Keynote Speakers


http://www.nctm.org/About/President,-Board-and-Committees/2014-Candidates/Matthew-R_-Larson,-Candidate-for-President-Elect/

Matthew R. Larson

Position: K–12 curriculum specialist for mathematics, Lincoln (Nebraska) Public Schools (1995–).

Education: B.A. (history, mathematics minor; secondary mathematics certification), M.Ed. and Ph.D. (curriculum and instruction), University of Nebraska–Lincoln (UNL).

Previous Experience: Instructional coordinator (1994–95) and mathematics department chair (1991–95), Lincoln (Nebraska) High School; mathematics teacher, Lincoln (Nebraska) Public Schools (1987–2000); visiting associate professor (honorary), Teachers College, Columbia University (2008); adjunct professor, College of Education and Human Sciences (2008) and instructor, department of mathematics, (1988–89, 1994–95), UNL.

Memberships: NCTM, National Council of Supervisors of Mathematics, TODOS: Mathematics for All, Benjamin Banneker Association, Association of Mathematics Teacher Educators, American Educational Research Association, ASCD, Nebraska Association of Teachers of Mathematics.

Activities in NCTM: Member: Board of Directors (2010–13); Principles to Actions writing team (2013–2014); Executive Committee (2011–13); Educational Materials Committee (2010–13); Committee on Capital Projects (2012–); Research Agenda Planning Committee (2007); Linking Research and Practice Task Force (2004–05); chair (2013) and member (2010–13), Budget and Finance Committee; chair (2006–07) and member (2004–07), Research Committee; co-leader, Teaching Working Group, Research Agenda Conference Planning Committee (2008).

Other Activities: UNL Center for Science, Mathematics, and Computer Education: member, Management Team, NSF-MSP Grants (Math in the Middle, NebraskaMATH, NebraskaNOYCE) (2005–).

Publications: Author, Administrator’s Guide: Interpreting the Common Core State Standards to Improve Mathematics Education (NCTM 2011); coauthor: Beyond the Common Core: A Handbook for Mathematics in a PLC at Work Series (NCTM and Solution Tree 2014); Common Core Mathematics in a PLC at Work Series (NCTM and Solution Tree 2012); K–12 Mathematics Programs (Houghton Mifflin Harcourt 2002–). Numerous other publications.

Honors: 1994 U.S. West Outstanding Teacher Award

I have had the incredible opportunity to work with school districts and teachers in nearly every state. These diverse experiences have afforded me a national perspective on the issues facing mathematics teachers in urban, rural, and suburban settings. Most important, I bring the experience of an educator who has spent his career in K–12 mathematics education in a public school district—I live, work, and understand the issues and challenges mathematics teachers face on a daily basis. 


http://www.education.pitt.edu/people/profile.aspx?f=MargaretSmith


Margaret "Peg" Smith

Margaret Smith is a Professor in the Department of Instruction and Learning in the School of Education and a Senior Scientist at the Learning Research and Development Center, both at the University of Pittsburgh. She works with preserivce middle and high school mathematics teachers at the University of Pittsburgh, with doctoral students in mathematics education who are interested in becoming teacher educators, and with practicing teachers and teacher leaders locally and nationally.

Over the past 20+ years she has been developing research-based materials for use in the professional development of mathematics teachers and studying what teachers learn from the professional development in which they engage. She secured funding for four NSF projects to support these efforts. Recently she was appointed chair of a NCTM working group charged with designing materials that would support implementation of the effective teaching practices in Principles to Actions (NCTM, 2014). The goal is to produce a set of web-based materials that will be available to NCTM members. This project is collaboration between NCTM and the Institute for Learning and draws in part on the IFL’s extensive video library.

Peg has authored or coauthored over 75 books, edited books or monographs, book chapters, and peer-reviewed articles. The book, 5 Practices for Orchestrating Productive Mathematics Discussion (coauthored with Mary Kay Stein), was published in April 2011 and it has been the best selling book at NCTM since its release. The science version of the book, co-authored with Jennifer Cartier, Mary Kay Stein and Danielle Ross), was co-published by NCTM and NSTA in fall 2013.

Peg was a member of the Board of Directors of the Association of Mathematics Teacher Educators (2001-2003; 2003 – 2005) and of the National Council of Teachers of Mathematics (2006-2009). She is currently a member of the Board of Directors of Teachers Development Group. In 2006 she was selected to receive the Chancellor’s Distinguished Teaching Award given annually to honor outstanding faculty at the University of Pittsburgh. In 2009 she received the award for Excellence in Teaching in Mathematics Teacher Education from the Association of Mathematics Teacher Educators. In 2010 she received the Susan Loucks-Horsley award from the National Staff Development Council in recognition of her efforts to promote professional learning in mathematics. She just completed her editorship of the Mathematics Teacher Editor, new a journal co-published by NCTM and AMTE.

http://www.tomreardon.com/

Tom Reardon

Tom Reardon taught mathematics for 35 years at Fitch High School, where he served as department chair, and for 34 years at Youngstown State University in Ohio. He has been doing Professional Development in mathematics technology for school districts across the U.S. and internationally since 1995 – in 39 states and 7 countries. His specialties are graphing technologies (T3 national instructor), iPads, SMART Boards, integrating multiple technologies, problem solving, and pedagogy. He has earned numerous teaching awards including the Presidential Award for Mathematics Teaching and has achieved National Board Certification.

Tom regularly speaks at NCTM and T3 national and regional conferences. He also has been a keynote or featured speaker at numerous state math, STEM, and technology conferences. Tom is a consultant for Texas Instruments in product development and strategy where he is currently developing activities and technologies to assist teachers and students better understand Transformational Geometry in middle and high school.