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Jennifer M. Bay-Williams is a professor of mathematics education at the

University of Louisville (Kentucky). She taught elementary, middle, and high

school in the U.S. and Peru, and continues to work in classrooms at all levels

with both students and teachers all over the world (India, Egypt, Ecuador, Peru,

Brazil, etc.), regularly providing professional development on effective teaching

practices and implementation of the Mathematical Practices. She is national leader

in mathematics education, currently serving as a Member of the National Council

of Teachers of Mathematics (NCTM) Board of Directors, and recently serving on

the TODOS: Equity for All Board of Directors; past-president of the Association

of Mathematics Teacher Educators (AMTE); and editor for the 2012 NCTM

Yearbook on Professional Collaborations.

Ms. Bay-Williams is a prolific writer, having authored and coauthored over a

dozen books focused on teaching and leading in mathematics education. Her

books include Mathematics Coaching: Resources and Tools for Coaches and Leaders,

K–12; Elementary and Middle School: Teaching Developmentally, and a professional

development edition of this book. In addition, she has coauthored the Teaching

Student Centered Mathematics grade-band books (PreK-2, Gr.3-5, Gr-6-8), 2nd edition,

aligned to the Common Core State Standards in 2014, and co-authored the

NCTM book, Developing Essential Understanding of Addition and Subtraction for

Teaching Mathematics in Pre-K–Grade 2. She has been a frequent contributor to

the NCTM journals and yearbooks as an author and editor.

Her excellence in teaching and leading has been recognized through honors,

including the Kentucky Council of Teachers of Mathematics (KCTM) Mathematics

Education Service and Achievement (M.E.S.A.) Award, University of Missouri

Citation of Merit for Outstanding Achievement and Meritorious Service, and

four outstanding University teaching awards. She is an author of

Jennifer M. Bay-WilliamsProfessor, Mathematics Education University of Louisville (KY)

Program Author

Workshop/Presentation Topics• Implementing the Standards

for Mathematical Practices

• Teaching and Assessing Basic Fact Fluency

• Foundations for Understanding Fractions

• Teaching Fraction Operations with Meaning

• Mathematics Coaching to Support CCSS Implementation

• Algebraic Thinking in Elementary School

• Supporting ELLs in Mathematics Classrooms

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Dr. Robert Q. Berry, III is an Associate Professor at the University of Virginia in

the Curry School of Education with an appointment in Curriculum Instruction

and Special Education. A former mathematics teacher, he teaches elementary

and special education mathematics methods courses in the teacher education

program at the University of Virginia. Additionally, he teaches graduate level

mathematics education course and courses for in-service teachers seeking a

mathematics specialist endorsement.

Dr. Berry’s research focuses on equity issues in mathematics education,

pre-and in-service teachers’ mathematical knowledge for teaching, and

mathematics instructional quality. He has extensive experience in

classroom observation and has collaborated with other researchers

to develop an observation instrument, Mathematics Scan, to examine

mathematics teaching quality.

Dr. Berry was elected to a three-year term (2011–2014) to the Board of

Directors of the National Council of Teachers of Mathematics (NCTM),

recognized as the 2011 Mathematics Educator of the Year by the Virginia

Council of Teachers of Mathematics (VCTM), and a recipient of the University

of Virginia’s 2011 All University Teaching Award. He was awarded NCTM’s

Research Committee’s Linking Research to Practice Publication Award for

Mathematics Teaching in the Middle School Volume Year 2013–2014 and

NCTM’s Research Committee’s Linking Research to Practice Publication

Award for Teaching Children Mathematics Volume Year 2010–2011.

Dr. Berry was on the writing team for NCTM’s new landmark publication,

Principles to Actions: Ensuring Mathematical Success for All. This publication

addresses the essential elements of teaching and learning, access and equity,

curriculum, tools and technology, and professionalism. It suggests specific

actions that teachers and stakeholders need to take to ensure mathematical

success for all. His articles have appeared in the Journal for Research in

Mathematics Education, Journal of Teacher Education,Mathematics Educator,

Journal of African American Studies, Teaching Children Mathematics, and others.

