(at the time of the workshop)
Speakers from South Korea
Kyong Mi Choi is an assistant professor of mathematics education at the University of Iowa, Iowa City. She has master’s and doctoral degrees in mathematics education from Teachers College, Columbia University, New York, and a bachelor of science degree in mathematics education from Seoul National University. She has taught high school mathematics in New Jersey. She served as a cochair of the 2012 National Mathematics and Science Competition, held by the Korean-American Science and Engineering Association. Her research interest includes mathematically gifted students and their learning experiences, mathematics curriculum analysis, and the Cognitive Diagnosis Modeling (CDM) approach on students’ learning of mathematics.
Seoungyee Choi earned a bachelor of education degree in elementary mathematics education at Seoul National University and a master of education degree in gifted education (Further Mathematics) at Seoul National University of Education. She is pursuing a doctoral degree at Ewha Womans University and has taught elementary school mathematics for seven years at Joongdae Elementary School in Seoul. She has been in charge of the gifted class, operating the mathematics program for the gifted under the supervision of Gandong Education Support Agency since 2009, and is teaching mathematics to the students gifted in mathematics. In addition, she is the leading instructor for education trainees at Seoul National University of Education and one of the authors of the government-published textbooks. Her major concern is the development of elementary mathematics education programs for the gifted in mathematics and the interdisciplinary curriculum integration based on mathematics.
Sooil Choi is the director of research for the Mathematics Education Research Institute (MERI) and the founder of the Korean Society of Teachers of Mathematics (KSTM), the first association established by teachers for their own professional development purposes. He was the past president of the KSTM for eight years. He taught high school mathematics in public schools in Seoul for 27 years until he retired in 2011. He earned his Ph.D. in mathematics education from Seoul National University. He is currently a teaching consultant for secondary mathematics teachers. His interests include how to develop student-centered mathematics curriculum related to realistic contexts.
Mi-Kyung Ju is an associate professor of mathematics education at Hanyang University. She earned her Ph.D. in education at the University of California, Davis, in 2001. Her dissertation research was an ethnographic investigation of the social practice of professional mathematicians in an American university to describe the cultural production of academic mathematics. Her research interests include mathematics teacher training and preparation, and teaching and learning mathematics from a sociocultural perspective. Currently, in collaboration with mathematics teachers, she is involved in the development of an integrated curriculum and in the inquiry of teachers’ professional development in the context of the curriculum development.
Hee-Chan Lew is a professor of mathematics education at Korea National University of Education since 1991. Previously, he was a researcher and a research fellow at the Korean Educational Development Institute. Lew has also held positions such as president of the Korea Society of Educational Studies in Mathematics, and member of the International Program Committee and cochair of the Local Organizing Committee for the 12th International Congress on Mathematical Education (ICME-12). He is also a member of the International Program Committee for ICME-13, which will be held in 2016 in Hamburg, Germany. Lew has directed projects on curriculum and textbook development funded by the Ministry of Education. Furthermore, he is the author and coauthor of Korean high school mathematics textbooks and more than 100 articles in various areas, including computer technology use in classrooms and professional development of mathematics teachers.
Kyeong-Hwa Lee is a professor of mathematics education at Seoul National University in Korea. She obtained her B.Ed., M.Ed., and Ph.D. from Seoul National University. Her research interests embrace mathematics curriculum and textbook analysis, mathematical reasoning and creativity development, gender issues in mathematics, and mathematics teachers’ professional development. She has been involved in mathematics curriculum revision and mathematics textbook development in the primary and secondary levels since 1998. Also, she has been involved for many years in designing and implementing educational programs for mathematically talented students. She has studied gender differences in mathematics achievement and affective domain and has identified and nurtured female students who have potential in mathematics.
Gooyeon Kim is an associate professor of mathematics education at the Graduate School of Education at Sogang University in Seoul. She holds a Ph.D. in mathematics education from the University of Georgia. Her research focuses on mathematics teaching and learning. In particular, her research interests include how various types of teacher knowledge affect and are applied to mathematics teaching. Her research agenda also involves analysis of tasks in the curriculum materials and how teachers use and enact mathematics curriculum materials in mathematics classrooms.
