Program Author Dr. Janet H. Caldwellassets.pearsonglobalschools.com/asset_mgr/legacy/... · staff development leader of Math, Science, and Beyond, which provides intervention and

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Program Author

Workshop/Presentation Topics

Alternative Assessment

Grades K–12

Magnifi cent Multiplication and

Dazzling Division Grades 3–5

Calculators in the Middle

Grades Grades 6–8

Understanding Fractions

through Games and Problem

Solving Grades 3–7

Beyond Manipulatives: Helping

Students Connect Tools to

Symbols Grades K–8

Geometry Patterns in the

Natural World Grades K–12

Likely or Not: Probability,

Patterns, and Number Sense

Grades K–4

Discrete Math Grades K–12

Amusement Park Math

Grades 5–8

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Dr. Janet H. CaldwellProfessor of MathematicsRowan University, Glassboro, New Jersey

In addition to teaching undergraduate and graduate mathematics

courses at Rowan, Janet Caldwell has directed numerous projects

involving partnerships with local districts. While at Rowan, she has

been very active in professional development activities for teachers.

She has served as Project Director of an Eisenhower Higher Education

Professional Development Project and the South Jersey Mathematics,

Computer, and Science Instructional Improvement Program.

Dr. Caldwell is also a past president of the Association of

Mathematics Teachers of New Jersey, and she has served as

Northeastern Director for the National Council of Supervisors of

Mathematics. Her honors include the titles of Carnegie New Jersey

Professor of the Year (1994–1995) and Max Sobel Outstanding

Mathematics Educator (1994). She has also received the

Distinguished Teaching Award for the New Jersey Section of the

Mathematics Association of America for 2000.

She holds an M.A. in mathematics education and a Ph.D. in

mathematics education research, both from the University of

Pennsylvania.

Dr. Caldwell has published widely, contributing to books on

mathematics education and to such publications as The Journal

for Research in Mathematics Education and Teaching Children

Mathematics. In addition, she is a coauthor of the New Jersey

Mathematics Curriculum Framework. Janet Caldwell was a member

of the author team for Scott Foresman - Addison Wesley Middle

School MATH and Scott Foresman - Addison Wesley Mathematics

©2008. She is currently an author for Scott Foresman - Addison

Wesley enVisionMATH ©2009.

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Program Author


Teaching Mathematics

to the Young Child

Algebraic Thinking for

the Primary Grades

Number and Operations

Math Games

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Mary CavanaghMathematics ConsultantSan Diego County Offi ce of Education, San Diego County, California

Mary Cavanagh is math and science curriculum developer and

staff development leader of Math, Science, and Beyond, which

provides intervention and enrichment curriculum and professional

development for after-school and summer/intersession programs. Her

work focuses on elementary mathematics and science curriculum

for classrooms, after-school academic programs, and family

involvement. Her most recent work is with K–8 students, teachers,

and academic assistants through the National Science Foundation

(NSF), California Eisenhower Postsecondary Education Commission,

and California State University San Marcos. Ms. Cavanagh is an

active speaker at national and regional math conferences. She has

been a member of the authorship teams for NCTM publications and

many elementary mathematics textbook programs, most notably,

Navigations—Steering through Principles and Standards series, Scott

Foresman - Addison Wesley Mathematics ©2008, and the Silver

Burdett Mathematics ©2000 program. She is currently an author of

Scott Foresman - Addison Wesley enVisionMATH ©2009.

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Program Author


Jumpstart for Math: K–2 Assessment

Creating Meaning for Symbols to Build Problem-Solving Power

Patterns: Building Readiness for Algebraic Reasoning Grades K–3

Patterns: Integrating Algebraic Reasoning into Intermediate Mathematics Grades 4–6

The “Healthy” Use of Calculators in the Elementary Grades

Teaching Logical Thinking

What Basic Skills Will Our Students Need to Be Successful in the 21st Century?

