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The Teacher Development Continuum in the United States and China: Summary of a Workshop (2010)

Chapter:Appendix B: Biographies of Workshop Participants

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Suggested Citation:"Appendix B: Biographies of Workshop Participants." National Research Council. 2010. The Teacher Development Continuum in the United States and China: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12874.
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Appendix B
Biographies of Workshop Participants

PARTICIPANTS FROM CHINA

Xue Bai graduated from Capital National University and worked as a teacher in Beijing No. 101 High School for 10 years. In 2003, Mr. Bai went to Haidian Teachers Training College and began to work as a teaching researcher.


Jiansheng Bao is a professor of mathematics education at the Department of Mathematics at East China Normal University. He was a high school mathematics teacher for about 6 years and earned his PhD in mathematics education at East China Normal University. His research interests include mathematics teacher education, psychology in mathematics education, and international comparisons in mathematics education.


Hua Huang is a senior teacher with a rich experience of 22 years in mathematics teaching. Currently, he is a teaching researcher at the Teaching Research Section of the Shanghai Municipal Education Commission. His responsibility is guiding mathematics teaching and mathematics teachers’ professional development in the city. He is also a coauthor of a set of school mathematics textbooks for middle schools in Shanghai. His main research interests are school mathematics teaching and curriculum.

Suggested Citation:"Appendix B: Biographies of Workshop Participants." National Research Council. 2010. The Teacher Development Continuum in the United States and China: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12874.
×

Shiqi Li is a professor of mathematics education at the Department of Mathematics and the deputy director of the Research Institute of Mathematics Education at East China Normal University. His research areas are mathematics learning, teaching, and teacher education. He is a coeditor of the book How Chinese Learn Mathematics (2004, World Scientific Publishing Co.). Professor Li has served as president of the China Association of Mathematics Education Research of Teacher Education Institutions.


Jianxin Qi is a Te Ji Jiao Shi and director of Suzhou Research Institute of Education Science. He has worked in several schools for more than 20 years. Mr. Qi is the recipient of numerous awards of excellence from the government of China, including the National Excellent Teacher Award in 1993, the Excellent Young Teacher in Jiangsu Province in 1995, and first-class Su Buqing Mathematics Education Award. He has published more than 100 research papers.


Jianming Wang is a professor of mathematics education and chair of the Department of Mathematics at Beijing Institute of Education. He also serves as vice board-chairman of the Beijing Mathematics Academy. Professor Wang has been responsible for designing the National Standards of High School mathematics of China, and training materials for teachers’ training programs for all kinds of mathematics teachers.


Fang Wei received her BS degree in mathematics education at Soochow University. She has been teaching students aged 13–18 for 14 years and is a master mathematics teacher at Suzhou High School, Jiangsu Province. Ms. Wei has been trained as a mathematics bilingual teacher and works at Suzhou High School ‘A’ Level Centre.


Guoguang Zeng graduated from Beijing Normal University with a major in mathematics in 1993. He then served as a mathematics teacher in Kongjiang High School in Shanghai for 4 years. He went on to East China Normal University, and earned an MS degree in mathematics education in 2000. Mr. Zeng served as head of the Department of Mathematics at Kong Jiang High School, and he is a senior mathematics teacher and director of the division of teaching.


Hongyan Zhao received her BS degree in mathematics education at Hebei Normal University and an MS degree at the Capital Normal University.

Suggested Citation:"Appendix B: Biographies of Workshop Participants." National Research Council. 2010. The Teacher Development Continuum in the United States and China: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12874.
×

She is a master teacher at the high school attached to Tsinghua University, which is among the best high schools in China. Ms. Zhao has been a math tutor in middle school for 18 years and is a master teacher in the field of mathematics in Beijing.

PARTICIPANTS FROM THE UNITED STATES

Shuhua An, a native of China, is an associate professor and the director of the Graduate Program in Mathematics Education at the College of Education, California State University, Long Beach. She has had teaching experience in mathematics and mathematics education at various levels for 24 years in both China and the United States. Dr. An is the author of the book entitled The Middle Path in Math Instruction—Solutions for Improving Math Education. Dr. An is a member of the editorial board of the Journal of Mathematics Education and an associate editor of the Journal of the School of Science and Mathematics.


