IM&E

Mathematicians in Mathematics Education (MIME)
March 16–18, 2014
College Station, TX

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Apply/Register for this workshop

Registration for this workshop and applications for funding are now closed.



MIME 2014 organizing committee


About this workshop

The demand is increasing for mathematicians who can constructively contribute to work in mathematics education, such as standards development, validation of tests, curriculum design, textbook review, and the preparation and professional development of teachers.

This workshop is designed for those in mathematics who would like to learn more about current issues in K-12 education and help address them, but may lack prior experience in this area. Participants will learn about key issues in the field, such as the core mathematics of K-12 and mathematical knowledge for teaching.

This workshop will appeal to anyone who has found interesting the challenge of structuring courses for prospective K-12 teachers, is curious about recent influences on K-12 curriculum (especially the Common Core State Standards in Mathematics), has wondered about how mathematicians can interact with local school districts and teachers in ways that support children's mathematics learning, or has thought about ways in which knowing mathematics for teaching a course might differ from simply doing the mathematics involved in the course.

This workshop serves as a place to learn more about the issues involved and meet others interested in mathematics education.


Confirmed workshop leaders and presenters


Accommodations and Location

The workshop will be held on the Texas A&M campus with nearby lodging, most likely at the Four Points Sheraton. We will book and cover lodgings for all accepted registrants.

On Sunday, March 16, the workshop will be held at the Texas A&M Harrington Tower 301 and 301. On Monday and Tuesday March 17-18, we will convene at Memorial Student Center (MSC) 2406A and 2406B.


Program

Full Program

Download as PDF: here.

Daily timetable

Sunday, March 16
11:45am-6pm
(11:45am) Shuttle from hotel to campus
Registration/Lunch: Harrington Tower 301
Sessions: Harrington Tower 303
Monday, March 17
8am-6pm; 6pm-8pm
(8am) Shuttle from hotel to campus
Breakfast: Memorial Student Center 2406A
Sessions: Memorial Student Center 2406B
Optional evening activity:
(6pm) Dinner with TAMU Math Circle: Blocker 117
(8pm) Shuttle from campus to hotel
Tuesday, March 18
8am-noon
(8am) Shuttle from hotel to campus
Breakfast: Memorial Student Center 2406A
Sessions: Memorial Student Center 2406B

MIME 2014 will begin March 16 at noon with a kickoff light lunch and end March 18 in the late morning.

Sessions

Sunday, March 16

Monday, March 17

Tuesday, March 18


Reimbursement instructions

Reimbursement for participants' travel is generously arranged by the Institute for Mathematics & Education at the University of Arizona.

Questions about reimbursement or reimbursement forms? Please direct them to Shane Smith, at ssmith(at)math(dot)arizona(dot)edu or 520-626-5709 (phone).

To obtain reimbursement, please:

Be sure to complete a MIME comment form: here. This is required prior to reimbursements. (Of course, you should wait until after the workshop to complete the form).

Then provide:

  1. A completed W-9 form: download here.
  2. If claiming reimbursement for a flight, your itinerary and receipt
  3. If claiming mileage, a printout of google maps or mapquest or equivalent of your route
  4. Original receipts for taxi fares and other ground transportation or other incurred costs (only original, paper receipts will be recognized by the University of Arizona financial system)
  5. A brief memo stating:
    • - That you are seeking reimbursement for the MIME 2014 workshop in College Station, TX
    • - Your travel start and end date
    • - Approximate times you left and returned to your hometown on those dates
    • - Address to send reimbursements to if different from that listed on your W-9 form

Please send the above to:

Attn: Shane Smith/MIME 2014
Business Mgr, Mathematics
617 N. Santa Rita Ave. Rm 119
Tucson, AZ 85721-0089

If you are not claiming any reimbursements requiring original paper receipts, you may email or fax your forms to Shane, at 520-626-1325 (fax) or ssmith(at)math(dot)arizona(dot)edu.


MIME 2014 Cohort

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AlexKhachatryanReasoning MindHoustonTexas

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AlisonMarrSouthwestern UniversityGeorgetownTexas

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AmandaHagerThe University of Texas at AustinAustinTexas

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Ana TCastilloPharr-San Juan Alamo School District / South Texas CollegePharrTexas

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AndresPadilla OviedoThe University of Texas - Pan AmericanEdinburgTexas

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AndrzejSokolowskiTexas A&M UniversityCollege StationTexas

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BillMcCallumUniversity of Arizona/Illustrative MathematicsTucsonArizona

.

