Rabab Abi-Hanna has been teaching at Montclair State University as an Adjunct Professor for eight years. The last three years she worked with elementary school teachers and administrators in the capacity of a math consultant/coach. She has a Bachelor’s in Mathematics, a Master’s in Science with a concentration in Mathematics Education, and has fulfilled the doctoral course requirements; she is currently working on the comprehensive literature review. Her interests include the influence of technology on elementary students’ learning and teachers’ classroom practices.
I received a Bachelor of Arts degree in Economics with Mathematics and a Master of Philosophy (M. Phil.) in Economics from the University of Ghana. I also obtained an M. S. (Finance) from Pace University, New York, and an M. S. (Statistics) from Montclair State University. Before I came to the United States, I taught mathematics in the high school in Ghana for some time, after which I went to work with the Ghana Statistical Service. Currently, I teach Mathematics (Resource) at JFK High school in Paterson, and have enrolled in the Ed.D (Mathematics Education) Program at Montclair State University.
My name is Debasmita Basu. I have completed my graduation in Mathematics honors from St. Xavier's College, Kolkata and my post graduation in Mathematics from Rabindra Bharati University, Kolkata. When I was doing by B. Ed from Shri Shikshayatan College, under Calcutta University, for the first time I came through few topics of Mathematics Education, like Mathematics and it's connection with real world, Mathematics phobia, 3D representation of Mathematical figures and got highly interested in the subject. Afterwards when I taught in middle and high school for three years a complete new world of Mathematics Education opened to me. I came through various situation which actually arises in classroom and which should be taken care of immediately. I think Ed.D program is going to give me that platform.
Victoria Bonaccorso earned a Bachelor of Science in Mathematics from Northeastern University in 2006 and a Masters of Arts in Educational Leadership from Montclair State University in 2012. She will be starting her 9th year as a secondary mathematics teacher at Pequannock Township High School teaching all courses from Algebra through Calculus. Tory is in her first year of the Doctoral program and is excited to see where her research will take her.
Kristen Casale is a Mathematics teacher, currently now in her 11th year at Passaic Valley High School in Little Falls, NJ. Her degrees include a Bachelor of Arts in Mathematics and a Master of Education in Teaching Children Mathematics, both from William Paterson University (2004, 2007). She also received a Master of Arts in Administration and Supervision from Montclair State University (2008). She earned her Elementary, Supervisor, and Principal certifications, and has passed the School Superintendent Assessment. Kristen was an adjunct professor at Montclair State University (2008), where she taught Developmental Mathematics. After school, Kristen dedicates her time as a tutor and home instructor, sharpening young minds.
Mary L. Dalton
I received both my BA and MA degrees in Mathematics at Georgian Court University, where I recently was elected to the Alumni Board of Directors. As a long-time high school mathematics teacher, I have served on many curriculum-writing committees and facilitated several professional development programs. I have also been an adjunct faculty member at Brookdale Community College, Ocean County College, and Georgian Court University. I am a member of Alpha Kappa Chapter of Alpha Epsilon Lambda Honor Society for Graduate and Professional School Students at Montclair State University.
My research interests are: teacher knowledge, problem-solving, and professional development.
Jacqueline Dauplaise is a mathematics teacher at Wayne Hills High School in Wayne, N.J. She hasbeen teaching Algebra I and II for the past 5 years, prior to that she taught 7th grade at Schuyler Colfax Middle School, also in Wayne. Her degrees Include a Bachelor of Arts in Applied Mathematics, a Masters in Education Concentration in Mathematics, and a Masters in the Art of Teaching. She is excited to say she has completed her doctoral course requirements.
Peggy Flood has a BA in Mathematics from Assumption College and a MA in Mathematics from Montclair St. University. She was employed by New England Telephone, AT&T and Bell Laboratories for 12 years. Peggy began her teaching career at Passaic County Community College and has been teaching at Norwalk Community College for the past 15 years. Peggy is a marathon runner and mother of 5 children.
Sara Mastellone has a BA in Psychology, Rutgers University, an MA in Mathematics Education, Teachers College - Columbia High School math teacher from 1974 through 2007 Mathematics Specialist for America's Choice 2007-2009 Assistant Professor, Developmental Mathematics, Bergen County Community College, 2009 - present
Jason McManus researches topics related to undergraduate mathematics education and teacher preparation. Through Montclair State University's research assistant fellowship, he has worked with several programs, including Newark Public School's Race to the Top program for middle school math teachers and the Wipro Science Education Fellowship for science teacher leadership. With respect to undergraduate education, he works on projects related to the learning of mathematics in computer-based environments and the learning of mathematics for biology majors.