He is an author of

Dr. Robert Q. Berry, IIIAssociate Professor, Curry School of Education University of Virginia

Program Author

Workshop/Presentation Topics• Access and Equity in

Mathematics Education

• Instructional Leadership

• EffectiveandEngagingTeaching and Learning Strategies

• Strategic Uses of Technology



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. Dr. Caldwell has NCTM publications in the Essential Understandings series as well. She wrote both Developing Essential Understanding of Multiplication and Division, Grades 3-5 and coauthored Developing Essential Understanding of Addition and Subtraction, Grades PreK-2 with Jennifer Bay-Williams and Karen Karp for the series. Janet Caldwell was a member of the author team for Scott Foresman - Addison Wesley Middle School MATH, Scott Foresman - Addison Wesley Mathematics, Scott Foresman - Addison Wesley enVisionMATH, enVisionMATH Common Core, and enVisionMATH Common Core, Realize Edition. She is currently an author of

Dr. Janet H. CaldwellProfessor of Mathematics Rowan University, Glassboro, New Jersey

Program Author

Workshop/Presentation Topics• Alternative Assessment, Grades K–12

• MagnificentMultiplicationandDazzlingDivision,Grades3–5

• CalculatorsintheMiddleGrades,Grades 6–8

• UnderstandingFractionsthroughGames and Problem Solving, Grades3–7

• BeyondManipulatives:HelpingStudentsConnectToolstoSymbols,Grades K–8

• GeometryPatternsintheNaturalWorld, Grades K–12

• LikelyorNot:Probability,Patterns,andNumberSense,GradesK–4

•DiscreteMath,GradesK–12

•AmusementParkMath,Grades5–8



Zachary Champagne taught elementary school students in Jacksonville, Florida

for 13 years. Currently he is working on a research grant with FCR-STEM and

is part of a team developing a formative assessment system in aligned to the

Common Core State Standards in mathematics. In addition, he is an adjunct

professor in the College of Education and Human Resources at the University

of North Florida. His research interests have involved everything from STEM

to including learners with special needs in the mathematics classroom. Mr.

Champagne has also written and talked extensively on the role of algebra in

the elementary classroom. His passion for teaching mathematics has led to

his becoming a national professional development facilitator, presenter, and

keynote speaker. Additionally, he was the 2010 Duval County Teacher of the

Year and a finalist for the Macy’s Florida Teacher of the Year. Most impressively,

he was the 2006 recipient of the prestigious Presidential Award for Excellence

in Mathematics and Science Teaching for the state of Florida. Mr. Champagne

has written a number of articles as well as created curriculum and professional

development for elementary schools throughout the country. He is an author

of

Zachary ChampagneAssistant in Research, Florida Center for Research in Science, Technology, Engineering, and Mathematics (FCR-STEM) at Florida State University

Adjunct Professor, University of North Florida, Jacksonville Florida

Program Author

Workshop/Presentation Topics• Counting and Cardinality

• Equality

• Including Learners With Special Needs in the Mathematics Classroom

• Algebra in Elementary School

• Formative Assessment

• Addition and Subtraction Problem Type Structures

• Both Addends Unknown Problems



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 research interests have focused on problem solving with several NCTM

publications including Teaching and Assessing Problem Solving, How to Evaluate

Progress in Problem Solving, and Teaching Mathematics Through Problem

Solving. In recent years Dr. Charles has written and talked extensively on

Big Ideas and Essential Understandings related to curriculum, teaching, and

assessment. Dr. Charles has served as a K–12 mathematics supervisor,

Vice President of the National Council of Supervisors of Mathematics, and

a 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 100 mathematics textbooks for

the elementary, middle school, secondary, and collegiate levels. Dr. Charles

served as the lead author for Scott Foresman-Addison Wesley Mathematics,

Scott Foresman-Addison Wesley enVisionMATH, Prentice Hall Mathematics,

and enVisionMATH Common Core enVisionMATH, enVisionMATH Common Core,

and enVisionMATH Common Core, Realize Edition. He is currently an author

of

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

Program Author

Workshop/Presentation Topics• Making the Transition to the Common

Core State Standards for Mathematics

• Big Ideas and Essential Understandings in Mathematics

• Bar Diagrams and Problem Solving

• Problem Solving: Lessons Learned from 30+ Years of Teaching, Research, and Curriculum Development

