Janie F. Schielack named Impact in Teaching & Learning Award Recipient

Dr. Leanne Ketterlin Geller named Dr. Jane F. Schielack as Research in Mathematics Education’s Impact in Teaching & Learning Award recipient at the 2016 Research-to-Practice Conference on SMU campus in Dallas, Texas on Friday, February 19.

Dr. Ketterlin Geller said, “We are delighted to present this award to our deserving colleague, Dr. Schielack. She has made an important impact on the learning opportunities of students and teachers in Texas and across the country – her attention to detail, deep understanding about how children think mathematically, and integrity to the mathematical content has made a difference in the mathematical opportunities for all kids.”

Dr. Schielack was selected because of her:

  • Demonstrated commitment to cultivating the research-to-Schielack_Janiepractice relationship through supporting teachers’ classroom practices
  • Demonstrated commitment to providing ongoing support for the mathematics success of all students through high quality teaching practices
  • Demonstrated commitment to supporting teachers’ professional knowledge of mathematics content and/or evidence-based pedagogical practices
  • Innovative thinking focused on supporting teaching and learning in mathematics

Dr. Schielack is a Professor in Mathematics and Education at Texas A&M University and has been closely involved at the state level by working with the Texas Education Agency in developing and revising the state-mandated curriculum in mathematics; making presentations at the state mathematics conference for teachers, and writing and presenting a variety of professional development institutes for in-service teachers.

At the national level, she has authored articles, books, and textbooks focused on helping children understand mathematics. She has served as the academic advisor as well as a writer on several national professional development institutes for elementary and middle school mathematics teachers.

Her work with the National Council of Teachers of Mathematics includes participating on the writing team for the Professional Standards for Teaching Mathematics, co-editing Empowering the Beginning Teacher of Mathematics: Elementary School, chairing the writing group for Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence, and editing the Focus in Mathematics series for Grades 3-8.


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Istation is Presenting Sponsor for 5th RME Conference

RME’s 5th annual Research-to-Practice Conference will be held on Friday, February 19th, 2016. This event began in 2011, and welcomed 140 educators to SMU campus. Now in year five, the conference Istation_PrimaryLOGOreached maximum capacity of 350 participants within a week of registration opening.

Istation, Inc. has generously partnered with RME as the presenting sponsor for the conference. Istation is an award-winning, comprehensive e-learning program used by more than four million students and educators around the world. Known for its accurate assessments, engaging curriculum, and trusted teacher tools, Istation helps students in prekindergarten-12th grade achieve academic growth.  Richard H. Collins, chairman and chief executive officer, will help welcome the teachers and administrators as they prepare for this year’s RME conference agenda, Designing for STEM: Teaching Mathematics Outside the Box. 

The RME conference is committed to offering a quality professional development opportunity to Texas educators that is focused on research-to-practice within the complexities of mathematics education both at the system and classroom levels.  For more information, contact us at rme@smu.edu

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Dr. Mitchell J. Nathan is the 2016 Keynote Speaker

Mitch NathanDr. Mitchell J. Nathan will serve as the 2016 Research-to-Practice Conference keynote speaker. This year’s theme is: Designing for STEM: Teaching Mathematics Outside the Box.

Dr. Nathan is a Professor of Learning Sciences (Educational Psychology Department) at the University of Wisconsin-Madison. He is the Director of the Center on Education and Work, the Director of the IES Postdoctoral Fellowship Program in Mathematical Thinking, Learning and Instruction, and he also holds additional faculty appointments in the Departments of Curriculum and Instruction, and Psychology, and is a faculty fellow in the Wisconsin Center for Educational Research.

Dr. Nathan has authored more than 100 peer-reviewed publications and more than 120 presentations at professional meetings. He has delivered more than 50 international invited presentations. Dr. Nathan was recently inducted in the Teaching Academy for excellence in teaching.

Dr. Nathan was a founding officer of the International Society of the Learning Sciences (ISLS.org) and founded the Engineering and Computer Science Education section within Division C of the American Education Research Association (AERA). He served on the National Academy of Engineering and the National Research Council Committee on Integrated STEM Education from 2011 to 2014, contributing to the final report, STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. Currently, he is associate editor for The Journal of the Learning Sciences, and serves on the editorial board for the Journal of Pre-College Engineering Education Research, as well as on the advisory board for Purdue’s Institute for P-12 Engineering Research and Learning (INSPIRE), and on the advisory board to the editor for the Journal of Engineering Education within the American Society for Engineering Education (ASEE).