Douglas Platt has a BS in physics (teaching) form The College of New Jersey and a MS in Mathematics from Montclair State University. He has spent much of the last 14 years teaching in various capacities. Having completed his coursework program, he is working on his dissertation, trying to address the question "What do teachers with different levels of experience "know" about the minus/negative sign?" This topic was motivated by the research on teacher change, algebraic thinking and justification, and geometric transformation he did as a research fellow, as well as other professional experiences. In addition to presenting 3 oral presentations and 1 poster at the Student Research Symposium held on campus, he has presented at NERA in 2013, and was a co-presenter at PME-NA in 2012.
Zareen Rahman is a doctoral student in the mathematics education Ed.D program. Her research interests include mathematical practices related to critical thinking and reasoning with the goal of informing teacher education and curriculum programs. She is also interested in understanding how students use resources including textbooks and digital technologies; and how people teach and learn online.
Justyna Rybka is a high school Mathematics teacher at Wallington High School (2007-present). She received her BS in Mathematics Education from Montclair State University and MS in Educational Technology from Ramapo College. Areas of interest: applications of technology in classroom and curriculum development.
Tracy Saltwick teaches college level mathematics at Bergen Community College. She has a BA in Economics from Michigan State University and an MA in Secondary Mathematics Education from New York University. Prior to becoming a math teacher in 2005, she was the Director of Compliance at an investment bank for 22 years.
Justin Seventko earned his Bachelor of Science in Mathematics (with teaching certification) from Montclair State University. He taught middle school mathematics in Ho-Ho-Kus, NJ for two years, where he also advised the school's STEM club. Currently, he is working as a research assistant on the Noyce@Montclair project. His areas of research interest include technology in the classroom and learning theories, particularly embodied cognition.
Hello! My name is David Sherwood and I am currently a first-year student in the Mathematics Education doctoral program. My educational background includes a B.A. in psychology from Brandeis University, a B.A. in mathematics from Thomas Edison State College, and a M.S.T. in adolescent education (with N.Y.S. teacher certifcation at the secondary level) from St. Thomas Aquinas College. I have been teaching mathematics at the college level for almost five years primarily in developmental/remedial basic math and college algebra and have also been tutoring (intermittently) for 10 years both privately and for a tutoring company. My heart is devoted to being in the classroom although some of my research interests are mathematics anxiety and phobias (math is not scary...for the most part) and mathematical cognition. In my "free time" I enjoy reading about ethics, tutoring, playing with my pooch, volunteering for a 911 response ambulance corps, walking, bicycling and sleeping late!
CJ Walker has earned a Bachelor of Arts from the University at Buffalo, Bachelor of Engineering from City College of New York, and Masters of Business Administration from United States International University. He began teaching in 1995 and has taught in higher education for 10 years.
Trina Wooten has a B.A. degree in Biology Education with a Mathematics minor and a M.S. degree in Mathematical Sciences. Over the past few years, she was an adjunct faculty math member in three types of institutions (public, private, and community college) within East Tennessee and Southwest Virginia. Also she had an unique opportunity to work with two programs, Talent Expansion in Quantitative Biology (TEQB) and Symbiosis curricula which involved the integration of Mathematical and Biological Sciences. Currently she is a full-time student in the Math Education Ed.D. and a Doctoral Assistant at Montclair State University (MSU). In the future, she wants to become a Math Education/Math professor and a positive role model for the underrepresented population within these disciplines.
I earned an MS in Applied Mathematics from NJIT in 2010. I presently am an adjunct in mathematics at Bloomfield College. I also tutor for standardized tests. I enjoy skiing.
Zixuan (Sherry) Yang
I received my BA in mathematics from Rutgers University and MS in mathematics from New York University. I worked at an international high school and taught students from all over the world. My research interests are assessment, problem-solving, and curriculum development.
Karmen T. Yu
My name is Karmen T. Yu. I have recently graduated from New York City College of Technology (“City Tech”), CUNY, with a bachelor’s Degree in Applied Mathematics with a Science Concentration. I was a Peer Leader throughout my four years in City Tech. I have facilitated workshops and taught prep courses for various levels of mathematics. I have been a tutor in a math and reading learning center for over seven years. My goal is to teach mathematics in higher education. I have always been interested in mathematics, teaching, learning and conducting research. I thought Mathematics Education is the perfect field of study where all of my interests can fit and combine in one field.