BrandyWiegersSan Francisco State UniversitySan FranciscoCalifornia

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CathyBeickerTexas Lutheran UniversitySeguinTexas

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CodyPattersonUniversity of ArizonaTucsonArizona

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DanielZaharopolThe Art of Problem Solving FoundationCambridgeMassachusetts

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DianneGoldsbyTexas A&M UniversityCollege StationTexas

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EmilStraubeTexas A&M UniversityCollege StationTexas

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FrankSottileTexas A&M UniversityCollege StationTexas

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G DonaldAllenTexas A&M UniversityCollege StationTexas

.

GeorgeKhachatryanReasoning MindHoustonTexas

.

HannaBennettThe University of Texas at AustinAustinTexas

.

JamesValles, Jr.Prairie View A&M UniversityPrairie ViewTexas

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JenniferWhitfieldTexas A&M UniversityCollege StationTexas

.

JianShenTexas State UniversitySan MarcosTexas

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JohnBernardThe University of Texas - Pan AmericanEdinburgTexas

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KateKearneyLouisiana State UniversityBaton RougeLouisiana

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LauretteFosterPrairie View A&M UniversityPrairie ViewTexas

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PhilipYasskinTexas A&M UniversityCollege StationTexas

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RobertGustafsonTexas A&M UniversityCollege StationTexas

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RogerHoweYale University/Texas A&M Faculty FellowNew Haven/College StationConnecticut/Texas

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SandraNiteTexas A&M UniversityCollege StationTexas

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ScottBaldridgeLouisiana State UniversityBaton RouteLouisiana

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TimothyHuberThe University of Texas - Pan AmericanEdinburgTexas

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VictorKostukReasoning MindHoustonTexas

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VirgilPierceThe University of Texas - Pan AmericanEdinburgTexas

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WilliamHagerTexas Lutheran UniversitySeguinTexas

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YepingLiTexas A&M UniversityCollege StationTexas

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YvonneLaiUniversity of Nebraska-LincolnLincolnNebraska

Suggested Short Readings with Links to Articles

  • Yong, D. (2012). Adventures in Teaching: A Professor Goes to High School to Learn about Teaching Math", Notices of the AMS, 59(10), 1408-1415.
  • During the 2009-2010 academic year, Harvey Mudd Professor of Mathematics Darryl Yong did something unusual for a university mathematician on sabbatical: he taught high school mathematics in a large urban school district, despite his institution not having a teacher preparation program and only graduating a few students per year who intend to be teachers. Four lessons emerged from his experience that he writes about in a special article for the Notices of the AMS.

  • CBMS MET 2 (Mathematical Education of Teachers) Report.
  • This report, coordinated by the AMS and MAA, should be useful to the entire community of professionals who educate teachers of mathematics, from those who teach undergraduates seeking initial certifcation to those who work with veteran teachers pursuing opportunities for professional development. Its audience includes professional development providers housed outside of academic institutions as well as collegiate faculty from disciplines outside the mathematical sciences who have become actively engaged in the mathematical education of teachers. Its primary audiences, however, are faculty who teach in mathematics or statistics departments and their colleagues in colleges of education who have primary responsibility for the mathematical education of teachers. In addition, this report will be useful to policy-makers at all levels who look to the mathematics and mathematics education community for professional guidance with respect to the mathematical education of teachers.

  • Howe, R. (2011). Three pillars of first grade mathematics. The De Morgan Journal 1(1), 3-17.
  • This note presents a proposal for a coherent approach to mathematics instruction in first grade. The proposal is highly compatible with the recently published (in the US) Common Core State Standards for mathematics, but places more emphasis on connections between topics than might be evident from a casual reading of those standards.

  • Ma, L. (2013). A critique of the structure of U.S. elementary school mathematics. Notices of the American Mathematical Society, 60(10), 1282-1296.

    This article argues that the consideration of the way in which the content of elementary mathematics is organized and presented is worthwhile for both U.S. and Chinese elementary mathematics educators. As illustrated in this article, the organizing structure may affect the content that is presented and ultimately learned by students.

  • Progressions Documents for the Common Core State Mathematics Standards
  • The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. These documents were spliced together and then sliced into grade level standards. From that point on the work focused on refining and revising the grade level standards. This project is organizing the writing of final versions of the progressions documents for the K-12 Common Core State Standards.

    Suggested longer readings