### Hay Award Past Recipients

#### Amy Cohen

In 1990, the Executive Committee of the Association for Women in Mathematics (AWM) established the Louise Hay Award for Contributions to Mathematics Education. The purpose of this award is to recognize outstanding achievements in any area of mathematics education, to be interpreted in the broadest possible sense. While Louise Hay was widely recognized for her contributions to mathematical logic and for her strong leadership as head of the Department of Mathematics, Statistics, and Computer Science at the University of Illinois at Chicago, her devotion to students and her lifelong commitment to nurturing the talent of young women and men secure her reputation as a consummate educator. The annual presentation of this award is intended to highlight the importance of mathematics education and to evoke the memory of all that Hay exemplified as a teacher, scholar, administrator, and human being.
CitationAmy CohenThe 2013 Louise Hay Award is presented to Amy Cohen in recognition of her contributions to mathematics education throughout an outstanding 40-year career at Rutgers University. Like Louise Hay, her career is remarkable for her achievements as a teacher, scholar, administrator, and human being. An elected fellow in AAAS, Amy has won many awards including the MAA’s Distinguished Service Award and a teaching award from her MAA Section.
She is principal investigator (PI) for the New Jersey Partnership for Excellence in Middle School Mathematics, an NSF funded Math and Science Partnership Program. As part of that grant, she led the development of a geometry course for teachers. Earlier curriculum work included new mathematics courses for elementary and high school teachers, the revision of her department’s precalculus program, and a course, “Introductory Algebra for Returning Adults.” She has served as Dean of Rutgers’ University College, co-PI for her department’s VIGRE grant, and as a liaison to the School of Education, serving on many education committees. Amy has made important contributions to mathematics education through her writing, the many talks she has given, and her service to professional organizations. For the MAA she has been a Project NExT consultant, member of the Committee on the Undergraduate Program in Mathematics, and chair of the committee to select the Leitzel Lecturer. For the AMS she was a member of the Committee on Research in Undergraduate Mathematics Education. She is on the MSRI Education Advisory Committee and was on the organizing committee for two Critical Issues in Mathematics Education workshops. For the American Institute of Mathematics, she was a co-PI and organizer for two workshops on Finding and Keeping Graduate Students in the Mathematical Sciences. For AWM, Amy has served as Treasurer, member of the Education Committee, and as an AWM mentor. Amy Cohen richly deserves the Louise Hay Award.
Response from Amy CohenIt is an honor to receive this award—and a challenge to remain worthy of it. Expressions of sincere gratitude are due to many: (a) to AWM for supporting women in many paths through the world of mathematics; (b) to my teachers for guidance, for encouragement, and sometimes for evoking an obstinate desire to prove their nay-saying wrong; (c) to my students for both encouraging and challenging feedback; (d) to my parents who revised their feelings that math was an unsuitable job for a woman; and finally (e) to my son for thriving in the family business.
When I entered the profession, there was a broad consensus that women had to choose between teaching and research and that most should choose to teach. I am particularly grateful that the participation of women in our mathematics profession is now well-enough established that it is now okay for a female to be interested in both teaching and in research.
In an essay for a CBMS volume, I once argued that research was essentially easier than teaching because a researcher had so much more control than a teacher. Researchers can choose topics that suit their interests and strengths. A theorem doesn’t care whether it is proved. Teachers (including professors) can rarely influence the curriculum and the preparation of their classes, and students have all sorts of issues about being taught. There are serious intellectual questions about structuring instruction that engages learners and helps them learn math, especially those who don’t find mathematics “obvious.” Addressing those questions takes time and effort, but it can make teaching more satisfying for teachers as well as for learners. A recent Steele Prize winner once told me long ago,“Teaching is more fun when students learn.” |