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RME Developing Algebra Readiness Progress Monitoring Tool

ARPM 2The latest NAEP data indicates that only 33 percent of 8th grade students perform at or above the proficient level in mathematics. This continued urgency to close the gap in mathematics education remains critical – through work in the field in middle school, RME has identified a need for a progress monitoring tool that targets rational number operations and algebraic thinking. RME’s latest project in collaboration with Istation, Inc. is to develop an algebra readiness progress monitoring tool that addresses this gap. Progress monitoring is an efficient and reliable way to capture data at regular and frequent intervals as students move through mathematics instruction. The frequency of the assessments tracks students’ response to instructional change, and teachers can evaluate their development in increasingly complex content throughout the year. The RME team hosted 18 Texas educators on SMU campus in November to design items for this project. Delivery of the project totaling over 5,400 assessment items across grades 6-8 is expected in 2016.

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RME Researcher talks Math in Motion

Assistant Professor Candace Walkington is piloting interactive motion technology as a way to help students learn Geometry. This research is recapped in SMU’s Mustang Minute:

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RME Partnering with Jamaican Ministry of Education and IDB on Pilot Program

RME is partnering with the Jamaican Ministry of Education and the Inter-American Development Bank to implement a pilot program aimed at supporting parents’ involvement in math education at home. The goal of this project is to improve outcomes for children in the earliest grades and to drive activities that incorporate math into everyday family life, fostering confidence and knowledge that carries forward into the classroom.

RME researchers Leanne Ketterlin-Geller, Pooja Shivraj, and Erica Simon spent a week in Kingston, Jamaica conducting focus groups with parents, educators, community leaders, and advocacy groups of the region on the perceptions of mathematics education. RME will return throughout the next two academic years to implement coaching and training sessions with parents. Read more…

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RME Announces Research-to-Practice Impact Awards

RME Impact picLeanne Ketterlin Geller, RME Director, presented Cathi Albrecht, Secondary Math Coordinator 6-12 at Rockwall ISD and Haley Boyd, Kindergarten Teacher at James Bowie Elementary in Richardson ISD with the first-ever RME Research-to-Practice Impact Awards in Leadership and in the Classroom at the RME Annual Conference on February 27.

Albrecht and Boyd were both nominated based on their demonstrated commitment to cultivating the research-to-practice relationship through implementation of systems-level and classroom level practices, evidence-based pedagogical practices, and a demonstrated commitment to supporting students’ mathematics achievement.

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PAEMST deadline is April 1

The Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST) is now accepting nominations for teachers in grades 7-12 who provide excellent mathematics or science instruction. PAEMST is a tremendous honor for the math and science community. The nomination deadline is April 1, and the application deadline is May 1, 2015. Visitwww.paemst.org for more details.

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RME Awarded TEA Grant for the 4th Year in a Row

I'm a MATH person.002In the fall of 2014, Dr. Ketterlin Geller and RME were awarded their 4th consecutive grant in as many years from the Texas Education Agency. This funding is instrumental in RME’s work to develop algebra-readiness assessments for students and professional development for educators that are designed to identify students struggling in mathematics, and provide the data for teachers to adjust the level of instructional support necessary for at-risk students to become proficient in algebra.

This grant will also continue RME’s work in developing and disseminating the updated Response to Intervention (RtI) guidance documentation for the state. When finalized, this content will be delivered via mobile application (app) and complementary website.

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Annie Wilhelm publishes article in the Journal for Research in Mathematics Education

GarrisonAnnie Wilhelm, RME researcher and assistant professor in Teaching and Learning is published in the Journal for Research in Mathematics Education, Volume 45 with her article “Mathematics Teachers’ Enactment of Cognitively Demanding Tasks: Investigating Links to Teachers’ Knowledge and Conceptions”. Reach the abstract here, and listen to Annie’s interview on the article with MathEdPodcast.com here.

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