Dr. Chapin is Professor of Mathematics Education at Boston University where she teaches graduate-level courses and conducts research. Her work covers the areas of gifted education, curriculum design, teacher professional development in mathematics, and teacher and student discourse in mathematics. Dr. Chapin is the principal investigator of the Elementary Pre-Service Teachers Mathematics Project where she is involved in writing problem-based mathematics tasks and researching the effects of these tasks on elementary education majors’ knowledge of mathematics for teaching. Dr. Chapin is the senior author of Math Matters: Understanding the Math You Teach Grades K-8 (2006), a book designed to help teachers understand and teach to the “big” ideas in mathematics and a co-author of Classroom Discussions in Math (2013), that focuses on the role of classroom discourse in learning mathematics. Her work on the Mentoring Mathematical Minds series (15 books for gifted students in grades 3 through 5) has won numerous “best curriculum” awards from the National Association of Gifted Children.
Dr. Feldman is a clinical assistant professor and currently the program director of mathematics education at Boston University’s School of Education. He currently teaches undergraduate and graduate-level courses in mathematics content and methods for pre-service and in-service teachers across the K-12 grades. Dr. Feldman’s research interests include describing the ways in which pre-service elementary teachers’ understanding of number theory topics develops, as well as examining the use of task design cycles to better construct and modify mathematical tasks for use in teacher education courses. Dr. Feldman is a Co-PI for the Elementary Pre-Service Teachers Mathematics Project (EMP).
Dr. Salinas is an assistant professor of mathematics education at Boston University where she teaches both undergraduate and graduate-level courses in mathematics content and methods. Dr. Salinas is a Co-PI for the Elementary Pre-Service Teachers of Mathematics Project (EMP), and NSF-funded project aimed at developing and implementing problem-based mathematical tasks in pre-service elementary mathematics content courses. As a mathematics education and professional development specialist on PBS’ Ready to Learn initiative, she is also involved in developing professional development materials to help early childhood educators effectively implement technology such as video games, multimedia, and interactive whiteboards in their classrooms.
Laura Kyser Callis is a doctoral student in mathematics education at Boston University. As a Glenn fellow at BU, she teaches mathematics content courses for teachers and participates in the writing, revision, implementation, and analysis of problem-based mathematics tasks with the Elementary Pre-service Teachers Mathematics Projects. Laura has taught mathematics in a variety of settings, including Boston Public Schools, nonprofit programs focused on academic achievement of students of color, two- and four-year colleges, and at a college in Nanjing, China. She has also managed assessment development for a multi-state nonprofit, edited Common Core-aligned NSF-funded curriculum, and provided curriculum consultation for schools. She serves as an editorial assistant at the Journal of Education. Her research interests include exploring the impact of problem-driven, discourse-based mathematics content courses on pre-service teachers’ knowledge of mathematics and perceptions of elementary mathematics teaching.
We wish to thank the following individuals and organizations who provided valuable support and consultation at various stages of the EMP project.
Graduate and Undergraduate Assistants: Robert Afonso; Christine Bodet; Jimmy Tsung-Han Weng; Caitlin Coyle; Julie Fiedler-Ross; Gina Sheehan; Karl Wilcox; Mariam Maloyan.
Web Designer & Developer: Scott McCarthy.
Video Production: Fields of Vision.
Statistical Analyses: Words & Numbers Research, Inc.
Advisory Board: Dr. Rebekah Elliott; Dr. Mark Hoover; Dr. Elham Kazemi; Dr. Ryota Matsuura.