Michael Yuhas received a BS in Mechanical Engineering as well as a MA in Environmental Education and a MA in Educational Leadership from Montclair State University. After a decade as an engineer, Mr. Yuhas left industry and began teaching math and science in various school districts in Northern New Jersey. For the past 15 years he has been employed by the Pompton Lakes School District. After a decade of teaching the physical sciences, he currently serves as Math and Business Department Chairperson. He is also a Member-at-Large of the North Region for the Association of Mathematics Teachers of New Jersey. His research interests include Algebra competence and its relationship with Physical Science Education.
Dr. Eileen Fernandez
- Teacher knowledge
- Constructivism and use of student ideas in mathematics teaching
- Mathematics teacher education
- Online teaching
I teach mathematics and mathematics education courses, in both live and online settings, to undergraduates and prospective and practicing teachers. My publications (some co-authored with students and teachers) focus on classroom description and appear in research and practitioner journals and books. I am currently working with students on research that conjoins facets of teacher knowledge and online instruction. I have enjoyed climbing rocks, mountains and ice, and currently enjoy cross country skiing and skating, hiking and gardening.
Dr. Steven Greenstein
- Children's mathematical thinking
- Social justice mathematics
- The design of exploratory software environments for learning mathematics
- Contextually-relevant, culturally-resonant pedagogy
I am particularly interested in democratizing access to rich and authentic mathematical activity. I designed a dynamic geometry environment to elicit children's intuitive topological (or at least non-metric) thinking and support its development, and found that these children developed significant and authentic forms of geometric reasoning. I refer to these findings as qualitative geometry. Also, I've been conducting an investigation of the sociocultural context and cultural knowledge of the US Virgin Islands to inform the design of a contextually-relevant, culturally-resonant STEM teacher preparation program, one that challenges taken-for-granted assumptions of students’ mathematical knowledge, needs, and abilities by confronting deficit notions of their ability, honoring and respecting the diversity of knowledge they bring to school, and seeing that diversity as a resource for learning.
Dr. Erin Krupa
- Curricular Effectiveness and Implementation
- Professional Development for Mathematics Educators
- Learning Trajectories in Secondary Mathematics
I am a former secondary mathematics teacher from North Carolina, with a master’s degree in mathematics from Wake Forest University and a bachelor’s degree in mathematics from Elon University. I completed my Ph.D. in mathematics education at North Carolina State University (NCSU). My dissertation focused on the impact of an integrated mathematics curriculum on student achievement in high needs schools. It also analyzed the impact teacher’s participation in a state-funded professional development had on student achievement and on teachers’ implementation of the curriculum. My interests are in the design, dissemination, and effectiveness of innovative professional development for mathematics educators. I strive to provide quality professional development to enhance teachers’ instructional practice, content knowledge, and beliefs. Of particular interest is the impact professional development has on both curricular implementation and student mathematics achievement. In collaboration with colleagues, I have currently been granted a National Science Foundation Noyce grant to design an innovative mathematics degree program leading to K-6 teaching certification, a New Jersey Mathematics Science Partnership grant to offer professional development for 5-8 teachers around the Common Core State Standards for Mathematics, and a sub-contract to the Race To The Top grant to offer professional development for 5th and 6th grade teachers in Newark Public Schools.
Dr. Aihua Li
- Discrete Dynamic Systems
- Mathematics History
- Math Games in Grade School Math Education
- Technology in College Mathematics Teaching
- Education Globalization and Bilingual Teaching
I was trained in pure mathematics but interested in research in several mathematics education topics. Recently I have participated in our GK-12 program as an advisor and coordinator for the international activities. Through an MSU Global Education program, I was involved in training college professors in foreign countries on teaching methodology in bilingual classrooms. For the past years, I have directed several REU programs at MSU. Currently I am a co-director of the annual MAA-NJ Section GSUMC (Garden State Undergraduate Mathematics Conference). I will be happy to help the growth of the MSU Ed. D. program by helping supervise doctorial students, in particular advising the mathematics component of their theses, by being involved in the curriculum development of the program, and by teaching mathematics classes listed in the program.