Rae Young Kim is an assistant professor in the Department of Mathematics Education at Ewha Womans University. She was a mathematics teacher in public schools in the Seoul metropolitan area for seven years before she started her doctoral study. She holds her Ph.D. in mathematics education from Michigan State University, where she taught mathematics education courses for prospective teachers in the College of Education. Her academic interests include curriculum development, mathematics teacher education, and assessment for K–12 students in school settings. Her most recent research focuses on the development of interdisciplinary curriculum for teacher preparation programs and K–12 schools, as well as the development of analytic framework for nontextual elements in mathematics textbooks.
Na Young Kwon is an assistant professor of mathematics education at Inha University. Her research focuses on mathematics teacher learning and professional development. She is also interested in designing professional development programs for mathematics teachers and developing professional learning communities with teacher educators and mathematics teachers. Kwon earned her Ph.D. in mathematics education at the University of Georgia in 2007. She is working on improving the undergraduate program on mathematics teacher education in the Mathematics Education Department at Inha University.
Oh Nam Kwon is professor of mathematics education at Seoul National University. She received her Ph.D. in mathematics from Indiana University in 1993. She received her M.A. in mathematics from Seoul National University, her second M.A. in mathematics education from Indiana University, and her B.S. from Ewha Womans University. Her earlier professional appointments include assistant professor and associate professor of the Department of Mathematics Education at Ewha Womans University and visiting professor at Ohio State University and San Diego State University. She has been involved in more than 30 grants as principal investigator and collaborator. She is editor of the Mathematics Education, the SNU Journal of Educational Research, and the Journal of the Korean School Mathematics Education Society. She has served as a committee member for numerous international and Korean organizations of mathematics education, including the International Programme Committee of ICME-12. She is serving on the National Committee of the Korea Institute for Curriculum and Evaluation. She received the Best Teaching Award, Seoul National University, in 2009.
Jee Hyun Park has a bachelor of mathematics degree in secondary mathematics education and a master of education degree. She is a doctoral student in mathematics education at Seoul National University. She has taught middle and high school mathematics in Seoul for nearly 15 years. For the past three years, she has been on research supported by the Korea Foundation for the Advancement of Science and Creativity. She has been working on programs that develop secondary teachers’ professionalism for nearly 10 years. She has been a teaching consultant of school consulting in the Seoul Metropolitan Office of Education for five years. Her professional interests are finding ways to increase mathematics literacy for secondary mathematics students and improving teacher preparation programs, especially teaching using technology.
Jung Sook Park has a master of education degree in mathematics education and has a doctoral degree in mathematics education. She had taught middle school mathematics for 17 years and has taught high school mathematics for 3 years. Her professional interests are finding ways to increase authentic learning experiences for high school mathematics students and improving teacher preparation programs to include stronger content knowledge for K–12 teachers, especially those that will be teaching middle and high school mathematics.
Kyungmee Park is a professor at Hongik University, teaching preservice teachers. She was a member of the Programme for International Student Assessment (PISA) Mathematics Expert Group from 1998 to 2004, and worked as a researcher at the Korea Institute for Curriculum and Evaluation. She has been involved in mathematics curriculum and textbook developments for the past 15 years. She writes columns about mathematics and education in major daily newspapers, and has contributed to the popularization of mathematics for the general public.
Man Goo Park is an associate professor at Seoul National University of Education. He is a coauthor of elementary mathematics textbooks as well as an author of book chapters on research in mathematics education. He is a coeditor of volumes 1 and 2 of Mathematics Education in Korea and has received three awards for his contributions to mathematics education.
JeoungSuk Pang is an associate professor of mathematics education at Korea National University of Education (KNUE). While her publications have been diverse, covering various aspects of elementary mathematics education, she is particularly interested in the analysis of mathematics classroom culture and professional development both for preservice and in-service teachers. Pang has been actively involved in developing the new mathematics curriculum and its concomitant textbook series. She received the Best Teaching Award at KNUE and is a member of the International Committee of the International Group for the Psychology of Mathematics Education (2008–2012).
Hyun Yong Shin is a professor of education at the Korea National University. He is the chair of the local organizing committee for the Twelfth International Congress on Mathematical Education (ICME-12). He has served as the president of the Korean Society of Mathematical Education. Professor Shin authored four university books for school teachers on set theory, number theory, linear algebra, and abstract algebra. He is also interested in the professional development of mathematics teachers. He received his Ph.D. in mathematics from the University of Alabama in 1987.