Joann Barnett has been teaching middle school mathematics for 27 years. She has worked with various mathematical committees at the local, state, and national levels and is presently serving on the Program Committee for the 2011 National Council of Teachers of Mathematics (NCTM) Annual Meeting. She was the recipient of the 2003 Presidential Award for Excellence in Mathematics Teaching. She has been a master consultant with Missouri Math Academies for many years.


Jennifer Bay-Williams is the immediate past-president of the Association of Mathematics Teacher Educators (AMTE). She is associate professor and assistant chair in the Department of Teaching and Learning at the University of Louisville, Kentucky. She has been a leader in NCTM, including the writing and editing departments for Mathematics Teaching in the Middle School. Dr. Bay-Williams has published many articles, books, and book chapters focused on teachers. Dr. Bay-Williams received her PhD at the University of Missouri, Columbia.


Cindy Bryant served as mathematics teacher for 25 years in Missouri. She is the past president of the Missouri Council of Teachers of Mathematics, a past member of the NCTM Board of Directors, and a recipient of the 1996 Presidential Award for Excellence in Mathematics and Science Teaching. In addition, she served a 3-year term on the American Statistical Association

Suggested Citation:"Appendix B: Biographies of Workshop Participants." National Research Council. 2010. The Teacher Development Continuum in the United States and China: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12874.
×

and NCTM Joint Committee. She has been a master consultant for numerous Missouri Math Academies and currently serves as the mathematics curriculum consultant for the Missouri Department of Elementary and Secondary Education.


Peg Cagle teaches eighth grade honors algebra, honors geometry, and French at Lawrence Gifted/Highly Gifted Magnet school in the Los Angeles Unified School District (LAUSD). She has an MS degree in mathematics education from California State University, Northridge. She is National Board certified in Early Adolescent Mathematics. Ms. Cagle’s honors include the Los Angeles City Teachers of Mathematics Association Excellence in the Classroom Award (2003), the Raytheon Math Hero Award (2006), the USA Today All-USA Teacher Team (2007), LAUSD Teacher of the Year (2008), and the Presidential Award for Excellence in Mathematics and Science Teaching.


Xiaoqing Chen is a doctoral candidate with the Department of Education at the University of California, Irvine. She was an English lecturer for 8 years at Xi’an Foreign Languages University, where she earned her BA in English language and literature, and MA in translation studies (Chinese to English/English to Chinese). Ms. Chen has translated at various international conferences while in China. She received a 5-month training in simultaneous interpretation at the European Union in Brussels in 2001.


Javier González is a mathematics teacher and department chair at Pioneer High School in Whittier, California. He is the creator of the Pioneer Math Academy, a 6-week summer math program that serves more than 700 students each year. He received the 1996 California Teachers of the Year Program award in mathematics, the Presidential Award for Excellence in Mathematics and Science Teaching, and the Milken Family Foundation Educator Award. He is a member of the National Academies Teacher Advisory Council and now serves as a member of the National Research Council’s Mathematical Sciences Education Board and the California Teacher Advisory Council.


Xue Han, PhD, is an assistant professor in the Department of Teacher Education at the University of New Mexico. Her research focuses on elementary mathematics education and teacher professional development. She received

Suggested Citation:"Appendix B: Biographies of Workshop Participants." National Research Council. 2010. The Teacher Development Continuum in the United States and China: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12874.
×

her PhD in curriculum, teaching, and educational policy from Michigan State University.


José A. Jarquin has been the Title I coordinator at Charles R. Drew Middle School for the last 2 years. In May 2002, he graduated from California State University, Dominguez Hills, and began teaching at Drew Middle School as a sixth-grade math/science teacher. Mr. Jarquin’s long-term goal is to open a school in his hometown in Oaxaca, Mexico.


