Cameron Byerley

School of Mathematicaland Statistical Sciences

Arizona State UniversityP.O. Box 871804

Tempe, AZ 85287-1804H (509) 386 5485

B cameron.byerley@asu.eduÍ https://cameronbyerley.wordpress.com/

EducationPh.D. Mathematics Education, School of Mathematical and StatisticalScience, Arizona State University, Tempe, AZ.Expected graduation Spring, 2016

Committee Patrick Thompson (chair), Marilyn Carlson, Luis Saldanha, Jim Middleton,Allen McNamara

Dissertation Three Paper Model:{ Secondary Teachers’ Slope and Rate of Change Schemes{ The Relationship Between Calculus Students’ Fraction and Quotient

Schemes and their Understandings of Rate of Change Functions{ What do Calculus Students Understand about Fractions and Rates and

how does that Impact their Success in Calculus?

Master of Education Curriculum and Instruction, The University ofNevada, Las Vegas, NV.Summa Cum Laude, 2008B.A. Pure Mathematics, Whitman College, Walla Walla, WA.Cum Laude, 2006

Senior Thesis Applications of Number Theory to Fermat’s Last Theorem (Proofs for n = 3,n = 4 and n = 14).

Exam Passed undergraduate comprehensive mathematics exam with distinction

PublicationsFull Length Journal Articles

2013 Thompson, P. W., Byerley, C., and Hatfield, N. (2013). A conceptualapproach to calculus made possible by technology. Computers in the Schools,30, 124-147.

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2012 Weber, E, Tallman, M., Byerley, C., and Thompson, P. W. (2012). Introducingthe derivative via calculus triangles. The Mathematics Teacher, 104(4), 274-278.

2006 Byerley, C. and Gordon, R. A. (2006). Measures of aberrancy. Real AnalysisExchange, 32(1), 233-266.

Monographs2014 Thompson, P. W., Carlson, M. P., Byerley, C., and Hatfield, N. (2014).

Schemes for thinking with magnitudes: A hypothesis about foundationalreasoning abilities in algebra. In L. P. Steffe, K. C. Moore, L. L. Hatfield,and S. Belbase (Eds.), Epistemic algebraic students: Emerging models ofstudents’ algebraic knowing. WISDOMe Monographs, (Vol. 4, pp. 1-24).Laramie, WY: University of Wyoming.

Peer-Reviewed Conference Proceedings2016 Byerley, C., Yoon, H., Thompson, P.W. (accepted) Limitations of a "chunky"

meaning for slope. Will appear in T. Fukawa-Conelly (Ed.) Proceedingsof the 19th Meeting of the MAA Special Interest Group on Research inUndergraduate Mathematics Education, Pittsburgh, PA.

2015 Yoon, H., Byerley, C. and Thompson, P.W. (2015, February). Teachers’meanings for average rate of change in U.S.A and Korea. In T. Fukawa-Connelly (Ed.) Proceedings of the 18th Meeting of the MAA Special InterestGroup on Research in Undergraduate Mathematics Education, Pittsburgh,PA.

2014 Byerley, C., and Thompson, P. W (2014, July) Secondary teachers’ relativesize schemes. In P. Liljedahl and C.C. Nicol (Eds.) Proceedings of the38th Meeting of the International Group for the Psychology of MathematicsEducation, (Vol 4., pp. 281-288), Vancouver, BC.

2013 Thompson, P. W., Hatfield, N. J., Byerley, C., and Carlson, M. P. (2013,February). Under the radar: Foundational meanings that secondary math-ematics teachers need, do not have, but colleges assume. In S. Brown, G.Karakok, K. H. Roh, and M. Oehrtman (Eds.), Proceedings of the 16thAnnual Conference on Research in Undergraduate Mathematics Education(Vol. 2, pp. 261-266), Denver, Colorado.

2013 Byerley, C., Hatfield, N. J. (2013, February). Pre-Service secondary teachers’meanings for fractions and division. In S. Brown, G. Karakok, K. H. Roh,and M. Oehrtman (Eds.), Proceedings of the 16th Annual Conference onResearch in Undergraduate Mathematics Education (Vol. 2, pp. 56-62),Denver, Colorado.

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2012 Byerley, C., Hatfield, N. J., and Thompson, P. W. (2012, February). Calculusstudent understandings of division and rate. In S. Brown, S. Larsen, K.Marrongelle, and M. Oehrtman (Eds.), Proceedings of the 15th AnnualConference on Research in Undergraduate Mathematics Education (pp. 358-363). Portland, Oregon.

Major Unpublished Work2008 Byerley, C., Seyalioglu, H., Czabo, S. (2008) Number theory Hungarian style,

Unpublished Course Notes for Budapest Semesters in Mathematics, Hungary.

Creative Non-Fiction2013 Byerley, C. (Januaray/February, 2013). Inspiration: Family style. Aviation

for Women, 16(1), 47-48.

Awards and Achievements2014 ASU School of Mathematical and Statistical Science Graduate Student Re-

search Award2012 PhD Pass Comprehensive Exam STP 598 Theory of Statistics 12011 Masters Pass Comprehensive Exam MAT598 Introduction to Combinatorics

and MAT 543 Abstract Algebra2006 Phi Beta Kappa, Whitman College2006 Order of Waliputu, Whitman College. For formation of non-profit organization

"Citizens for Educational Excellence."