• Algebra across the Grades Program Author



Juanita Copley is a Professor Emerita from the University of Houston. She

currently serves as an early childhood math consultant and advisor for more

than 30 school districts, 4 National Science Foundation Grants, and many

state organizations. Most recently, she worked for National Head Start in charge

of their national mathematics initiative. 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 four 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 influenced the

mathematics teaching/learning of early childhood teachers. She was an author

for Scott Foresman-Addison Wesley enVisionMATH, enVisionMATH Common Core,

and enVisionMATH Common Core, Realize Edition. She is currently an author

of

Dr. Juanita “Nita” CopleyProfessor Emerita, College of Education University of Houston, Houston, Texas

Program Author

Workshop/Presentation Topics• Common Core Practice Standards

for the Primary Grades

• DefiningConceptualDevelopment

• Problem Solving Across the Grades

• Mathematics and the Young Child

• Language and Mathematics



Dr. Warren Crown is Professor Emeritus of Mathematics Education at the

Graduate School of Education at Rutgers University. While at Rutgers,

Dr. Crown served as the Associate Dean for Academic Affairs in the

GSE and 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. He is an author for Scott Foresman-Addison Wesley enVisionMATH,

enVisionMATH Common Core, and enVisionMATH Common Core, Realize Edition.

He is currently an author of

Dr. Warren D. CrownProfessor Emeritus of Mathematics Education, Graduate School of Education Rutgers University, New Brunswick, New Jersey

Program Author

Workshop/Presentation Topics• 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



Francis (Skip) Fennell, PhD, is the L. Stanley Bowlsbey professor of education

and Graduate and Professional Studies at McDaniel College in Maryland,

where he directs the Brookhill Foundation supported Elementary Mathematics

Specialists and Teacher Leaders Project (ems&tl). A mathematics educator who

has experience as a classroom teacher, principal, and supervisor of instruction,

he is a past president of the Association of Mathematics Teacher Educators

(AMTE) and the National Council of Teachers of Mathematics (NCTM).

Widely published in professional journals and textbooks related to elementary

and middle-grade mathematics education, Dr. Fennell has also authored

chapters in yearbooks and resource books. In addition, he has played

key leadership roles for the Research Council on Mathematics Learning,

Mathematical Sciences Education Board, National Science Foundation,

Maryland Mathematics Commission, and the U.S. National Commission

on Mathematics Instruction. Dr. Fennell served as a writer for the Principles

and Standards for School Mathematics (NCTM, 2000), the Curriculum Focal

Points (NCTM, 2006) and for the Common Core State Standards (CCSSO,

2010). He also served on the National Mathematics Advisory Panel, chairing

the Conceptual Knowledge and Skills Task Group.

He has received numerous honors and awards, including Maryland’s Outstanding

Mathematics Educator, McDaniel College’s Professor of the Year, the Glenn

Gilbert National Leadership Award from the National Council of Supervisors

of Mathematics, the Council for Advancement and Support of Education’s

Carnegie Foundation Professor of the Year–Maryland, the Association of

Mathematics Teacher Educators’ Excellence in Leadership and Service Award,

and the Lifetime Achievement Award from the National Council of Teachers

of Mathematics.

He was an author of Scott Foresman-Addison Wesley Mathematics, Silver Burdett

Ginn Mathematics, enVisionMATH, enVisionMATH Common Core, and enVisionMATH

Common Core, Realize Edition. He is currently an author of digits and

Dr. Francis “Skip” FennellProfessor of Education, McDaniel College, Westminster, Maryland Past President —National Council of Teachers of Mathematics (NCTM)

Program Author

Workshop/Presentation Topics• Common Core State Standards

• Standards for Mathematical Practices of the CCSS

• State of Mathematics Education: Where It Was, Where It Is, Where It’s Going

• Fractions

• Problem-Based Learning

• Number Sense

• Algebra and Elementary School Mathematics

• Creating and Supporting Elementary Mathematics Specialists

• Communication in Mathematics Teaching and Learning

• Issues in Assessment



Dr. Karen Karp is a professor of mathematics education at the University of

Louisville (Kentucky). Not only is Dr. Karp a certified mathematics teacher, she

is also a certified special education teacher. She continues to work in classrooms

to support teachers of students with disabilities in their mathematics instruction.