#### Citation for Patricia Campbell

In 1990, the Executive Committee of the Association for Women in Mathematics (AWM) established the Louise Hay Award for Contributions to Mathematics Education. The purpose of this award is to recognize outstanding achievements in any area of mathematics education, to be interpreted in the broadest possible sense. While Louise Hay was widely recognized for her contributions to mathematical logic and for her strong leadership as head of the Department of Mathematics, Statistics, and Computer Science at The University of Illinois at Chicago, her devotion to students and her lifelong commitment to nurturing the talent of young women and men secure her reputation as a consummate educator. The annual presentation of this award is intended to highlight the importance of mathematics education and to evoke the memory of all that Hay exemplified as a teacher, scholar, administrator, and human being.
In recognition of her leadership and contributions in research, teaching, and service to mathematics education, the Association for Women in Mathematics (AWM) presents the Twenty First Annual Louise Hay Award for Contributions to Mathematics Education to Professor Patricia Campbell of the Department of Curriculum and Instruction at the University of Maryland College Park. Throughout her career, Dr. Campbell has engaged and challenged her students, university colleagues, professional colleagues, school administrators, and classroom teachers to advance the teaching of mathematics.
As a leader in the field of mathematics education, Dr. Campbell is esteemed especially for her contributions to the teaching and learning of mathematics in urban settings and for working in schools that serve predominately minority populations from low-income backgrounds.
Dr. Campbell has worked in schools to improve student learning for two decades. From 1989-1997, she led Project IMPACT, a professional development effort that demonstrated the feasibility of school-wide mathematics reform, supplementing summer professional development with in-school mathematics specialists in order to increase achievement in schools with predominately minority populations. In 1996, after hearing about Dr. Campbell’s work at an NSF Conference, Dr. Andrea Bowden, Supervisor of Science, Mathematics and Health Education for the Baltimore City School System, invited Dr. Campbell to collaborate in developing the MARS Project (Mathematics: Application and Reasoning Skills), This systemic effort addressed a complex set of problems besetting Baltimore's public schools, targeting poor student achievement through system-wide teacher development in mathematics. With Dr. Campbell as the Principal Investigator, the MARS Project was awarded a five million dollar grant through the NSF Local Systemic Initiative program.
In her letter of support for Dr. Campbell’s nomination for the Louise Hay award, Dr. Bowden wrote, “The MARS program began as a professional development effort, but quickly grew to encompass a complete revamping of elementary mathematics. This included policy changes, reallocation of fiscal resources, development of K-5 curriculum and assessment aligned to state and national standards, implementation of an effective instructional model, training of mathematics instructional support teachers based in schools, and the adoption of a textbook and resources that supported MARS. … Between 1996 and 2001, 3,355 teachers from 105 elementary schools participated in quality professional development of 10 to 100 hours with 1,508 teachers completing over 60 hours. Nearly 68,000 K-5 students in Baltimore City Schools used the new and engaging MARS elementary curriculum. Between 1998 and 2001, Baltimore City elementary students showed dramatic increases in scores in all grades on CTBS [California Test of Basic Skills] with students in classes of the most highly trained teachers exhibiting the most gain…. For the first time in nearly 20 years, urban children in Baltimore City were at or near national norms in mathematics! … It is difficult to capture the magnitude and to do justice to Dr. Campbell’s incredible devotion of time, energy, expertise, and commitment.”
Through Dr. Campbell’s current research, she continues to pursue her efforts to ensure quality education for all children. As part of the research component of The Mid-Atlantic Center for Mathematics Teaching and Learning, Dr. Campbell leads a research project that is poised to assess the impact of Grade 4-8 teachers’ knowledge of mathematics and mathematics pedagogy on student achievement. Her current work in the area of mathematics leadership at the elementary level builds on her prior efforts and her evaluation of the work and role of elementary mathematics specialists will contribute significantly to the research in this area.
Dr. Campbell is active in national organizations serving the profession and speaks widely to disseminate the findings of her research. In the letter from Francis (Skip) Fennell, Past President of the National Council of Teachers of Mathematics (NCTM), Professor Fennell highlighted some of Dr. Campbell’s activities on the national level. “She was elected to and served as a member of the NCTM’s Board of Directors from 1996-1999, she directed the Council’s Research Catalyst Conference and served as a member of the Editorial Panel for the 2007 Yearbook entitled