Dr. Andrew McDougall
- Time Series Analysis
- Data Analysis
- Dynamical Graphics
I have been the Director of the Statistical Consulting Center (SCP) at MSU since 1997. As Director, I am responsible for all consulting activities conducted through the SCP on research projects by MSU faculty, staff, and graduate students. In addition, I have been involved in a variety of research projects, legal cases, and EdD dissertation studies with MSU and external clients. These experiences led to the publication of the book “Statistical Consulting” (2002) which I co-authored with Professor Javier Cabrera. I was involved in the GK-12 grant as a researcher, and have several ongoing research projects. Recently, Professor Diana Thomas and I received a NIH grant on Obesity and a second NIH grant proposal is in preparation.
Dr. Mika Munakata
- Problem Solving
- Program Assessment
- Teacher Development
I began my career as a middle school and high school mathematics teacher. My work now at the collegiate level has direct connections to my experiences teaching at the secondary level. I typically teach undergraduate students training to be teachers, general education mathematics courses for students not necessarily training to be teachers and content, methods, and research courses for master’s and doctoral students. I am currently co-director of an NSF-funded project that pairs graduate research students with middle school teachers. For that project, we are collecting quantitative and qualitative data to investigate the impact of the project on graduate students and middle school students and teachers.
Dr. Eileen Murray
Dr. Murray recently completed a post-doctoral research fellowship at the Harvard Graduate School of Education where she served a member of the research team for APEC Promising Practices in Secondary Mathematics and Science Teacher Education. She completed her dissertation in mathematics education at the University of Georgia where she worked as a math coach in the local district. She was also a Graduate Research Assistant at the University of Georgia where she provided classroom support, workshops on mathematics content and pedagogy. Her dissertation, Implementing Higher Order Thinking in Middle School Mathematics Classrooms, identified and documented how two middle school teachers choose and implement mathematical tasks that have the potential to develop students’ higher-order thinking skills. Prior to enrolling in a doctoral program, she taught high school mathematics in Atlanta, GA. She has taught undergraduate mathematics at SUNY New Paltz, Harvard University, and Boston University with course loads including Combinatorics, Calculus, Linear Algebra, and College Algebra and Trigonometry, and Applied Abstract Algebra.
Dr. Nicole Panorkou
- The relationship between technology and mathematical thinking (especially in exploratory learning environments).
- Learning trajectories in mathematics education.
- Geometric thinking and learning.
- Designing for mathematical abstraction.
- Teacher education.
I obtained a bachelor degree in Educational Sciences (Elementary education) from the University of Cyprus in 2005, and worked as an elementary teacher for several years. I also completed an MSc in Mathematics Education at the Warwick University in England and a PhD in Education (specialized in Mathematics Education) at the Institute of Education (University of London). My thesis research was a phenomenographic study of students’ experiences of dimension in geometry. Prior to MSU, I worked as a research associate at North Carolina State University in multiple research projects on the teaching and learning of geometric transformations, learning trajectories and the CCSS-M, MOOCs for educators, rational number reasoning and the design of exploratory learning environments. My long-term research interests focus on the ways that technology and modeling can foster the utility of mathematical concepts.
Dr. Helen M. Roberts
- Applied Statistics
- Biological Modeling
I am trained as a Biostatistician. I have served as chair of the Department of Mathematical Sciences since July 1999 and before that I was the Graduate Program Coordinator for 17 years. Currently I also serve as the Graduate Program Coordinator for the Middle Grades Certificate and MA in teaching Middle Grades Mathematics. In the past I chaired the Committee that developed and then implemented the General Education program that is now in place. Most recently I helped develop and served on the advisory committee for the “Traders to Teachers Program”. In the Spring of 2009 I served on a New Jersey Department of Education 2009 Standards Revision Project for New Jersey Core Curriculum Content Standards for Mathematics. I have served and am currently serving on several Mathematics Education doctoral dissertation committees.
Dr. Ken Wolff
- Integrating school mathematics with other disciplines
- Project/problem-based learning
- Effects of long-term professional development
After teaching high school for two years I came to Montclair State University (then Montclair State College) where I taught a range of mathematics courses for undergraduates and masters students. Over the years I became increasingly involved in the graduate mathematics education program and with professional organizations such as the Association of Mathematics Teachers of NJ (AMTNJ), the National Council of Teachers of Mathematics (NCTM) and the International Conference for Technology in Collegiate Mathematics (ICTCM). I was President of AMTNJ (1981-82), ICTCM conference chair (1993), and continue to be an active reviewer for NCTM. During the past 10-20 years I have been primarily teaching masters and doctoral courses, involved with major grant and contractual projects and advising doctoral students, including chairing six dissertation committees. The current grant project for which I am a co-PI includes the use of interdisciplinary, theme based, field trips for which the preliminary evidence indicates have a very positive influence on students interest and involvement in their school-based learning.
