Our Event Speakers
Dr. Rochelle Gutiérrez(Socio-Political Perspective)
Professor of Mathematics Education | University of Illinois at Urbana-Champaign
Dr. Rochelle Gutierrez's research focuses on the structural and pedagogical factors involved in equity for marginalized students, especially African American and Latina/Latino students. In the past, she has focused upon understanding the organizational, cultural, and pedagogical aspects of high school mathematics departments that support students of color and students in poverty taking high levels of mathematics by grade 12.
During her address, she will make an argument for the development of political knowledge as a goal for mathematics methods courses. She will also describe ways that she has seen this knowledge internalized and enacted in my experiences with pre-service and in-service secondary mathematics teachers. She will also layout a taxonomy of the forms of political knowledge in use so that instructors of mathematics methods courses could have vocabulary from which to draw when working with teachers.
Marty Simon(Cognitive Perspective)
Professor of Mathematics Education | New York University—Steinhardt
Dr. Marty Simon's research focuses on understanding the process by which students develop mathematical concepts through their mathematical activity and how such learning can be fostered. Simon has also done extensive research on the development of mathematics teachers as they learn to teach mathematics with a conceptual focus.
During his address, he will articulate his notion of “pedagogical concepts” necessary for teaching mathematics in a reform-oriented way. He will provide examples of pedagogical concepts that he considers as important for prospective teachers to develop. He will also describe ways he envisions this development occurring.
Elham Kazemi(Situated Perspective)
Professor of Mathematics Education | University of Washington
Dr. Elham Kazemi’s research focuses on the challenge of designing professional learning experiences for elementary mathematics teachers and teacher educators so that teachers’ classroom practices improve in ways that are productive for student learning, especially in high poverty settings. Central to this effort is understanding what is entailed in the work of teaching mathematics by eliciting and responding to children’s mathematical thinking in ways that advance the learning of key ideas in mathematics and cultivate productive disciplinary dispositions.
In her address, she will share her perspective on pedagogies of practice and instructional activities and their development for methods courses. She will also share her perspective on public rehearsals of instructional routines.