Just Give Me an Hour

Building Basic Skills in Number, Operations, and Quantitative Reasoning

Stop, Look, and Listen: Helping Even Experienced Teachers to Grow Mathematically

Graphs—A Child’s Perspective

Math-a-Mania

Teaching Fraction Concepts with Pattern Blocks

TAN-gible Mathematics

Science: A Powerful Context for Doing Meaningful Elementary Mathematics

Differentiating Instruction for Mathematically Talented Students

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Ms. Dinah ChancellorMath Consultant, Carroll ISD, Southlake, TexasElementary Math Specialist, Venus ISD, Venus, Texas

A former elementary teacher, Dinah Chancellor has been involved

in teaching children to use reasoning and creativity to solve

problems for most of her professional life. Ms. Chancellor has served

as a reviewer for the NCTM elementary journal, Teaching Children

Mathematics, developed the Calendar Math column, and served

as its author/editor for the fi rst three years. She has been Treasurer,

Membership Chair, and President of the Texas Association of

Supervisors of Mathematics and has chaired the Board of Directors

for the Conference for the Advancement of Mathematics Teaching

in Texas (CAMT). Ms. Chancellor is an author of Scott Foresman

- Addison Wesley Mathematics ©2008 and Scott Foresman - Addison

Wesley enVisionMATH ©2009.

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Program Author


Scott Foresman - Addison

Wesley Mathematics ©2008

—A Vision for Content

and Pedagogy

Number Sense and

Problem Solving

Making Sense of Mathematics

What to Look for in a

Powerful Math Program

Teaching Story Problems:

Building a Foundation for

Success

Algebra across the Grades

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Dr. Randall Charles is Professor Emeritus in the Department of

Mathematics at San Jose State University, San Jose, California.

He has dedicated his life to mathematics education and works

closely to train teachers at all grade levels. His primary research has

focused on problem solving, with publications such as Teaching

Problem Solving: What, Why, and How (Dale Seymour), Teaching

and Assessing Problem Solving (NCTM), How to Evaluate Progress

in Problem Solving (NCTM), and Teaching Mathematics through

Problem Solving. Dr. Charles has served as a K–12 mathematics

supervisor, Vice President of the National Council of Supervisors

of Mathematics, and member of the NCTM Research Advisory

Committee. Dr. Charles was also a member of the writing team

for the NCTM Curriculum Focal Points (2006). He has authored or

coauthored more than 75 mathematics textbooks for the elementary,

middle school, secondary, and collegiate levels. Dr. Charles served

as the lead author for Scott Foresman - Addison Wesley Mathematics

©2008 and Prentice Hall Mathematics ©2007/2008 and is the lead

author for Scott Foresman - Addison Wesley enVisionMATH ©2009.

Dr. Randall I. CharlesProfessor Emeritus, Department of MathematicsSan Jose State University, San Jose, California

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Program Author

Juanita Copley is a Professor at the University of Houston and

currently serves as Chair of the Curriculum and Instruction

Department in the College of Education. As the former program

coordinator of Early Childhood in the College of Education, she

directed the Early Childhood Mathematics Collaborative, a

professional development project that involves beginning and

practicing teachers. Her research involves the effectiveness of

professional development models for early childhood teachers

in mathematics. In addition, she researches young children’s

understanding of mathematical concepts. Dr. Copley has written

and edited three books about early childhood mathematics

copublished by the National Association for the Education of

the Young Child (NAEYC) and the National Council Teachers of

Mathematics (NCTM). She has also authored several national

mathematics programs. She wrote and directed the National

Academy for Pre-K–2 teachers for NCTM and was the primary teacher

for the Virtual Academy distributed internationally on the Internet.

Using the train-the-trainer model, Dr. Copley has trained hundreds

of early childhood leaders and indirectly or directly infl uenced the

mathematics teaching/learning of early childhood teachers. She is

an author for Scott Foresman - Addison Wesley enVisionMATH ©2009.

Dr. Juanita “Nita” CopleyChair of the Curriculum and Instruction DepartmentCollege of Education, University of Houston, Houston, Texas


Defi ning Conceptual

Development

Problem Solving Across

the Grades

Mathematics and

the Young Child

Language and Mathematics

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Program Author


Using Technology to Help

Children Understand

Mathematics

From 2 x 3 to (2x + 3)2:

Finding Meaning in

Mathematics Grades K–9

Number Sense: Helping

Children Develop Place Value

and Numeration Concepts

Grades K–3

FANS (Families Achieving

New Standards): New

Jersey’s Approach to Parent

Involvement

Using Technology to

Reach All Students

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Dr. Warren D. CrownAssociate Dean of Academic Affairs, Graduate School of EducationRutgers University, New Brunswick, New Jersey