She is a former member of the Board of Directors of the National Council of

Teachers of Mathematics (NCTM) and a former president of the Association

of Mathematics Teacher Educators (AMTE). While on the NCTM Board, Dr.

Karp was Co-PI on a grant to bring together teams of mathematics educators

and special educators to develop research and professional development

projects to support the teaching of mathematics to students with disabilities.

Dr. Karp has served on a number of grant committees, review boards, and

advised on research and curriculum such as her work as a reviewer for the

Brookhill Foundation. She has received two awards for outstanding teaching,

among them the Outstanding Doctoral Mentor Award and this year the

(U of L) President’s Distinguished Service Award for a Career of outstanding

professional service.

Dr. Karp is co-author of Elementary and Middle School Mathematics: Teaching

Developmentally, 9th edition, Annual Perspectives in Mathematics Education,

Essential Understanding of Addition and Subtraction into Practice, Discovering

Lessons for the Common Core State Standards in Grades K-5 and 6-8, Developing

Essential Understandings of Addition and Subtraction for Teaching Mathematics.

She is an author of

Dr. Karen KarpProfessor, Mathematics Education University of Louisville (KY)

Program Author

Workshop/Presentation Topics• Targeting Intervention for

Struggling Students

• Teaching Mathematics to Students with Special Needs

• Supporting Development of Algebraic Reasoning in Number and Operations



Stuart J. Murphy has spent his entire career working in the field 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 nonfiction series for young children by Booklist magazine, a publication

of the American Library Association. Murphy’s new series, I See I Learn, presents

social, emotional, health and safety, and cognitive skills in storybook settings to

help young children be more successful in school, and in life. 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 (NCTM). He is a consulting author for Scott

Foresman-Addison Wesley enVisionMATH, enVisionMATH Common Core, enVisionMATH

Common Core, Realize Edition, and an author for digits, Pearson’s digital Middle

Grades mathematics program, and the Pearson Prentice-Hall High School

mathematics program. He is currently a consulting author for

Stuart J. MurphyVisual Learning Specialist and Author Boston, Massachusetts

Program Consulting Author

Workshop/Presentation Topics• 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



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

and a Professor in the Department of Mathematics 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 has focused her activities for improving elementary mathematics

education in two main areas: teacher education and professional development

and curriculum development.

As a teacher educator, she has taught mathematics for elementary teachers

for over 30 years and co-authored a textbook for the courses. Her professional

development work has included the design of multiple sets of workshops,

both face-to-face and web-based, addressing the mathematical knowledge

of elementary and middle school teachers. Dr. Schielack participated on the

writing committee of the NCTM Professional Standards for Teaching Mathematics.

With regards to curriculum development, she began her involvement at the

Texas Education Agency where she participated in the development of the

Texas Essential Knowledge and Skills for K-8 Mathematics. At the national

level, she was the chair of the writing committee for the NCTM Curriculum

Focal Points (2006) and editor of the NCTM Teaching with Curriculum Focal

Points series for Grades 3-8. She was a member of the NCTM Review Team

of the Common Core Standards and was an input group contributor. Through

consultation, she continues to contribute to curriculum development and

implementation at both the state and national levels. She was an author of

Scott Foresman-Addison Wesley Mathematics, Scott Foresman-Addison Wesley

enVisionMATH, enVisionMATH Common Core, and enVisionMATH Common

Core, Realize Edition. She is currently an author of and digits.

Dr. Jane F. SchielackAssociate Dean for Assessment and PreK–12 Education, College of Science Professor, Department of Mathematics Texas A&M University, College Station, Texas

Program Author

Workshop/Presentation Topics• Why Focus on Mathematics?

