Dr. Leanne Ketterlin Geller and Dr. Candace Walkington with the Annette Caldwell Simmons School of Education & Human Development jointly announced the 2018 Impact Award winners at the Research in Mathematics Education Research-to-Practice Conference, held on February 16, 2018.
Dr. Sharon Benson, Director of Mathematics and Advanced Academics at ESC Region 4 Education Service Center was awarded for her Impact in Leadership. She has engaged in many initiatives at the state level, including the Texas Algebra Readiness Initiative, the Commissioner’s Math Advisory Council as well as many assessment committees related to STAAR End-of-Course for Geometry and Algebra II. She is a contributing author for multiple resources produced by ESC Region 4 to support K-12 mathematics, and she is currently engaged in the Mathematics and Science Partnership Program and Texas Mathematics Initiative to develop a cadre of teacher leaders in the state, who will be known as Mathematics Teacher Mentors. Dr. Benson is committed to sharing her expertise with broad audiences as a regular presenter at numerous mathematics conferences including CAMT, NCSM, TASM, the Middle School Matters Institute, and the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Dr. Benson is a tireless advocate for students and recognizes that our biggest assets in supporting students are supporting our teachers and leaders.
Trevelyn Everitt-Gyure was named the Impact in Teaching and Learning recipient. Trevelyn is an 8th grade math teacher at Navo Middle School in Aubrey, Texas. She has worked collaboratively with two researchers at SMU, Dr. Candace Walkington and Dr. Carole Hayata, on personalized problem-solving and the importance of mastering linear equations; content middle schoolers are challenged with, and an important indicator for high school success. Trevelyn is engaged in critical reflection on the research activities and integrates the ideas from the research study into her day-to-day teaching practice. She continuously contemplates what the research is really showing, what the larger body of research in mathematics education would suggest, and how these types of interventions are actually working in her classroom.