Jae Hong Shin is currently an assistant professor in the Mathematics Education Department at the Korea National University of Education. He earned his Ph.D. in mathematics education from the University of Georgia in 2010. His research interest is to investigate students’ learning of mathematical concepts and to construct substantive explanatory models for their process of development. Specifically, his research focuses on identifying the mental operations that enable the construction of algebraic knowing, such as solving linear equations, combinatorial reasoning, and proportional reasoning. He is a member of the LOC Expert Advisory Committee of the ICME-12 in Korea.
Ji Won Son is an assistant professor of mathematics education at the University of Tennessee, Knoxville (UTK). She received her doctorate from Michigan State University with an emphasis in mathematics education, and before that she spent four years teaching elementary and middle school students in South Korea. Her areas of research include mathematics textbook analysis, elementary and secondary preservice teachers’ knowledge development for teaching, in-service teachers’ curriculum material use, and comparative study. She received a UTK Professional Development Award in 2009. She is currently serving on the program committee of the Association of Mathematics Teacher Educators (AMTE).
Speakers from the United States
David Barnes is the associate executive director for research, learning and development for the National Council of Teachers of Mathematics (NCTM). He joined the staff of NCTM in 2000 and at that time worked to bring the electronic versions of Principles and Standards to life. His involvement in NCTM has included expanding the online content of the council from journal articles to apps, to supporting the linking research and practice initiatives and the development of Research Briefs and Clips, to the development of the Navigations series and the creation of professional development institutes. Barnes holds a Ph.D. in math education from the University of Georgia and an M.S. in math from Illinois State University. His work has included the professional development of teachers at all levels, with a focus on the use of technology and problem solving, as well as work with teachers and schools on using innovative curriculum.
Hyman Bass is the Samuel Eilenberg Distinguished University Professor of Mathematics and Mathematics Education at the University of Michigan. He is a past president of the International Commission on Mathematical Instruction. His mathematical work is in various aspects of algebra, notably Algebraic K-theory. His work in mathematics education, largely in collaboration with Deborah Ball, concerns mathematical knowledge for teaching, the teaching of reasoning and proving, and ways to learn to see mathematical structure.
Brenda Gardunia has a bachelor of science degree in secondary mathematics education and a master of education degree in curriculum and instruction. She has taught high school mathematics in Boise, Idaho, for nearly 20 years. For the past two years, Gardunia has been on a leave of absence from the classroom and has been serving as an Albert Einstein Distinguished Educator Fellow at the National Science Foundation (NSF) in Arlington, Virginia, where, among other things, she has been working on programs that give research experiences to K–12 teachers and undergraduates. Her professional interests are finding ways to increase authentic learning experiences for high school mathematics students and improving teacher preparation programs to include stronger content knowledge for K–12 teachers, especially those that will be teaching elementary and middle school mathematics.
Roger Howe has been teaching and doing research in the Mathematics Department at Yale University for more than 35 years. His mathematical research investigates symmetry and its applications. He has held visiting positions at many universities and research institutes in the United States, Europe, and Asia. He is a member of the American Academy of Arts and Sciences and the National Academy of Sciences. Howe also devotes substantial time to issues of mathematics education. He has served on a multitude of committees, including those for several of the major reports on U.S. math education. He has served as a member and as chair of the Committee on Education of the American Mathematical Society. He served on the Steering Committee of the IAS/Park City Mathematics Institute, and has helped to organize a series of meetings devoted to increasing the contribution of mathematicians to mathematics education, especially to refining understanding of the mathematical issues in K–12 mathematics curricula. He is currently a member of the U.S. National Commission on Mathematics Instruction, and a member of the Executive Committee of the International Commission on Mathematics Instruction. In 2006, he received the Award for Distinguished Public Service from the American Mathematical Society.
Laura Ann Hulsebus is an elementary special education teacher in Eagle River, Alaska. She team-teaches a fully integrated sixth-grade classroom focusing on social-emotional learning and hands-on academics, and also a traditional resource program for kindergarten. Hulsebus is the department chair for special education at Alpenglow Elementary and math site base contact. She is also a special education teacher for summer school. Hulsebus has co-taught a graduate class for Anchorage school teachers on Writing Effective Assessments and participated in Big Wild Write Anchorage Teaching Teachers for training of the Alaska State Writing Consortium, which is part of the National Writing Project. Hulsebus’s niche is teaching “twice-exceptional,” Downs Syndrome and Asperger/autism students. She received the Presidential Award for Excellence in Math and Science Teaching for the State of Alaska in 2008.
