learn. Currently, he has research support from the National Science Foundation (principal investigator, Improving Effectiveness of Instruction in Mathematics and Science With Data on Enacted Curriculum); ED's Office of Educational Research and Improvement (Consortium for Policy Research in Education); and ED's Planning and Evaluation Services (principal investigator, The Longitudinal Evaluation of the Effectiveness of School Interventions; and the National Study of Title I Schools). He is an elected member and former officer of the National Academy of Education, Lifetime National Associate of the National Academies, and President of the American Educational Research Association.

Mark Saul is a classroom teacher at the Bronxville Schools, a suburban district just north of New York City. Throughout his 30-year teaching career, he has taught students from a wide variety of backgrounds, in inner city schools as well as upscale suburban environments. He has worked with students on a variety of levels from third grade through high school, from remedial students to the most advanced. He has also worked extensively with pre- and in-service teachers. In addition to his classroom work, he has published numerous books and articles, including translations from French and Russian. Internationally, he has served as a consultant and led exchange programs to Taiwan, Russia, Bulgaria, South Africa, and Romania. He has served as chief guide for the 2001 International Olympiad, ad director of the Research Science Institute, a program for high-ability high school students at the Massachusetts Institute of Technology, as president of the American Regions Mathematics League, and as an executive board member of the Mathematical Sciences Education Board. Currently, he serves on the Board of Directors of the National Council of Teachers of Mathematics, and as associate editor of the Notices of the American Mathematical Society, and of The Mathematics Teacher, the NCTM journal for high school teachers. In 1984 he received the Presidential Award for Excellence in the Teaching of Mathematics from the National Science Foundation, and in 1998 he received the Paul Erdos Award from the World Federation of National Mathematics Competitions. In 1997 he was elected as a Fellow of the American Association for the Advancement of Science.

Geoffrey Saxe is a Professor in the Graduate School of Education at UC Berkeley. He is known internationally for his empirical and theoretical contributions in areas of culture and cognitive development with a focus on children's mathematics. He has served as PI and Co-PI on federal and private foundation grants concerned with children's cognitive development and processes of teaching and learning. Sites for his research have included remote areas of Papua New Guinea, urban and rural Brazil, and urban schools and home settings in the United States. Current work focuses on the interplay between teaching and learning in the domain of fractions in the upper elementary grades. He has served as a member of various standing committees and task forces and review panels for private and public foundations, including the MacArthur Foundation, the Spencer Foundation, the National Science Foundation, and the National Institutes of Mental Health. He currently serves on numerous editorial boards for scholarly journals, and he is the incoming Editor of the journal, Human Development.

Edward A. Silver is Professor of Education and of Mathematics at the University of Michigan. Prior to assuming his current position in Fall 2000, he held a joint appointment at the University of Pittsburgh as Professor of Cognitive Studies and Mathematics Education in the School of Education and Senior Scientist at the Learning Research and Development Center (LRDC). In the past he has taught mathematics at the middle school, secondary school, and community college levels in New York, and university undergraduate mathematics and graduate level mathematics education in Illinois and California. At the University of Michigan, he teaches and advises graduate students in mathematics education, conducts research related to the teaching and learning of mathematics, and engages in a variety of professional service activities. He has published widely in books and journals in several research areas, including the study of mathematical thinking, especially mathematical problem solving and problem posing; the design and analysis of innovative and equitable mathematics instruction for middle school students, with a special emphasis on encouraging student engagement with challenging tasks that call for mathematical reasoning and problem solving; effective methods of assessing and reporting mathematics achievement; and the professional development of mathematics teachers. He recently completed his service as leader of the grades 6-8 writing group for the NCTM Principles and Standards for School Mathematics Project and as a member of the Mathematical Science Education Board of the National Research Council. He currently serves as editor of the Journal for Research in Mathematics Education.

Thomas K. Glennan, Jr. (Ph.D., Economics, 1968, Stanford University) is a Senior Advisor for Education Policy in the Washington Office of RAND. His research at RAND has spanned a wide variety of policy planning issues in such diverse areas as education, manpower training, energy, environmental enforcement, demonstration program management in health and human services, and military research and development. Through 1997, he led RAND's analytic effort in support of the New American Schools Development Corporation. He has also examined potential national and federal policies in support of the use of technology in elementary and secondary education. Currently, he is leading an effort to develop plans for coherent, long-term programs of R&D in Reading and Mathematics Education for the Office of Education Research and Improvement in the federal Department of Education. He is a coauthor of books on the management of research and development and the use of social experiments in policy planning. Dr. Glennan served as Director of Research and Acting Assistant Director of the Office of Economic Opportunity for Planning, Research and Evaluation before becoming the first Director of the National Institute of Education in 1972.

Carole LaCampagne (Ed.D., Teachers College, Columbia University) is currently Director of the Mathematical Sciences Education Board, National Academy of Sciences. During the work of the RAND Mathematics Panel, she served as its senior research advisor. Before coming to RAND, Dr. Lacampagne served as director of OERI's National Institute on Postsecondary Improvement, Libraries, and Lifelong Learning, as a visiting scientist for NSF, and as Associate Professor of Mathematics, Northern Illinois University, Dr. Lacampagne has publications in number theory and in mathematics education, has served on articulation committees for mathematics in the states of New Jersey and Illinois, and has chaired several committees of the Mathematical Association of America.

Frederic A. (Fritz) Mosher is an independent consultant on education policy and research planning, management,and funding. He is Senior Advisor to the Spencer Foundation and a RAND Corporation Adjunct Staff member, working with RAND's project, supported by the Office of Educational Research and Improvement, to examine ways in which OERI might improve the quality and relevance of the education research it funds. He has been an advisor to the Assistant Secretary for Research and Improvement in the United States Department of Education and to Achieve, Inc. In 1998, he retired from Carnegie Corporation of New York (a philanthropic foundation) after 36 years as a program specialist and policy analyst. Over that time he worked in the full range of the Corporation's programs, including international affairs; U.S. governmental reform; education at all levels; and the role of universities in the planning and development of national education systems in Anglophone Africa. In the 1970's, along with Vivien Stewart, he developed Carnegie's initial program in the reform of public education; and in the 1980's and early 90's, under the leadership of David Hamburg, he chaired the Corporation's program on Avoiding Nuclear War (later Cooperative Security), which dealt extensively with U.S.-Soviet relations. In recent years he returned to a focus on the policy issues involved in transforming the U.S. public education system into one that would enable substantially all students to reach high standards of achievement. He is a cognitive/social psychologist by training, with a Ph.D. from Harvard University.

Gina Schuyler Ikemoto received an M.A. in teaching from Trinity College, a B.S. in policy and management from Carnegie Mellon University, and a B.S. in history and policy from Carnegie Mellon University. She is an Education Research Analyst for RAND Education in the Washington office. Her primary interests lie in K-12 education reform, at-risk students, and teacher quality. Her current projects include an evaluation of The Ford Foundation's Collaborating for Educational Reform Initiative, a study of 10-year strategies for programs of research for the Department of Education's Office of Educational Research and Improvement, and continuing work on an evaluation of New American Schools. Ms. Ikemoto has also taught kindergarten and first grade in Washington, D.C.