My non-school interests include canoeing, hiking, gardening and travel.
Degree received: May 2014
Dissertation: Study of Middle School Mathematics and Science Teachers' Practices, Perceptions, and Attitudes Related to Mathematics and Science Integration
Eliza Leszczynski is an instructional specialist at Montclair State University. She has been teaching mathematics and mathematics education courses at Montclair State for fourteen years. She has BS and MS degrees in Mathematics with Mathematics Education Concentration and has recently completed her doctoral studies in Mathematics Education, all from Montclair State University. The title of her doctoral dissertation: "The Study of Middle School Mathematics and Science Teachers" Practices, Perceptions, and Attitudes Related to Mathematics and Science Integration.” Aside from teaching, Eliza was a program manager for the NSF-funded GK-12 Fellows in the Middle Program from 2007 to 2013. During her time at MSU, she has also conducted professional development workshops for K-12 teachers and math (and science) activities for K-8 students (e.g., GK-12 program, 2007-2013; Conguer Mathematics, 2012-2014; PRISM, and Visiting Scientist Program, 2014; Traders to Teachers Program, 2008-2009; Improving Teacher Quality Program, 2007-2008). Her research interests include interdisciplinary connections, mathematics teacher preparation, and geometry.
Degree received: May 2014
Dissertation: Quantitative Literacy and High School Mathematics: The Evolution of a Collaboratively Constructed Course and its Impact on Students’ Attitudes and Numeracy
Prior to completing the doctoral program at Montclair State, I taught high school mathematics in New York City and Verona, NJ. During my teaching career, I struggled to design a curriculum that appealed to all of my students, and especially to students who had poor experiences in previous courses. I began to wonder whether I had to reconsider the curriculum itself, rather than my pedagogical approach. I decided to investigate this idea with an action research project, where I invited senior mathematics students to co-construct a course with me. Over the course of the year, students and I worked together to map out the scope and sequence, create learning activities, and design various types of assessments. While this project had several challenges, I learned a great deal about student interest, democratic mathematics education, and alternatives to the traditional high school calculus sequence.
After completing my doctorate, I accepted a position as supervisor of mathematics at the Pascack Valley Regional High School District, where I work alongside teachers to improve the learning experiences for our students. My primary research interests are democratic mathematics education and issues of equity and justice, and I look forward to continuing my research and using it to support my work with teachers and students.
Degree received: May 2012
Dissertation: American Mathematical Association of Two Year Colleges (AMATYC) Reform Policies in Practice: Implementing Standards in Classroom Instruction For Basic Skills Mathematics at One Four-Year College in New Jersey
I began my career in the corporate world having a BS degree in mathematics with a concentration in computer science. In 2000, I received an MAT degree in mathematics from Montclair State University. I began teaching at Caldwell College and subsequently enrolled in the doctoral program at Montclair State. I am currently an Associate Professor for the mathematics department at Caldwell College. I teach courses that supplement the college’s teaching programs and science programs. My research and courses at Montclair State have given me the tools to work with my current students and assist them in achieving their goals as teachers, medical technicians, dentists and doctors.
In addition to my employment at Caldwell College, I have volunteered my time by serving on the Planning Board and Environmental Commission for West Caldwell since 2008.
Degree received: May 2010
Dissertation: The Effect of Using a Problem/Project Based, Document Driven Unit of Instruction on High School Students’ Achievement in the Data Analysis Cluster of the HSPA and on their attitude towards Mathematics.
I retired last week and hope to become involved in working with pre-service teachers. My focus would be on using the graphing calculator properly in the classroom, probably combined with project based learning.
Sarah Quebec Fuentes
Degree received: May 2009
Dissertation: The Evolution of One Teacher’s Interactions with Students Working in Small Groups to Improve their Communication, Self-Regulating, and Problem-Solving Skills
Prior to entering the doctoral program, I taught middle school and high school mathematics for six years. My practical experiences as a teacher gave me a context to consider what I was learning in my courses and reflect on my practice. Since I continued to teach while I was in the program, one of my classes served as the site for my dissertation research on how teachers can interact with small groups to foster student communication.