Xuhui Li is an assistant professor in the Department of Mathematics and Statistics at California State University, Long Beach. He received his MS degree in mathematics from East China Normal University and his PhD in mathematics education from the University of Texas at Austin. Since 1992, he has engaged in secondary school mathematics teacher preparation and professional development activities as well as related research projects in Shanghai, Texas, Michigan, and California.


Yeping Li is associate professor of mathematics education at Texas A&M University. He is interested in examining issues related to mathematics curriculum and teacher education in various education systems and understanding how factors related to mathematics curriculum and teachers may come together in shaping effective classroom instruction. He has served as an associate editor for the Journal of School Science and Mathematics, and as a guest editor for the International Journal of Educational Research and ZDM-The International Journal on Mathematics Education.


Edward Liu is assistant professor of educational administration at Rutgers University, where he studies teacher hiring and retention, schools as organizations, leadership, and education policy. He has research affiliations with MetroMath: The Center for Mathematics in America’s Cities, as well as with the Project on the Next Generation of Teachers at Harvard University. Dr. Liu is coauthor of Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools (published by Jossey-Bass) and has published in numerous scholarly journals.


Liping Ma is an independent scholar in the field of math education. Ma was senior scholar at the Carnegie Foundation for Advancement of Teaching during 2002–2008. She also served as a member of the National Mathematics Advisory Panel during 2005–2008.

Suggested Citation:"Appendix B: Biographies of Workshop Participants." National Research Council. 2010. The Teacher Development Continuum in the United States and China: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12874.
×

Mari Muri serves as a senior mathematics consultant for the Project to Increase Mastery of Mathematics and Science at Wesleyan University in Connecticut. Before her retirement, she was a mathematics consultant at the Connecticut State Department of Education for 15 years. She taught at the elementary level and at the university level, preparing elementary teachers. She served on the NCTM Board of Directors, on the writing team for the NCTM Assessment Standards, as president of the Association of State Supervisors of Mathematics, and on the Mathematical Sciences Education Board.


Susan Nickerson is a faculty member of San Diego State University’s Department of Mathematics and Statistics. Her research interest is in long-term professional development of elementary and middle school teachers. In particular, her focus is on describing, analyzing, and understanding effective contexts that promote teacher learning.


Mary Santilli is the program leader for Elementary Mathematics in Trumbull, Connecticut. Before teaching in Trumbull, Ms. Santilli worked as a primary teacher in Fairfield and Bridgeport, Connecticut. She is the cofounder of the Connecticut Investigations Consortium and has served on the executive board for the Associated Teachers of Mathematics in Connecticut (ATOMIC). Ms. Santilli has received the Presidential Award for Excellence in Mathematics and Science Teaching for elementary mathematics and the Christa McAuliffe Award for Excellence in Teacher Education. Ms. Santilli is also a PIMMS (Project to Increase Mastery of Mathematics and Science) fellow from Wesleyan University.


Joshua A. Taton is a second-year PhD candidate in teaching, learning, and curriculum at the University of Pennsylvania. In recent years, he has presented at several NCTM conferences on using technology in elementary and middle school laboratories and has written curriculum materials for a provider of e-Learning solutions in K–12 education. Before enrolling at the University of Pennsylvania, Mr. Taton taught middle- and high-school mathematics, while also coaching basketball and track and serving on technology-related committees. Mr. Taton holds a BA in mathematics from Yale University.


Maria Teresa Tatto is an associate professor at the College of Education in Michigan State University, where she has taught since 1987. Her research

Suggested Citation:"Appendix B: Biographies of Workshop Participants." National Research Council. 2010. The Teacher Development Continuum in the United States and China: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12874.
×

is characterized by the use of an international comparative framework to study educational reform and educational policy and their impact on schooling—particularly the role of teachers, teaching, and learning—within varied organizational, economic, political, and social contexts. Her work combines the use of quantitative and qualitative approaches and methods and provides a unique perspective on the study.


Belinda Thompson is a National Board Certified Teacher with 9 years of experience teaching mathematics in grades 5–9 in public and private schools in rural and suburban settings. She has also worked as a new teacher coach and teacher workgroup consultant in urban settings. She was a professional development designer and facilitator for two research projects funded by the Institute of Education Sciences (IES). Most recently she worked on two IES-funded research projects on teaching quality. She is a doctoral student at the University of California, Los Angeles, in the Graduate School of Education and Information Sciences.