Hyunyi Jung is a doctoral student in mathematics education and serves as the president of the Graduate Student Education Council (2012–2013) at Purdue University. She has been an instructor of supervised teaching in secondary math education and has taught math at the elementary, middle, and high school levels in the United States and in Korea. She received her M.S. degree in math education from Indiana University, Bloomington, while participating in the Secondary Transition to Teaching Program. Her experiences include being an observer for elementary teachers, a CCSSM Curriculum Alignment Tool Reviewer, and a coinstructor-translator for a math professional development program for Korean teachers. She currently participates in NSF-funded collaborative empirical research on teacher education, focusing on preparing to teach algebra and a design-based research project addressing mathematical modeling.
Stacie Kaichi-Imamura is the state mathematics resource teacher for the Hawaii Department of Education. She has been teaching for 17 years and has held multiple positions in the classroom in urban and suburban settings. Kaichi-Imamura has also been a school-level math coach and a district resource teacher. She holds a master’s degree in curriculum and instruction from the University of Hawaii at Manoa. She is also a National Board Certified Teacher (Early Childhood Generalist) and a recipient of the 2004 Presidential Award for Excellence in Mathematics Teaching.
Karen D. King, Ph.D., is program director at the National Science Foundation in the Division of Research on Learning in Formal and Informal Settings in the Education and Human Resources Directorate. She most recently served as director of research for the National Council of Teachers of Mathematics. King’s current research focuses on urban mathematics reform, the mathematics preparation of elementary and secondary teachers, and the policies of mathematics teacher professional development. King has served as associate editor of the Journal for Research in Mathematics Education and was a member of the RAND Mathematics Study Panel. She also serves on numerous committees focusing on research in mathematics education and teacher education with national organizations.
John Staley is the secondary coordinator of mathematics for Baltimore County Public Schools. As the coordinator, he works with a team of six talented individuals to support mathematics education in about 60 schools (28 middle, 27 high, several centers). He began his teaching career in Bucks County, Pennsylvania, just outside of Philadelphia, in 1987 at a juvenile correctional facility for males ranging in ages 12–18. He then relocated to Oxon Hill, Maryland, where he taught high school for a few years in Arlington, Virginia, and in 1993 relocated to Baltimore County. Over the past 24 years, he has taught middle school, high school, and college courses and now continues to teach secondary mathematics methods and courses at local universities.
Mary Kay Stein holds a joint appointment as professor of learning sciences and policy and senior scientist at the Learning Research and Development Center, both at the University of Pittsburgh in Pittsburgh, Pennsylvania. Her research focuses on mathematics teaching and learning in classrooms and the ways in which policy and organizational conditions shape teachers’ instructional practice. Stein’s most recent research examines how curricula can serve as a learning tool for teachers in large-scale improvement efforts.
Speakers and Participants Who Are Members of the U.S. National Commission on Mathematics Instruction
Gail Burrill is an academic specialist in the Division of Science and Mathematics Education at Michigan State University. Previously, she was a secondary teacher in suburban Milwaukee, Wisconsin and associate researcher at the University of Wisconsin-Madison. Ms. Burrill has over 25 years of experience teaching math education. In addition, she served as president of the National Council of Teachers of Mathematics (NCTM) from 1996 to 1998 and as director of the Mathematical Sciences Education Board at the National Academies from 1999 to 2000. Her honors include the Presidential Award for Excellence in Teaching Mathematics and the Wisconsin Distinguished Educator Award. She was elected fellow of the American Statistical Association and awarded an honorary doctorate degree from the Rose-Hulman Institute of Technology. Ms. Burrill received her MS in mathematics at Loyola University of Chicago in 1963.
