About the Workshops

About the Contributors

Carolyn Maher is Professor of Mathematics Education in the Graduate School of Education at Rutgers University and Director of the Robert B. Davis Institute for Learning. The Davis Institute has a successful history of long-term commitments to education reform initiatives and works closely with schools and districts, K-12, in the Central New Jersey Region. Dr. Maher's longitudinal research, now in its twelfth year, focuses on the development of children's mathematical thinking and development of proof. She has given presentations and led workshops for groups of teachers, math educators and administrators throughout the United States as well as in diverse settings such as Australia, Brazil, Canada, Israel, South Africa, Mozambique, Japan and China. Dr. Maher is also the Editor of the Journal of Mathematical Behavior and Director of the Regional Center at Rutgers University for the New Jersey Statewide Systemic Initiative.

Alex Griswold is a Producer and Videographer at the Harvard-Smithsonian Center for Astrophysics. Mr. Griswold has been producing educational films and television programs for over 25 years, and has taught video and film production at Harvard University, the Department of Defense Dependents Schools, Madrid, Spain, and at the Boston Film/Video Foundation. Since joining the staff of the Center for Astrophysics in 1992, he has specialized in the creation of teacher education materials in mathematics and science, gaining wide experience working with children and teachers in educational settings. His current responsibilities include management of a science visualization laboratory, producing interactive media, video, and film that enhance learning in math and science.

Alice Alston is a Senior Mathematics Education Specialist at the Robert B. Davis Institute for Learning and a visiting Associate Professor of Mathematics Education at Rutgers University Graduate School of Education. She co-authored the PACKETS Program for Upper Elementary Mathematics while working at the Educational Testing Service in Princeton, New Jersey. Dr. Alston works extensively with teachers in NJ schools, and particularly urban schools. She has additional expertise in standards-based professional development for mathematics educators as a result of experience implementing the NSF Middle Grades Project, Linking Instruction and Assessment. She leads a professional development program in mathematics, science and literacy in three urban districts in New Jersey. Formerly, Dr. Alston taught middle and high school and was Chair of the Middle School Mathematics Department at Princeton Day School.

Emily Dann is a Senior Mathematics Education Specialist at the Robert B. Davis Institute for Learning. She has taught mathematics at middle school through college level, and mathematics education at both undergraduate and graduate levels. Dr. Dann has worked in both the New York and New Jersey Statewide Systemic Initiatives and provides expertise in implementing standards-aligned, research-based curriculum programs for mathematics educators, K-12. She currently coordinates the Rutgers-Colts Neck Partnership for Implementing a Thinking Curriculum, a professional development project funded by the Exxon Mobil Foundation. Dr. Dann is the Associate Director of the Regional Center at Rutgers University for the New Jersey Statewide Systemic Initiative.

Regina Kiczek is K-8 Mathematics Supervisor for the Westfield, New Jersey school district. A former high school mathematics teacher, with over twenty-five years of teaching experience, Ms. Kiczek has recently completed her doctorate in mathematics education at Rutgers University. She has been a research team member of the NSF funded longitudinal study of students' proof making, and has experience planning and implementing professional development programs for mathematics educators, K-12. Her research into the development of probabilistic thinking of students was presented in 2000 at the Ninth International Congress on Mathematics Education, Tokyo, Japan.

Arthur Powell teaches mathematics and mathematics education in the Department of Education and Academic Foundations at Rutgers University. For over two decades, Professor Powell has worked with elementary and secondary teachers in the United States, Mozambique, Brazil and Canada. He is a Faculty Research Scientist at the Robert B. Davis Institute for Learning. Currently he directs a teacher development project for the district of Englewood, NJ, working with teachers in summer workshops and supporting teachers in their work with children in their classrooms.

Robert Speiser, whose work as a mathematician has been recognized internationally, is currently a professor of mathematics education at Brigham Young University. He has taught elementary school, and worked with teachers at all levels. Dr. Speiser leads a K-3 Mathematics Specialist Project which supports the joint efforts of university mathematics educators, a study group of elementary school teachers, and students in a university-led teacher preparation program. His research in education concentrates on the growth of mathematical understanding, especially through explorations of rich tasks in settings which promote reflection and discussion. Dr. Speiser is Editor of the Journal of Mathematical Behavior.

Elena Steencken is a Mathematics Education Specialist and Assistant Director of the Robert B. Davis Institute for Learning in the Graduate School of Education at Rutgers University. Ms. Steencken, currently completing her doctorate in mathematics education, has worked extensively in preservice elementary and secondary teacher preparation programs at Rutgers University. She has also collaborated with inservice teachers, K-12, in various professional development programs in New Jersey and New York. Ms. Steencken has recently prepared Exploring to Build Meaning About Fractions, a unit booklet, produced by the Robert B. Davis Institute for Learning, for use by preservice and inservice teachers.

Charles Walter, a mathematician, is currently a professor of mathematics education at Brigham Young University. His thirty year commitment to mathematics and mathematics education, encompasses both the preparation of elementary and secondary teachers and the collaboration with teachers and children in classrooms. He leads a K-3 Mathematics Specialist Project which supports the joint efforts of university mathematics educators, a study group of elementary school teachers, and students in a university-led teacher preparation program. Dr. Walter has designed and conducted NSF sponsored workshops centered on mathematics and pedagogy in secondary and post-secondary calculus classrooms. His research focuses on how learners, especially children, build and represent mathematical knowledge. He is assistant editor of The Journal of Mathematical Behavior.