Program in Mathematics
The faculty of the Program in Mathematics are involved actively in a number of publication and research projects in Mathematics and its teaching. Stimulated by the appearance in 2010 of the Common Core State Standards in Mathematics, Program students have embarked upon clarification and explication of the CCSS cognitive category “Mathematical Modeling”. Alignment with COMAP (the Consortium for Mathematics and its Applications) resulted in an agreement for COMAP to publish two works both on-line and in paper copies:
Teachers College Mathematical Modeling Handbook I
Online version to appear in late June 2011 at www.comap.com/NCTM.html.
Printed version to be available from COMAP in late September 2011.
Teachers College Mathematical Modeling Assessment Handbook II
Online version to be published in March 2012
Printed version to be available at COMAP in June 2012.
Both works were prepared and edited by Teachers College past and present students under the direction of Professor Bruce Vogeli with significant guidance from Professor Henry Pollak.
Professor Vogeli also is involved in an extension of his work with Professor Alexander Karp resulting in publication in March 2011 of their two-volume anthology on Mathematics Education in Russia. Professor Vogeli will collaborate again with the Russian anthology’s publisher, the World Scientific Publishers, to add a second two-volume work to their Series on Mathematics Education. This new anthology, entitled Mathematics Education in Latin America will explore programs and practices in Southern Latin America in Volume I and in the Caribbean and Northern Latin America in Volume II. The Volumes will appear consecutively in early 2013 and 2014.
Professor Vogeli served as the Ford Foundation’s mathematics consultant in Southern Latin America in the 1960’s and 70’s and was appointed “Chief of Party” for a US-AID mathematics project in Peru aborted due to local insurgencies. He has worked extensively with mathematicians in Central America and the Carribean including Mexico and Cuba and will draw upon these resources in compiling the anthology.
Professor Alexander Karp’s major accomplishments this year included the publication of the second volume of Russian Mathematics Education, edited by Professors Karp and Vogeli, and also the special issue of the Canadian Journal of Science, Mathematics, and Technology Education which he co-edited with Roza Leikin. Currently Dr. Karp is working on preparing the Handbook of History of Mathematics Education (with Gert Schubring), which is expected to be published by Springer-Verlag in 2013. About 40 distinguished scholars from all over the world have agreed to participate in this major project.
Professor Erica Walker was recently named by the National Council of Teachers of Mathematics President Michael Shaughnessy to a 3 year term on the National Council of Teachers of Mathematics Research Committee, which is charged with setting the research agenda for the Council, overseeing research activities and publications, and organizing the Research Pre-Session for the NCTM Annual Meeting.
Dr. Walker’s primary research activities this year comprise the completion of her book manuscript, Building Mathematics Communities in Urban High Schools, which is under contract with Teachers College Press and expected to be published in Spring 2012, as well as a joint project with Professor Alexander Karp, focusing on on-line professional development communities for urban mathematics teachers. This project was supported by a Provost Investment Fund Grant in 2010-2011, and has also been promised funding from the Arthur Vinings Davis Foundation. For this project, we are developing a website for teachers and TC prospective teachers to connect pre-service and in-service teachers around issues of mathematics content and pedagogy in real-time, real-world classroom contexts. This work builds on our shared interests in problem-solving in mathematics, as well as “solving the problems” that emerge during teaching. In addition, Dr. Karp and Dr. Walker are continuing their work with the GE Harlem Schools Partnership, assisted by Program in Mathematics doctoral students