Myong-Hi (Nina) Kim is an associate professor of mathematics at the State University of New York (SUNY), Old Westbury. At Old Westbury, she directed the mathematics teacher preparation program, and was instrumental in its accreditation by the National Council for Accreditation of Teacher Education and in having its newly created graduate program for teachers approved by the state of New York. She is a graduate of Yonsei University, Korea. She obtained a master’s degree from SUNY Stony Brook and a Ph.D. from City University of New York under Michael Shub. She holds a New York State mathematics teacher’s license. She has worked at the University of Southern California and Bell Communications Research, and has held visiting positions at IBM Watson Research Center and Pohang University of Science and Technology in Korea. Kim works in computational mathematics and received an NSF Professional Opportunity for Women in Research and Education grant. Kim was the principal investigator for a project funded by the International Korean Teaching Fellow Program of Korea’s Ministry of Education, in which Korean teachers were placed in metropolitan New York schools that ranged from Stuyvesant High School to Francis Lewis High School. She is interested in improving college education, developing material for mathematics teachers, and cross-national interaction among mathematicians and mathematics educators from the United States, Korea, and developing countries.
Janine Remillard is an associate professor of mathematics education and outgoing chair of the Teaching, Learning, and Leadership division of the Graduate School of Education at the University of Pennsylvania (Penn-GSE). Her research focuses on mathematics teacher learning in urban classrooms and teachers’ interactions with mathematics curriculum materials. She is primary faculty in Penn-GSE’s urban teacher education program and is coeditor of the volume Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction. She is the principal investigator of two NSF-funded studies: Assessing Teachers’ Pedagogical Design Capacity and Mathematics Curriculum Use and Learning About New Demands in Schools: Considering Algebra Policy Environments. Remillard is vice chair of the U.S. National Commission on Mathematics Instruction.
Patrick (Rick) Scott is chair of the U.S. National Commission on Mathematics Instruction and vice president of the Interamerican Math Education Committee. He currently works for the Los Alamos National Laboratory Foundation as director of the Northern New Mexico Inquiry Science Education Consortium (ISEC). He retired in 2006 from New Mexico State University (NMSU) where he had worked as a professor of bilingual mathematics education in the College of Education. Upon retirement from NMSU he worked for the New Mexico Public Education Department where he organized a new Math and Science Bureau. In late 2008 he moved to the New Mexico Higher Education Department to be the director of P–20 Policy and Programs. From 1980 to 1996 he was a professor of mathematics education at the University of New Mexico.
Ana M. Ferreras is a senior program officer supporting the U.S. National Committees for mathematics instruction, crystallography, theoretical and applied mechanics, radio sciences, and physics. She joined the Academies staff in 2008. Ferreras holds a Ph.D. in industrial engineering (IE) from the University of Central Florida (UCF). She also holds an M.S. in engineering management from the Florida Institute of Technology and a B.S. in electrical engineering from UCF. During her doctoral research, she assisted the IE Department at UCF in reengineering the undergraduate curriculum by developing a national model, new programs, experiential laboratories, and research centers. Before joining the staff of the Board on International Scientific Organizations, she was a winter 2008 Christine Mirzayan Science and Technology Policy Graduate Fellow with the Center for Advancement of Scholarship on Engineering Education at the National Academy of Engineering.
Gabriele Kaiser holds a master’s degree as a teacher for mathematics and humanities for lower and upper secondary level, which she completed at the University of Kassel in 1978 with the first state degree. After having worked at school and completion of the second state degree, she worked as a scientific assistant at the Department of Mathematics at the University of Kassel, where she completed her doctorate in mathematics education (rer. nat.) in 1986 with a study on applications and modeling supervised by Werner Blum and Arnold Kirsch. Based on a grant for postdoctoral research by the German Research Foundation (DFG), she undertook her post-doctoral study in pedagogy on international comparative studies at the University of Kassel, which she completed in 1997. From 1996 to 1998 she held a guest professorship at the University of Potsdam. Since 1998, she has been full professor for mathematics education at the Faculty of Education, Psychology, and Human Movement of the University of Hamburg. Her areas of research include modeling and applications in schools, international comparative studies, gender and cultural aspects in mathematics education, and empirical research on teacher education. In October 2010 she became vice dean of the Faculty of Education, Psychology, and Human Movement, responsible for research, promotion of young researchers, and international cooperation. Since 2005, she has served as editor-in-chief of ZDM—The International Journal on Mathematics Education (formerly Zentralblatt für Didaktik der Mathematik), published by Springer. She is convenor of the 13th International Congress on Mathematics Education (ICME-13), which will take place in 2016 at the University of Hamburg.