Dr. Nancy C. Jordan
Dr. Jordan is Professor of Education at the University of Delaware. For the past decade, she has conducted longitudinal studies and intervention research on children's math in the Delaware Schools. As PI on several large NICHD grants, she publishes widely in high impact, peer-reviewed outlets. Dr. Jordan's research focuses on how children learn mathematics and specifically on how learning difficulties impact children’s understanding and application of math skills. Her research examines predictors of math learning difficulties and promotes the use of prevention and intervention methods to bolster mathematics achievement. She served on the Committee on Early Childhood Mathematics of the National Academies (2007-2009) and was a co-author on the Committee's report. She currently serves on an IES panel developing a practice guide for developing early numeracy skills. Dr. Jordan received her doctorate from Harvard University and completed a post doctoral fellowship at the University of Chicago.
Dr. Lynn Fuchs
Dr. Fuchs holds the Nicholas Hobbs Chair in Special Education and Human Development at Vanderbilt University. For 25 years, she has conducted field-based intervention research in Nashville on mathematics instruction and MD. She has over 350 peer-review publications and is on the editorial boards of 12 journals. Her honors include the Palmer O. Johnson Memorial Award for best article in an AERA journal (1998); Council for Exceptional Children's Career Research Award (2003); and Vanderbilt's highest research award, the Earl Sutherland Award for Research Accomplishments.
Dr. Robert S. Siegler
Dr. Siegler, the Theresa Heinz Professor of Cognitive Psychology at Carnegie Mellon University, has conducted research on children's learning of mathematics and science since 1972. He has written 8 books, edited 4 other books, and published more than 200 journal articles and book chapters. Recognitions include the American Psychological Association's Distinguished Scientific Contribution Award (2005); appointment to the NMAP, a Presidential Commission on improving U.S. math education (2006-2008); chairing an IES panel developing a practice guide for improving teaching of fractions (2009-2010); and the Tisch Distinguished Visiting Professorship at Teachers College, Columbia University (2009-2010).
Dr. Russell Gersten
Dr. Gersten is Executive Director of the Instructional Research Group and professor emeritus at University of Oregon. He is Director of the Math Strand for the Center on Instruction, Director of Research for the Regional Educational Laboratory Southwest, and PI for several What Works Clearinghouse Projects. He chaired the Panel that developed the IES Practice Guide on RTI Mathematics; served on the NMAP; and has directed 43 applied research grants on a wide array of education issues. Gersten will direct the national leadership activities for the project, and will work collaboratively with Jordan, Siegler, and Fuchs to build connections between the Center's work on fractions and key policy makers and practitioners in mathematics and MD.