Grants and Fellowships2015 Travel Grant for MPWR Women’s Mathematics Education Seminar2015 Graduate Student Association Travel Grant2012 University Graduate Fellowship for Summer Research2010 Arizona State University Fellowship-$50,000 plus tuition for 1st and 5th years

of PhD study2004 Perry Research Grant for summer mathematics research with Russell Gordon

Conference Presentations2015 Thompson, P.W., Byerley C., Hatfield, N., Musgrave, S., Yoon, H., Joshua,

S. (2015, April). High School Mathematics Teachers’ Preparedness to Teachthe CCSSM Standards. A presentation at 2015 NCTM Research Conferencein Boston, MA.

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2015 Byerley, C., Herbst, P., Hoover M., Izsák, A., Musgrave, S., Remillard, J.(2015, April). Discussing Design of Measures of Mathematical Knowledgefor Teaching. A discussion session at 2015 NCTM Research Conference inBoston, MA.

2013 Byerley, C., Hatfield, N., Carlson, M. P., and Thompson, P. W. (2013, Jan-uary). Assessing High School Teachers’ Mathematical Meanings for TeachingSecondary Mathematics. A presentation at the 2013 Joint Mathematics Meet-ings for the American Mathematical Society and the Mathematical Associationof America in San Diego, CA.

2013 Byerley, C., and Hatfield, N. (2013, January). University Calculus Students’Meanings for Fraction and Quotient. A presentation at the 2013 JointMathematics Meetings for the American Mathematical Society and theMathematical Association of America in San Diego, CA.

2012 Thompson, P. W., Byerley C., and Hatfield, N. (2012, March). An Approachto Calculus Made Possible by Technology. A presentation at the SouthwestUndergraduate Mathematics Research Conference. University of Arizona,Tucson, AZ.

Teaching InterestsPrecalculus, Calculus, Introduction to Proof, Secondary Math Methods, Grad-uate Math Education Courses, Problem Solving, History of Math, IntroductoryStatistics

Teaching ExperienceArizona State University

2015 Precalculus. Graduate Teaching Assistant, Instructor of Record2015 Graduate Math Education Seminar. Co-leader of Transforming Undergraduate

Mathematics Education Seminar with Marilyn Carlson2010-20112014-2015

Calculus I. Calculus Research Team Participant. Participated in the designand implementation of reform Calculus course under Dr. Patrick Thompson.Assisted during class and provided extensive free tutoring to students.

2010-2011 National Online Content Community Leader Teach for America{ Wrote posts, answered questions and collected resources for nationwide

community of Precalculus and Calculus teachers{ Formed online relationships with struggling teachers that resulted in nu-

merous phone calls, emails and in person visits during and after the periodof my employment

{ Used a variety of technological tools to facilitate online teacher learningsuch as videos, images, polls, conference calls, etc.

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Full-Time Secondary Teaching2008-2010 University Prepatory Academy, Seattle, WA

{ Taught Calculus, Algebra II, Special Topics in Mathematics, Geometry,Advisory

{ Designed and taught novel Geometer’s SketchPad curriculum with otherteachers

{ Taught both middle school and high school students{ Led outdoor excursions such as hiking and skiing

2006-2008 Cheyenne High School, Las Vegas, NV{ Taught, Precalculus, Algebra I, Fundamental Math Topics{ Worked on School Improvement Team{ Led outdoor excursions to Grand Canyon, etc. with Earth Club{ Co-taught Algebra classes with Special Education Teacher to students with

a variety of disabilities{ Participated in two years of Teach for America professional development

2006,Summer

Locke High School, Los Angeles, CA{ Taught Geometry with mentor teacher observing{ Participated in Teach for America professional development for 90 hours

per week for five weeks

Research Experience2012-2015 Graduate Research Assistant. Developed and pilot tested an instrument

designed to model secondary teachers’ mathematical meanings for teaching.Project Aspire. P.I. Patrick Thompson. (NSF Grant #1050595)

2010-2012 Calculus Research Group Member. Modeled university Calculus students’mathematical meanings as part of a reformed Calculus course led by PatrickThompson. Focused on student meanings for quotient and rate of change.

Research InterestsMathematical Knowledge for TeachingDesign of Teachers’ Professional DevelopmentImpacts of Students’ and Teachers’ Understandings of Foundational Mathe-matical Ideas on Subsequent LearningDesign of Diagnostic Assessments of Mathematical Meanings

Service2010-2015 Provided free tutoring for ASU students in Precalculus and Calculus

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2013-2014 SySTEM Phoenix Charter School academic board committee member2013 Tutored new TFA teachers to help them pass required state exams

2011-2013 Teach for America Alumni Mentor: Answered questions on online communitiesfor new high school mathematics teachers and provided resources

2010-2012 Mentored undergraduate women triatheletes on ASU cycling and triathalonteam

2005 Formed non-profit organization, "Citizens for Educational Excellence" tocombat injustice in school district. Volunteered for hundreds of hours andhelped English teacher get her job back after she was unfairly fired.

2002 Tutored mathematics to elementary students in low-income apartment com-plex.

LanguagesSpanish Intermediate

Professional MembershipsMathematical Association of AmericaNational Council of Teachers of MathematicsTeach for America Alumni

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