Dr. Warren Crown is the Associate Dean for Academic Affairs in the

Graduate School of Education at Rutgers University. At Rutgers, he

has concentrated on the professional development of mathematics

teachers at both the elementary and secondary levels as well as on

curriculum development projects in mathematics. Dr. Crown has won

numerous awards for excellence in teaching as well as the Rutgers

Presidential Award for Distinguished Public Service. His curriculum

development efforts have resulted in many publications, both

print-based and computer software. His two best-known technology

products are IBM’s Math Concepts and Practice software and the

award-winning Rutgers Mathematics Construction Tools program.

He also has been a member of the authorship teams for many

elementary textbook programs, including Scott Foresman -

Addison Wesley Mathematics ©2008. He is an author for Scott

Foresman - Addison Wesley enVisionMATH ©2009.

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Program Author


Problem Solving:

The Next Generation

Number Sense

State of Mathematics:

Where It Was, Where It Is,

Where It’s Going

Creating and Supporting

Elementary Mathematics

Leaders

Algebra and Elementary

School Mathematics

Coherence in Curriculum

Communication in

Mathematics Teaching

and Learning

Issues in Assessment

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Dr. Francis (Skip) Fennell is President (2006–2008) of the National

Council of Teachers of Mathematics (NCTM) and a professor of

education at McDaniel College in Westminster, Maryland. He has

had experience as a classroom teacher, principal, supervisor

of instruction, and as a program offi cer at the National Science

Foundation and Mathematical Sciences Education Board.

In addition to textbooks and professional manuscripts, he has

completed a number of research and leadership projects related

to K–8 mathematics education. He has also served as a member

of NCTM Board of Directors, President of the Research Council

for Mathematics Learning and President of the Association of

Mathematics Teacher Educators (AMTE). He is one of the writers

of the Principles and Standards for School Mathematics (NCTM,

2000) and of the Curriculum Focal Points for PreK–8 (NCTM, 2006).

Dr. Fennell is also a member of the National Math Panel, appointed

by President Bush. He has received numerous awards for his work,

including the CASE Professor of the Year Award–Maryland and the

Glenn Gilbert Award for Leadership from the National Council of

Supervisors of Mathematics (NCSM). He currently directs an Exxon/

Mobil project in elementary mathematics leadership. He was an

author of Scott Foresman - Addison Wesley Mathematics ©2008 and

was also a member of the Silver Burdett Ginn Mathematics ©2000

author team. He is an author for Scott Foresman - Addison Wesley

enVisionMATH ©2009.

Dr. Francis “Skip” FennellNCTM President and Professor of EducationMcDaniel College, Westminster, Maryland

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Program Author


The Mathematics and

Language Connection

Grades K–8

How to Keep the Math in

Integrated Mathematics

Lessons Grades K–8

Rigorous and Equitable

Mathematics: Yes, You Can

Have Both! Grades K–8 and ELL

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Alma Ramirez coordinates the Mathematics Case Methods

Project under the direction of Dr. Carne Barnett at West Ed. She

works with K–8 teachers using case discussions as a catalyst

for enhancing pedagogical content knowledge, codevelops

case-like materials for students in grades K–8, and focuses on

increasing diversity in the leadership of mathematics education.

Ms. Ramirez was an elementary and middle school teacher for 9

years and has served as a consultant and teacher for a variety

of mathematics projects, including EQUALS, Family Math, and

the Head Start Math Readiness Project. She has considerable

expertise in mathematics teaching and learning, second language

acquisition, and teacher professional development. Ms. Ramirez

has coedited a book for K–3 teachers, focusing on number sense,

place value, and operations; coauthored a chapter on cases

as professional development tools; coauthored a chapter on

increasing diversity in mathematics professional development for

the National Institute of Science Education; and coauthored a

chapter titled “Language Pathways and Pitfalls in Mathematics,”

which will be published in the 2003 NCTM Yearbook. She is working

on developing and translating activities for a mathematics

advocacy handbook for middle school parents through an EQUALS

program at UC Berkeley called Family Advocacy in Mathematics

Education (FAME). She is a K–6 mathematics author of the Scott

Foresman Pre-Kindergarten Mathematics Curriculum ©2008

and Scott Foresman - Addison Wesley enVisionMATH ©2009.