I originally entered the program with the intention of remaining in the K-12 arena either as a classroom teacher or in a leadership role such as mathematics supervisor. As my time in the program progressed, I really enjoyed the research and writing aspects of the program, and I decided to pursue a position at a university. Currently, I am an assistant professor of mathematics education in the College of Education at Texas Christian University (TCU). At TCU, I teach mathematics methods courses for undergraduate preservice teachers across all grade levels, graduate mathematics education courses, and an action research course. I have had the opportunity to expand my research agenda with new projects in the areas of preservice teacher education, teacher self-efficacy, teacher knowledge, textbook analysis, and the development of university-high school collaborations.
Degree received: May 2008
Dissertation: The Effect of Visually Enhanced Instructional Unit on High School Calculus Students' Visualization Ability and their Understanding of the Limit Concept.
At the time I started the EdD program, I taught all levels of high school math, including AP Calc and AP Stat at Paramus HS.
Going into the program, I had an MS in Mathematics. The only course I had taken in education was an elective during my sophomore year (Education in the social context). I obtained my teaching certification through the Alternate Route Program and received the Dodge Fellowship Grant in the process. Teaching was both challenging and rewarding for me, and I decided to pursue a degree in Education. This is when I received information about the EdD program at Montclair. The specialization in Mathematics Pedagogy has in many ways enhanced my effectiveness as an educator and a teacher of mathematics. I continue to reflect on my daily practice. I often share my thoughts with students to help them think about their own learning and realize how mathematics fits in that picture.
I continue to teach all levels of high school math at Northern Valley Regional HS at Old Tappan, where I also am the math team advisor. I am actively involved in the school community, and I am fortunate to be in a district that encourages teacher interaction. There is much sharing of ideas through ongoing conversations in our math department about different approaches to teaching specifics. I believe that these conversations promote best practices that lead to progress in the long run.
When I started the program, my goal was to have a stronger grounding in pedagogy. The EdD in Mathematics Pedagogy at MSU provided me with much more than a strong grounding. I intend to stay in the classroom as I continue to make mathematics meaningful and rewarding for my students. I continue to learn as I teach, and I continue to share what I have learned with my colleagues.
Next Fall, both my children will be in college, and I hope to be able to devote more time to working with fellow teachers.
Dr. Janice-Lynn Shuhan
Degree received: May, 2006
Dissertation: An Interdisciplinary Approach to Secondary Math Class Activities: The Influence of Multiple Intelligences Inspired Tasks on Student Learning of Geometry Concepts © 2006
Before entering the doctoral program I taught secondary mathematics at Belleville high school for 30 years. I taught various levels of Algebra and Geometry (Honors, Academic, General and mixed-levels grades 9-12), as well as high school state proficiency topics during the period of the state’s HSPT/HSPA.
Montclair State University has provided me with a strong background in mathematics education, theater arts and music, administration, curriculum, counseling, and writing. Within the first decade after graduation from MSU, I have been the fortunate recipient of local, state, and national awards in teaching. Among these are:The Tandy Technology Scholar Outstanding Teacher Award, Stevens Institute of Technology Excellence in Teaching Award, Essex County Teacher of the Year, The (MSU) Alumni Citation, Best Actress in a Musical (ACT Awards of NJ), Best Choreographer of a Musical (Perry Awards), Poet of the Year, inductions into Who’s Who in the World Millennium Edition, Who’s Who in Women, Who’s Who Among Educator’s and Professionals, Who’s Who in American Education, and an honoree onthe Wall of Tolerance.
After graduating from MSU, I published a book of poetry (Selections of the Heart and Soul), single poems to various publications, educational articles on the multiple intelligences inAnalytic TeacherandNew Jersey Mathematics Teacher, a performance website ( www.Janice-lynn.com ), and released a jazz vocal CD (Crazy In Love, by Janice Lynn) in 2007.
As math supervision was my initial goal following the doctoral program, the completion of doctoral program corresponded with the trend of discontinuation of all supervisory positions (in our district). However, I was strongly encouraged to apply for the Director of Curriculum/Assistant Superintendent position, but decided to pass with the intent of continuing the direct contact with students. My appointment as the Dean of Students and Math Lead Teacher last year (and currently) served me well as I had opportunity to guide and assist the math department, write curriculum for EveryDay Math grades 4 and 6, and reinvent a high school course (Algebra Basics Plus). The duties have ranged from various administrative disciplinary and counseling tasks, student supervision, tardiness and student credit appeals, Intervention and Referral meetings, data entry, organization and entry of EVVRS (violence) reports to the Dept of Education, facilitation of math PLCs, department meetings and planning, to designing a school-wide “Workplace Behavior Challenge” (WBC) initiative.