• Building Algebraic Reasoning in Grades K–8

• Building Fraction Understanding Grades K–8

• The Common Core Mathematical Practices Across the Curriculm

• Developing Depth and Connections in K–8 Mathematics



Jennifer Suh is an Associate Professor in the Graduate School of Education,

College of Education and Human Development, George Mason University.

Dr. Suh teaches mathematics courses in the Mathematics Education Leadership

and Elementary Education programs.

She received her Ph.D. in Mathematics Education Leadership with a specialization

in instructional technology from George Mason University. Prior to working in

higher education, Dr. Suh was an elementary classroom teacher for 11 years

working in Virginia and for the Department of Defense Dependent Schools

in Seoul, Korea. Currently, she teaches the Elementary Mathematics Methods

courses for prospective teachers and Research in Mathematics Education for

the Mathematics Specialist Masters and PH.D Programs.

Dr. Suh is a Co-Director for a joint center between the College of Science

and the College of Education and Human Development-COMPLETE. The

program is a mathematics partnership between George Mason University and

school divisions in Northern Virginia to provide professional development for

mathematics teachers in Grades K-8.

Dr. Suh has recently co-authored Developing Strategic Competence by Teaching

Using the Common Core Mathematical Practices, Examining Teachers’ Understanding

of the Mathematical Learning Progression through Vertical Articulation during Lesson

Study, and Annual Perspectives in Mathematics Education and Mathematics Practices

that Promote 21st Century Skills: Informing Practice, and a number of articles and

essays for various publications. She is currently an author of

Dr. Jennifer SuhAssociate Professor, George Mason University

Assistant Director of the Mathematics Education Center Co-Project Investigator for COMPLETE MATH

Program Author

Workshop/Presentation Topics• Using Lesson Study to Develop

Pedagogical Mathematics Knowledge

• Building Representational Fluency

• Adaptive Learning Environments to Promote 21st Century Skills: Creativity, Critical Thinking, Communication and Collaboration in STEM Education



Jonathan Wray’s passion for mathematics education has led to his involvement

and leadership in a number of organizations and projects. His interests include

the leadership roles of mathematics coaches/specialists, access and equity

in mathematics classrooms, the use of engaging and effective instructional

models to deepen student understanding, and the strategic use of technology

in mathematics to improve teaching and learning.

Mr. Wray is a member of the National Council of Teachers of Mathematics

Board of Directors. He serves on NCTM’s Emerging Issues Committee,

exploring and examining issues that impact the teaching and learning of

mathematics. The committee identifies new or emerging issues that deserve

greater attention and makes recommendations to the Presidential team and

Board of Directors.

Mr. Wray is also Project Manager for the Elementary Mathematics Specialists

and Teacher Leaders Project where he works with Dr. Francis (Skip) Fennell

to manage Brookhill Foundation grant activities and provide ongoing professional

development for elementary mathematics specialists and leaders.

Additionally, as a Mathematics Instructional Facilitator, he supports the

development and implementation of mathematics curriculum and engages

teachers and administrators in professional learning opportunities focusing on

effective teaching methods and instructional leadership.

Mr. Wray coauthored Mathematics Coaching: Resources and Tools for Coaches

and Leaders, K–12; Fractions are numbers, too! Mathematics Teaching in the

Middle School; Elementary Mathematics Leaders: Teaching Children Mathematics;

and Common Core Mathematics in a PLC at work™, Grades K–2 and 3–5. He

has also contributed to a number of educational texts on the Common Core,

instructional technology, mathematics content, and educational leadership.

He is an author of

Jonathan A. WrayMathematics Instructional Facilitator, Howard County Public Schools (MD)

Board of Directors, National Council of Teachers of Mathematics

President, Association of Maryland Mathematics Teacher Educators

Project Manager, Elementary Mathematics Specialists and Teacher Leaders Project

Program Author

Workshop/Presentation Topics• Instructional Leadership

• Mathematics Coaches/Specialists

• Teacher Collaboration

• Fractions

• Formative Assessment

• EffectiveandEngagingTeaching and Learning Strategies

• Strategic Uses of Technology

• Access and Equity in Mathematics Education



program authorassets.pearsonglobalschools.com/asset_mgr/pending/meet... · 2016-06-14 · she is...

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