PARTICIPANTS WHO ARE MEMBERS OF THE U.S. NATIONAL COMMISSION ON MATHEMATICS INSTRUCTION (USNC/MI)

Roger Howe earned his PhD in mathematics from the University of California, Berkeley, in 1969, and has been a professor of mathematics at Yale University since 1974. Dr. Howe has devoted substantial energy to issues of mathematics education, including serving on committees that have produced major reports on U.S. mathematics education since 2000. He is particularly interested in adapting the insights of other countries to improve mathematics education in the United States.


Myong-Hi (Nina) Kim is an associate professor of mathematics at State University of New York (SUNY), Old Westbury. Currently, Dr. Kim is working on the effect of computerized college mathematics at the proficiency level and has taken an instrumental role in improving the undergraduate program on mathematics teacher education at SUNY, Old Westbury. In addition, she was instrumental in the creation of a master’s program for teacher preparation and enhancement, aimed at producing strong teachers. Dr. Kim earned her PhD in mathematics at the City University of New York in 1986.

Suggested Citation:"Appendix B: Biographies of Workshop Participants." National Research Council. 2010. The Teacher Development Continuum in the United States and China: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12874.
×

Ann Lawrence has spent most of her mathematics teaching career in middle school, although she has taught in elementary and high school as well. Outside her classroom, she has worked as a math coach and in curriculum development at the school and district levels across the country. Ms. Lawrence has been an active member of the National Council of Teachers of Mathematics, including writing and reviewing journal articles and serving as a member and chair of the panel for the Mathematics Teaching in the Middle School. She has made numerous presentations at local, regional, and national NCTM conferences.


Janine Remillard is an associate professor of mathematics education and chair of the Foundations and Practices of Education Division of the Graduate School of Education at the University of Pennsylvania. Her research interests include mathematics teacher learning and change in urban classrooms, teachers’ interactions with and use of mathematics curriculum materials, and the assumptions about the practice of teaching underlying curriculum development and implementation approaches. Dr. Remillard is coprincipal investigator of MetroMath, the Center for Mathematics in America’s Cities, a Center for Learning and Teaching funded by the National Science Foundation. MetroMath is devoted to improving mathematics teaching and learning in urban communities.


Joseph G. Rosenstein has been a professor of mathematics at Rutgers University in New Brunswick, New Jersey, for the past 40 years and has focused on primary and secondary education for the last 20 years. He is the author of books and articles discussing discrete mathematics in the schools, and directs many professional development activities for primary and secondary teachers of mathematics. For the past 18 years, he has also served as director of the New Jersey Mathematics and Science Education Coalition, and has played key roles in developing New Jersey’s mathematics standards. He is vice chair of the USNC/MI.


Patrick (Rick) Scott, chair of the USNC/MI, is the director of Pre-K through College (P–20) Policy and Programs at the New Mexico Higher Education Department. Dr. Scott retired in 2006 from New Mexico State University, where he had worked as a professor of bilingual mathematics education in the College of Education, to organize a new Math and Science Bureau in the New Mexico Public Education Department. He received a BS degree in mathematics from Stanford University, an MS in education from

Suggested Citation:"Appendix B: Biographies of Workshop Participants." National Research Council. 2010. The Teacher Development Continuum in the United States and China: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12874.
×

California State University, Chico, and a PhD in mathematics education from Teachers College, Columbia University.

STAFF AND CONSULTANTS OF THE NATIONAL RESEARCH COUNCIL

Ana M. Ferreras is a program officer supporting the U.S. National Committees for mathematics, math instruction, crystallography, theoretical and applied mechanics, and physics. Dr. Ferreras holds a PhD in industrial engineering from the University of Central Florida (UCF). She also holds an MS in engineering management from the Florida Institute of Technology and a BS in electrical engineering from UCF. During her doctoral research, she assisted the Department of Industrial Engineering and Management Systems at UCF in reengineering the undergraduate curriculum by developing a national model, new programs, experiential laboratories, and research centers.