As part of the extracurricular program, I served as director and choreographer of a multiracial cast of some 50 students in a production ofWest Side Story. This was my 30th most rewarding year serving in these capacities.
Degree received: May 2005
Dissertation: A Mathematical Community of Inquiry in the High School Setting.
Ray Siegrist earned his doctorate in 2005, writing a dissertation about using a community of inquiry to teach high school mathematics. After teaching high school mathematics for thirty years, Ray was looking for a new challenge. Upon retiring from high school teaching in 2004, he began searching for a job to put his doctorate to use. At this time, Ray is an associate professor at SUNY, College at Oneonta, preparing students to become mathematics teachers. He has presented at the last three NCTM national conferences and will be presenting in 2014 in New Orleans.
Degree received: January 2005
Dissertation: The Use Of The Graphing Calculator To Support The Learning Of The Function Concept By Students With Learning Disabilities In A Mathematics Classroom.
I began my career teaching mathematics at the secondary level in the early seventies and became a mathematics department supervisor six years later. My career has spanned more than three decades of changes in mathematics education including the introduction of the vision of teaching and learning mathematics developed by the National Council of Teachers of Mathematics (NCTM). As I embraced this vision, I searched for ways to create a classroom where students were actively engaged in activities rich in mathematical content, a classroom that was a community of inquiry where the teacher was a partner as well as a mentor. That search brought me to Montclair State University, where a course examining the new NCTM Standards was offered. It was during that semester that I decided to return to school to earn a doctorate. During the next few years, professional and personal challenges caused me to delay my return to school. It was during this time period that the faculty at Montclair State was developing a doctoral program for mathematics teachers. Now a K-12 Mathematics Supervisor, I was sure the program was right for me.
My involvement in the doctoral program at Montclair State University helped me grow professionally, scholarly, and personally. When I completed the program I knew it was time to make a change and my experience at Montclair prepared me to enter a new phase of my life. Since retiring from the public school system, I have developed a good working relationship with the director of the Center for Innovation in Engineering and Science Education at Stevens Institute of Technology. Employed by them as a mathematics consultant, I visit various school districts sharing with other mathematics teachers a vision of teaching and learning consistent with the NCTM Standards.
In addition to my work as a consultant, I have worked as an adjunct at Montclair State University. The time spent with graduate students has been an extremely rewarding experience.
Deborah L. Ives
Degree received: August 2003
Dissertation: The Development of Seventh Graders' Conceptual Understanding of Geometry and Spatial Visualization Abilities Using Mathematical Representations with Dynamic Models.
Since earning my doctorate, I have been given opportunities to serve as a supervisor of mathematics, a curriculum specialist, teacher, and a facilitator of an Aerospace, Science, Technology, Engineering, and Math (A-STEM) program in NJ public schools. Some of the opportunities in addition to my school-based professional responsibilities that came my way since earning the doctorate:
- Thirteen/WNET New York March 2009 - present: Advisor for Educational Multimedia Project, Get the Math!, designed to help middle and high school students taking Algebra I appreciate its importance and usefulness. (I was recommended by NCTM to PBS.)
- State of New Jersey, Department of Education 2009: NJ Math Panel 2008 – 2009: SRA (Special Review Assessment) Advisory Council Member 2008: Standards Clarification Project Phase II: NJ Steps Algebra I, Geometry,
- Association of Math Teachers of New Jersey 2008-2010: Co-Chair, Speaker for “Special Education/Mathematics: Preparing for State Standards and Assessment K-12” 2005-2006: President of AMTNJ
- National Council of Teachers of Mathematics 2006: Co-Chair, NCTM Eastern Regional Conference, Atlantic City, NJ 2005: New Jersey State Delegate: NCTM Annual, Anaheim, CA
- Grant Writing 2006: Wrote and secured New Jersey State Systemic Initiative (NJ SSI) Professional Development Grant for Standards-based Mathematics - awarded $20,000 for West Milford Public Schools
I believe that the education and experience I received at MSU in the doctoral program prepared me for the contributions to education that I have made since. These opportunities, I believe, are as a direct result of engaging in the research and study of pedagogy and mathematics with the faculty and students at the college.