2017 Annual Conference of the North American Chapter of the
International Group for the Psychology of Mathematics Education

Plenary Speakers

Dr. Rochelle Gutiérrez

Dr. Rochelle Gutiérrez is Professor of Curriculum and Instruction and Latina/Latino Studies at the University of Illinois, Urbana-Champaign, USA. Her research interrogates the unearned privilege that mathematics holds in society and the roles that race, class, language, and gender play in teaching and learning mathematics so as to open up a new possible relationship between living beings, mathematics, and the planet. Her current research projects include: theorizing the roles of mathematics in relation to power, identity, the body, and authority in society; supporting mathematics teachers who engage their students in rigorous and creative mathematics and who are committed to social justice; and documenting moments of “Nepantla” and “creative insubordination” in the everyday practices of mathematics teachers.

She has served as a member of the writing team for the Standards for Preparing Teachers of Mathematics produced by the Association of Mathematics Teacher Educators. On a Fulbright fellowship, she studied secondary mathematics teachers in Zacatecas, México, where she was able to document the different cultural practices and algorithms used in Mexican classrooms. She has earned the Excellence in Research Award from the Association of Mathematics Teacher Educators for the work she has conducted and the theories on equity she has offered to the field. Pace University recognized her as a Distinguished Educator in the Pedagogy of Success in Urban Schools. And, TODOS Mathematics for All recently awarded her the Iris M. Carl Equity and Leadership Award. Her work has been published in such journals as American Educational Research Journal, Mathematical Thinking and Learning, Journal for Research in Mathematics Education, Harvard Educational Review, Democracy and Education, Urban Review, and Mathematics Teacher.

Before and throughout graduate school, she taught middle and high school mathematics to adolescents in East San José, California. In her free time, she is a board game geek, sews old clothing into new objects, teaches power yoga, and agitates for change with respect to local politics.

Dr. Leslie P. Steffe

Dr. Leslie P. Steffe, after spending three years as a Research Associate at the R&D for Cognitive Learning at UW-Madison, joined the Mathematics Education Department at University of Georgia (USA) in 1967. This was during the heady time of the Modern Mathematics movement and its rational idealism. He and Ernst von Glasersfeld mounted the constructivist research program, Interdisciplinary Research on Number [IRON], to counter the regressive behaviorism of the 1970’s that followed the era of Modern Mathematics. IRON launched the constructivist movement of the 1980’s and 1990’s with its emphasis on students’ mathematical thinking and learning and mathematical communication. He continues to work with researchers who participate in an expanded and progressive constructivist research program in order to maintain it as a major force in mathematics education, as well as a counter force to the neo-behaviorism of outcome-based education.

He enjoys family time, working on his horse farm, riding and showing reining horses, working out, and watching sporting events.

Dr. Maggie B. McGatha

Dr. Maggie B. McGatha is a professor of mathematics education in the Department of Middle and Secondary Education at the University of Louisville (USA). Her research interests include the professional development of teachers of mathematics particularly focusing on mathematics coaching. She is currently the PI on “Developing Residential Expertise for Achieving Mathematics for All” (DREAM for All) that supports elementary teachers in earning an elementary mathematics specialist endorsement and studies the impact of these professionals on student achievement.

She is an author of numerous articles, co-editor of Elementary Mathematics Specialists: Developing, Refining, and Examining Programs that Support Mathematics Teaching and Learning (AMTE/IAP, 2017), co-author of Mathematics Coaching: Resources and Tools for Coaches and Leaders, K-12 (Pearson, 2014) and On the Money: Math Activities to Build Financial Literacy, Grades 6-8 (NCTM, 2015).

Maggie works with coaches, teacher leaders, and administrators as a Training Associate for Cognitive Coaching℠ and an Agency Trainer for Adaptive Schools. She received her doctorate from Vanderbilt University (Tennessee), her master’s degree from Austin Peay State University (Tennessee) and her bachelor’s degree from Morehead State University (Kentucky).

Dr. Nathalie Sinclair

Dr. Nathalie Sinclair is a professor in the Faculty of Education, an associate member in the Department of Mathematics and the Canada Research Chair in Tangible Mathematics Learning at Simon Fraser University (Canada). She is also the editor of Digital Experiences in Mathematics Education. She is the author of Mathematics and Beauty: Aesthetic Approaches to Teaching Children (Teachers College Press, 2006), and co-author of Mathematics and the Body: Material Entanglements in the Classroom (Cambridge University Press, 2014) and Developing Essential Understanding of Geometry for Teaching Mathematics (National Council of Teachers of Mathematics, 2012), among other books.

Dr. Ana Isabel Sacristán

Dr. Ana Isabel Sacristán, who received her PhD from the University of London (UK), is a full researcher at the Department of Mathematics Education of the Centre for Research and Advanced Studies (Cinvestav-IPN) in Mexico City, where she has worked since 1989. Her main area of research is on the teaching and learning of mathematics through digital infrastructures. She is particularly fond of the constructionism paradigm proposed by Seymour Papert, as a basis for the design of digital infrastructures and learning environments where students can explore, and build ideas and concepts through programming activities.

She has many academic papers in that area, but has also developed tasks and authored materials for the Mexican Ministry of Education, in particular those for the national “Teaching Mathematics with Technology” program, on the use of computer programming activities for mathematical learning. She has trained teachers across Mexico and has co-led a nation-wide research and evaluation on the use of technological tools in Mexican classrooms. She has also been part of many international committees, including the International Programme Committee of the 17th ICMI Study on “Mathematics Education and Technology — Rethinking the Terrain” and been a visiting professor in several countries, including the Institute of Education of the University of London in England; UQÀM, in Canada; and the French Institute of Education at Lyon-ENS in France.

Dr. Karen F. Hollebrands

Dr. Karen F. Hollebrands is a Professor and Alumni Distinguished Undergraduate Professor in the Department of STEM Education at North Carolina State University. Her research focuses on issues related to the use of technology to support the learning and teaching of mathematics. She has received several grants to support the development of curricula materials to prepare middle and high school teachers to teach mathematics with technology. These curricula materials have influenced the development of the Teaching Mathematics with Technology MOOC-Ed that was created and offered for the first time in 2016. She has published several articles related to the use of technology in the teaching and learning of mathematics. She is also Co-Editor of two books that focus on how teachers can support students' learning with technology and how teacher educators can prepare teachers to use technology to teach mathematics.

Elaine Ellison

Elaine Ellison taught high school mathematics for 25 years. She loved teaching geometry and proof. Elaine also taught a mathematics methods class at Purdue. Elaine enjoys working with all levels of mathematics teachers. Since retirement, she has been involved with Bridges-an interdisciplinary group of individuals (mainly mathematicians that do art).

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