Ms. Alma B. RamirezSenior Research Associate, Mathematics Case Methods ProjectWest Ed, Oakland, California

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Program Author


Family Involvement

Using Games to Support

Computational Fluency

Supporting Computational

Fluency with 15-Minute Math

Developing Concepts in

Probability and Data Collection

for 2nd through 5th graders

Reading and Writing in the

Mathematics Classroom

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Kay Sammons is Coordinator of Elementary Mathematics for the

Howard County Public Schools in Howard County, Maryland.

She is responsible for curriculum development and professional

development for teachers and administrators. She has been both

a classroom teacher and a mathematics resource teacher, and

she has served on several committees of the National Council of

Teachers of Mathematics. She is a frequent speaker at regional

and national conferences for NCTM. Ms. Sammons has coauthored

several publications for teachers. She was honored as Maryland

Teacher of the Year in 1986 and Maryland Educator of the Year

in 1995. Ms. Sammons is an author of Scott Foresman - Addison

Wesley Mathematics ©2008 and Scott Foresman - Addison Wesley


Ms. Kay B. SammonsCoordinator of Elementary MathematicsHoward County Public Schools, Maryland

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Program Author

Jane Schielack is an Associate Dean for Assessment and PreK–12

Education at Texas A&M University. A former elementary teacher,

Dr. Schielack has pursued her interests in working with teachers

and students to enhance mathematics learning in the elementary

grades. She participated on the writing committees of the NCTM

Professional Standards for Teaching Mathematics and the Texas

Essential Knowledge and Skills for K–8 Mathematics and was

the chair of the writing committee for the NCTM Curriculum

Focal Points (2006). She cochaired the statewide Action Team

for Strengthening the Mathematical Preparation of Prospective

Elementary Teachers in Texas. In addition, Dr. Schielack has created

elementary mathematics activities that incorporate calculators in

the elementary grades. She is an author of Scott Foresman - Addison

Wesley Mathematics ©2008 and Scott Foresman - Addison Wesley



Using the Calculator to Promote

Mathematical Thinking in the

Elementary Grades

Creating Meaning for Symbols

to Build Problem-Solving Power

Building Algebraic Reasoning

in the Elementary Grades

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Dr. Jane F. SchielackAssociate Dean for Assessment and PreK–12 EducationTexas A&M University, College Station, Texas

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Program Author

William Tate holds numerous leadership positions in organizations

focused on advancing human development broadly defi ned. In

2006, he was elected to serve as the President of the American

Educational Research Association (AERA). His Washington University

leadership portfolio includes serving as Chair of the Department of

Education and as a member of the executive committee of three

academic programs—American Culture Studies, Applied Statistics

and Computation, and Urban Studies. Additional responsibilities

include serving as the chair of the executive committee of the Center

on Urban Research and Public Policy. His other university leadership

includes serving as a participating faculty member in the Audiology

and Communication Sciences program at the Washington University

School of Medicine.

Professor Tate serves as the principal investigator of the St. Louis

Center for Inquiry in Science Teaching and Learning. The center

is a multidisciplinary effort to build sustainable models of human

resource development in the sciences and to integrate these models

into the cultural resources of an urban community. Professor Tate

is co-principal investigator of the National Center for Culturally

Responsive Educational Systems, a project funded by the U.S.

Department of Education’s Offi ce of Special Education Programs.

The center provides technical assistance and targets improvements

in culturally responsive practices, early intervention, literacy, and

positive behavioral models to support the academic achievement of

students from culturally and linguistically diverse backgrounds and

their peers.

He has authored scores of scholarly journal articles, book chapters,

edited volumes, monographs, and textbooks focused on human

resource development in mathematics, science, technology

education, urban studies, and race and American education.

