Hay Award Past Recipients

Amy Cohen

posted Mar 2, 2013, 8:52 PM by AWM Web Editor   [ updated Mar 2, 2013, 8:52 PM ]

Twenty-Third Annual Louise Hay Award

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.

Amy Cohen

The 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 Cohen

It 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

posted Jan 9, 2011, 7:02 PM by AWM Web Editor

Louise Hay Award for Contributions to Mathematics Education


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.



Patricia Campbell


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 The Learning of Mathematics.  She has also served on the Council’s task force on Teaching and Learning Mathematics in Poor Communities.  Dr. Campbell served as Co-Chair of the Executive Board of the American Educational Research Association’s Special Interest Group on Research in Mathematics Education.  In this role she was instrumental in the planning and staging of NCTM’s Research Presession.”  


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. Currently she serves as an advisor to 6 doctoral students and 5 master’s students.


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 all elementary school students.


Response from Patricia Campbell


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

posted Jul 9, 2010, 4:24 PM by Glenna Buford

Twentieth Annual Louise Hay Award

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.

Citation for Phyllis Z. Chinn

In recognition of her contributions to mathematics education at all levels, the Association for Women in Mathematics (AWM) presents the Twentieth Annual Louise Hay Award to Phyllis Z. Chinn, Professor of Mathematics at Humboldt State University.

Phyllis Chinn’s career is marked by an eagerness to enliven everybody who enters her sphere of influence—school students, teachers, undergraduates, and her colleagues—with the excitement of mathematics, and by a principled conviction that the best way to accomplish this is through discovery learning. At Humboldt State University she established the “Expanding Your Horizons” conference to introduce middle grades girls to mathematics, science and engineering, and coached high school students for the Mandelbrot Math Competition. She has developed courses for prospective and practicing elementary, middle and high school teachers in problem solving, school mathematics from an advanced standpoint, calculus, and graph theory. She directed two professional development programs for K–12 teachers, the Redwood Area Math Project and the North Coast Mathematics and Science Initiative. Perhaps her most influential work was through project PROMPT, which engaged college and university faculty in rethinking the content and pedagogy for prospective elementary and middle school teachers. This project spawned similar projects in Louisiana, Texas and Oklahoma.

Throughout this intense activity, Phyllis has maintained the creative mathematical spark, which has led her to discover fascinating research questions in graph theory arising from Cuisenaire rods. She has an Erdös number of one. And it should not go without mention that a generation of teachers has learned from her how to juggle. Juggling, she argues, teaches us the merits of practice and persistence and illustrates the usefulness of algorithms.

Finally, Phyllis has been an advocate for women in mathematics and science throughout her career. She developed and taught courses on women in science and mathematics. In the words of Diane Johnson, a professor of mathematics at Humboldt State University, Phyllis was a “proud and successful mother, … the first women tenured in our department, and … a mentor and inspiration to those of us who have followed her.”

The AWM is pleased to honor Phyllis Chinn for her dedication to mathematical discovery both at the frontiers of research and in the classroom and for her devotion to sharing her love of mathematics with students, teachers, and colleagues.

Response from Phyllis Z. Chinn

I am deeply honored by this award and humbled by the accomplishments of the women who have received the award before me.

I entered the field of mathematics in an era when few women were encouraged to excel in the sciences and mathematics. I was fortunate to have parents who believed I could do anything I chose to do, and high school and college math professors who loved teaching and encouraged me to follow a nontraditional career path. And I am blessed to have a husband who was primary caregiver for our now-grown children when they were young, enabling me to focus more fully on my career as mathematician/mathematics educator.

When I began teaching at Humboldt State University in 1975, there was only one tenure-track woman in biology and no others in the sciences except for the nursing department. During my interview for the position, I was asked whether I was prepared to be a role model. I was taken aback by the question and totally unsure how to respond; as a woman I was certainly going to be a role model of sorts but I was not planning a feminist campaign in the department. I guess it was a good enough answer since I got the job. Now, 34 years later there are tenured women in virtually all of the science and natural resource departments at the university. Encouraging progress indeed!

Over the years I have had the support of many colleagues in my experimenting with discovery learning, hands-on activity-based learning, and working extensively with K-12 teachers and the mathematics professors who teach them in a variety of settings. I have surely learned as much from those I teach as they have from me.

As a result of a grant from the National Science Foundation, with Miriam Leiva as mentor and contact, my co-PI Dale Oliver and I worked with over 100 college professors who were teaching math to pre-service elementary school teachers. We called our project PROMPT: Professors Rethinking Options in Mathematics for Prospective Teachers. Many of the “PROMPTers” are still actively working to improve the ways potential teachers experience math in college classes: to leave the teachers feeling empowered in their own teaching, willing to experiment and encourage students to make sense of math.

In my own research I have become interested in significant questions that grow out of extensions of elementary school patterns and work; for example, Cuisenaire rods piqued my interest in advanced counting problems that could be motivated from these manipulatives. I have since been asking and answering a variety of related number theory and combinatorics questions and involving several other mathematicians in similar research. It excites me to see research mathematicians realize that elementary school children can engage in the same creative processes of mathematical thinking that we do, if only their teachers are confident and encourage understanding and creativity in mathematics.