Dr. Campbell’s service to public and national organizations has not diminished her service to the university. She is an active and highly respected member of her Department, the College of Education, and the University. As a teacher, mentor, and colleague, Dr. Campbell has gained the appreciation of her students and colleagues for her commitment, skill and energy for the cause of mathematics education and for challenging them to think more deeply about the tough issues they must confront. She has served in various capacities on both the College Park Campus Senate and the College of Education Senate. She understands the importance of senior faculty mentoring new colleagues and participating in the deliberations about curriculum, programs, and policy. Over the course of her career Dr. Campell has been the advisor for 11 students who have completed the doctorate and 49 students who have completed a master’s degree.
It is a very great pleasure to honor Dr. Patricia Campbell with the 2011 Louise Hay Award for her career achievements-- as a teacher, researcher, and in service to the mathematics education community-- in furthering the cause of mathematics education on behalf of
I must admit that I was more than a little surprised when I learned that I was to receive the Louise Hay Award from the Association for Women in Mathematics. I am especially honored to accept this recognition from an association committed to enhancing equity in opportunity and treatment in the mathematical sciences at all levels. As a high school and undergraduate student, I never experienced bias because of my gender. Instead I benefited from skilled and thoughtful teachers who patiently answered all the questions that a naïve student from a town of 122 people could ask and who introduced me to this intriguing field where a miserable memory for names and dates did not matter because you could always connect ideas and figure things out. And, while I was aware that there were many more males than females in my graduate mathematics and statistics courses, by then I had decided that that did not matter either. The key was simply to work hard and to keep asking lots of questions.
While in graduate school, I found that what intrigued me most were not questions addressing the content and nature of mathematics, but rather mathematics teaching and the interplay between mathematics teaching and learning. As my research in mathematics education progressed, I became more conscious of the fact that I was one of the lucky ones. My rural upbringing had not hindered me, in part because two amazing high school teachers had prepared me for college mathematics and in part because my parents were adamant that their children would go to college, even though it meant that any future grandchildren would probably not be raised near them. But too many students are not lucky. They endure persistent inequities in schooling and in support, as evidenced by the disparities in educational outcomes that plague students in urban and poorly resourced communities. And so, over time, I joined with colleagues to seek funding to pursue a simple-to-state idea: What would happen if we applied what we think we know from research addressing the teaching and learning of mathematics to the reality of public schooling, investigating the impact of systemic efforts to stimulate and support change with existing teachers in urban settings?
While I have written and spoken about this work, it is not only mine. Project IMPACT benefited from the insightful and persistent efforts of Tom Rowan, Honi Bamberger, Brenda Hammond, Josie Robles, Anna Suarez, and Patricia Cartland Noble. The MARS Project would have collapsed multiple times if not for the skill and knowledge of Andrea Bowden, Melva Greene, Marilyn Strutchens, Sheila Evans, Joyce Wheeler, Jeannette Davis, and Florencetine Jasmin. These individuals and too many others to name worked tirelessly to intercede with administrators and to forge collaborations with teachers in order to advance a single intent: expecting and supporting children's efforts to make sense of mathematics. I have been fortunate to learn from and to work with these dedicated educators.
While these efforts to impact student achievement were successful, they also highlighted how little we apply of what we do know and how much we do not know. We do not understand what aspects of teachers' mathematical content knowledge really matter when it comes to advancing student understanding and achievement, as well as what knowledge of mathematical pedagogy a teacher needs to draw on when teaching. We know very little about how to support pre-service and in-service teachers' efforts to develop accessible and usable knowledge about mathematics and mathematics teaching and learning, knowledge teachers call upon when they teach. This work is underway, and much of it involves mathematics education researchers who are collaborating with mathematicians and with school district mathematics supervisors.
On behalf of those whose passion for mathematics fuels their collaboration across their differing disciplinary perspectives, as well as those who accomplished so much in Project IMPACT and the MARS Project, I gratefully accept this award with much appreciation. |

#### Phyllis Z. Chinn

#### Deborah Loewenberg Ball

#### Harriet S. Pollatsek

#### Virginia McShane Warfield

#### Patricia Clark Kenschaft

#### Susanna S. Epp

#### Bozenna Pasik-Duncan

#### Katherine Puckett Layton