He is an author of Silver Burdett Ginn Mathematics ©2000,

Scott Foresman - Addison Wesley Mathematics ©2005, Scott

Foresman Science ©2006, and Scott Foresman - Addison Wesley


Dr. William F. Tate IVEdward Mallinckrodt Distinguished University Professor in Arts & SciencesWashington University in St. Louis


Policy and Mathematics

Education

A History of Political Arithmetic

and the Modern State

Statistics

Algebra

Meeting Individual Needs:

A Research Perspective

Costs and Benefi ts of Investing

in Human Development

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English Language Learners

in Mathematics

The Language of Mathematics

and Science

Growth and Development of

Early Learners in Mathematics

Bilingual and Dual Language

Strategies in the Mathematics

Classroom

Building Capacity in

Teaching Mathematics

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Dr. Verónica Galván Carlan has published research in the areas of

English language learners, mathematical language, cooperative

learning, dual language, bilingual children’s literacy development,

and service learning. She has presented various research studies

and conducted workshops at many state, national, and international

organizational meetings such as NCSM, NCTM, IRA, ASCD, and AERA.

Dr. Carlan is the author of the Early Childhood Mathematics Profi le, a

mathematics observational checklist for teachers that facilitates the

learning of students ages 3–11.

Prior to teaching at the university level, Dr. Carlan taught young

children and gifted and bilingual elementary students in both public

and private monolingual and bilingual classroom settings. She is

currently a private consultant. She is a consulting author for Scott

Foresman - Addison Wesley enVisionMATH ©2009.

Dr. Verónica Galván CarlanPrivate Consultant

Program Consulting Author

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Stuart J. Murphy has spent his entire career working in the fi eld of

Visual Learning—how students acquire information from visual stimuli

such as graphs, charts, diagrams, models, illustrations, and photos.

Murphy is a champion of developing Visual Learning skills and

using related strategies to help children become more successful

students. He is the author of MathStart, a series of children’s books

that present mathematical concepts in the context of stories.

MathStart has received numerous awards, including having been

named one of the top ten nonfi ction series for young children by

Booklist magazine, a publication of the American Library Association.

A graduate of the Rhode Island School of Design and the Harvard

Business School Owner-President Management Program, Murphy

has worked extensively in educational publishing and had been on

the authorship teams of a number of elementary and high school

mathematics programs. Stuart is a frequent presenter at meetings of

the National Council of Teachers of Mathematics. He is a consulting

author for Scott Foresman - Addison Wesley enVisionMATH ©2009.

Stuart J. MurphyVisual Learning Specialist and AuthorBoston, Massachusetts


Visual Learning in the

Mathematics Classroom

Literature in Mathematics:

A Springboard for Learning

Visual-Verbal Connections

for Math Understanding

Mathematical Communication

to Promote Learning

Developing Fluency in the

Language of Math

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Reaching All Students

with Mathematics

Developing Algebraic

Reasoning across the

Grade Levels

Active Learning + SDAIE

Techniques = Success for All

Assessing Students’

Conceptual Understanding

of Mathematics

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Jeanne F. Ramos is currently a Secondary Mathematics Coordinator

for the Los Angeles Unifi ed School District, having previously served

as a Mathematics Consultant for the Los Angeles County Offi ce of

Education and Co-Director of the Los Angeles County Mathematics

Project. Her current responsibilities include the design and delivery of

K–12 mathematics professional development dealing with curriculum,

instruction, and assessment. A former mathematics teacher, Jeanne

has also served as a district mathematics and bilingual specialist, a

secondary school site administrator, and as the Director of Charter

Schools. She is a founding board member and Vice President

of TODOS: Mathematics for ALL. Her academic interests include

curriculum and assessment reform in mathematics and issues of

access and equity for all students. Ms. Ramos is the on-camera

teacher and cowriter of a videotape series “Video Algebra.” She

has also served on the Mathematics Assessment Development

Team for the State of California and has been a mathematics task

reviewer/equity advisor for New Standards. Currently, she serves on

the Standards Test in Spanish Assessment Review Panel for the State

of California. Ms. Ramos is an author of Scott Foresman Exploring

Math and Scott Foresman - Addison Wesley Mathematics ©2005.

She is a consulting author of Scott Foresman - Addison Wesley


Ms. Jeanne F. RamosSecondary Mathematics CoordinatorLos Angeles Unifi ed School District, California


Documents

Program Author Dr. Janet H. Caldwellassets.pearsonglobalschools.com/asset_mgr/legacy/... · staff development leader of Math, Science, and Beyond, which provides intervention and