Kofi Kpikpitse is a program associate with the National Academy of Sciences. He manages the International Visitors Office and supports four U.S. National Committees within the National Academies. Mr. Kpikpitse has a BA in political science and a background in museum education.


Steve Olson has been a consultant writer for the National Academy of Sciences and National Research Council, the Howard Hughes Medical Institute, the National Institutes of Health, the Institute for Genomic Research, and many other organizations. He is the author of articles in the Atlantic Monthly, Science, Smithsonian, the Washington Post, the HHMI Bulletin, Scientific American, Wired, the Yale Alumni Magazine, the Washingtonian, Slate, Teacher, Astronomy, Science 82-86, and other magazines. From 1989 through 1992 he served as special assistant for communications in the White House Office of Science and Technology Policy. He earned a BS in physics from Yale University in 1978.


Ester Sztein is assistant director of the Board on International Scientific Organizations and supports the U.S. national committees for Quaternary research, geological sciences, geodesy and geophysics, and soil sciences. She pioneered the study of hormone metabolism in land plants within an evolutionary context and published her research in peer-reviewed journals. She collaborated as an editor with the Biometeorology Institute (Bologna, Italy)

Suggested Citation:"Appendix B: Biographies of Workshop Participants." National Research Council. 2010. The Teacher Development Continuum in the United States and China: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12874.
×

and worked on conservation and educational projects in Latin America and Africa. She taught plant biology at the University of Maryland and the University of Buenos Aires. She earned a PhD in Plant Biology from the University of Maryland and a BSc/MSc in Biology from the University of Buenos Aires, Argentina.

Suggested Citation:"Appendix B: Biographies of Workshop Participants." National Research Council. 2010. The Teacher Development Continuum in the United States and China: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12874.
×
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Suggested Citation:"Appendix B: Biographies of Workshop Participants." National Research Council. 2010. The Teacher Development Continuum in the United States and China: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12874.
×
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Suggested Citation:"Appendix B: Biographies of Workshop Participants." National Research Council. 2010. The Teacher Development Continuum in the United States and China: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12874.
×
Page51
Suggested Citation:"Appendix B: Biographies of Workshop Participants." National Research Council. 2010. The Teacher Development Continuum in the United States and China: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12874.
×
Page52
Suggested Citation:"Appendix B: Biographies of Workshop Participants." National Research Council. 2010. The Teacher Development Continuum in the United States and China: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12874.
×
Page53
Suggested Citation:"Appendix B: Biographies of Workshop Participants." National Research Council. 2010. The Teacher Development Continuum in the United States and China: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12874.
×
Page54
Suggested Citation:"Appendix B: Biographies of Workshop Participants." National Research Council. 2010. The Teacher Development Continuum in the United States and China: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12874.
×
Page55
Suggested Citation:"Appendix B: Biographies of Workshop Participants." National Research Council. 2010. The Teacher Development Continuum in the United States and China: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12874.
×
Page56
Suggested Citation:"Appendix B: Biographies of Workshop Participants." National Research Council. 2010. The Teacher Development Continuum in the United States and China: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12874.
×
Page57
Suggested Citation:"Appendix B: Biographies of Workshop Participants." National Research Council. 2010. The Teacher Development Continuum in the United States and China: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12874.
×
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In 1999, Liping Ma published her book Knowing and Teaching Elementary Mathematics: Teachers' Understanding of Fundamental Mathematics in the United States and China, which probed the kinds of knowledge that elementary school teachers need to convey mathematical concepts and procedures effectively to their students. Later that year, Roger Howe, a member of the U.S. National Commission on Mathematics Instruction (USNC/MI), reviewed the book for the Notices of the American Mathematical Society, concluding that it 'has lessons for all educational policymakers.'

Intrigued by the idea of superrank teachers, the USNC/MI sponsored a workshop entitled 'The Teacher Development Continuum in the United States and China'. The purpose of the workshop was to examine the structure of the mathematics teaching profession in the United States and China. The main presentations and discussion from the workshop are summarized in this volume.

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