In all of my teaching and presentations I am committed to engaging my audience in thinking about mathematics, so here is a question for you to consider: how many 1’s are used among all of the compositions (ordered sums) of n? Or, using manipulatives: how many white (1 cm) rods are used among all the trains of length n cm?

Many thanks to the AWM and those who nominated me for this prestigious award.

Deborah Loewenberg Ball

posted Jul 9, 2010, 4:22 PM by Glenna Buford

19th Louise Hay Award

Citation for Deborah Loewenberg Ball

In recognition of her deep and wide contributions to mathematics education, the Association for Women in Mathematics (AWM) presents the Nineteenth Annual Louise Hay Award to Deborah Loewenberg Ball, dean of the School of Education at the University of Michigan.

Deborah Ball presents a unique combination of highly integrated talents and accomplishments —- long experience and continued engagement as an accomplished elementary mathematics teacher; original, rigorous, and prolific contributions on the frontiers of research in mathematics education; a high standing and respect among research mathematicians for the insight and integrity with which she treats mathematical ideas; and visionary intellectual and administrative leadership to reform the institutions of mathematics teacher education in this country.

One of Deborah's primary research interests is the mathematical knowledge needed for teaching (MKT). She recognized before many that the mathematical knowledge needed by elementary school teachers is significantly different from that needed for STEM careers. Her investigations of what MKT is, how it may be measured, and how teachers' knowledge of it impacts the learning of children are providing a foundation for reforms of the mathematics education and development of teachers. As Michèle Artigue (Professor of Mathematics at the Université de Paris VII and president of the International Commission on Mathematical Instruction (ICMI)) wrote, "Deborah Ball's research addresses crucial issues for mathematics education, those related to teacher knowledge and teacher education. There exists today a huge amount of research on such issues, but that developed by Deborah Ball for more than 20 years now is highly original and offers an outstanding contribution to the field."

While still a graduate student, Deborah played a leading role in writing the NCTM Professional Standards for Teaching. As Glenda Lappan (University Distinguished Professor in the Department of Mathematics at Michigan State University, and former president of the National Council of Teachers of Mathematics) wrote, "I served as the overall chair with Deborah directing the group charged with writing the leading section on Mathematics Teaching. To this day, people in the field of mathematics education consider this leading section as the clearest and most compelling articulation of a set of standards for teaching ever written or likely to be written."

In their letter of nomination, Hyman Bass (a former president of the American Mathematical Society) and Edward Silver (William Brownell Collegiate Professor in Education at the University of Michigan) wrote, "Deborah's leadership in the world of mathematics education research and policy has been widely recognized, and the clarity, eloquence, and effectiveness of her public (written and oral) communication are much appreciated." Deborah was named head of the RAND Mathematics Study Panel.

She was a major contributor to several NRC projects, notably the one that produced the widely-cited report, "Adding It Up." She was one of the few educators on the Glenn Commission, otherwise populated mainly by members of Congress and business leaders. She headed the subgroup on teaching of the National Mathematics Advisory Panel, whose report was recently released. She chaired the ICMI Study 15 on the Professional Education and Development of Teachers of Mathematics. Deborah Hughes Hallett (Professor of Mathematics at the University of Arizona and the eighth recipient of the Louise Hay Award) wrote, "Over the last decade, Deborah has been extraordinarily effective in promoting real collaboration and communication. In countless presentations, videotapes, and live demonstrations, she has displayed the insight a mathematics educator brings to an elementary school classroom. She has been tireless in organizing conferences in which other mathematicians and mathematics educators have the opportunity to learn from each other."

Some of Deborah's most remarkable qualities and skills are reflected in the productive relationships that she has formed with the mathematics research community, including the establishment of disciplined discourse with mathematical figures who have otherwise been somewhat alienated from the education community. This led to her placement on the panel "Reaching for Common Ground in Mathematics Education," a series of discussions of mathematicians with mathematics educators, that helped to subdue the "Math Wars." She was enlisted to develop an elementary mathematics education program in the Park City Mathematics Institute. And this led to her appointment as the first education trustee of MSRI, "a position that she took in order to help me engage MSRI in the dialogue about mathematics education," according to David Eisenbud, formerly director of MSRI, now a professor of mathematics at the University of California at Berkeley. "Although this dialogue is often heated and opinionated, Ball has scrupulously supported the high road of careful scholarship and research over the ever-present temptation to polemic and opinion. She has led MSRI in this area for five years, and has taken a leadership role in the four (about to be five) annual conferences on mathematics education held at MSRI."

The AWM is pleased to honor Deborah Loewenberg Ball with the 2009 Louise Hay Award for her innovative and crucially important research into the mathematics needed by elementary school teachers, her ability to communicate mathematics to children and related understandings to diverse communities of adults, her healing effect on the divisions among communities, and her effective national and international leadership.

Response from Deborah Loewenberg Ball

Receiving the Louise Hay Award is a tremendous honor for me, and a big surprise. As someone who entered mathematics largely from the world of teaching mathematics to young children, I am still often a visitor, a fascinated tourist, in the discipline’s territory. Elementary teachers bear a serious and challenging responsibility to engage young learners in a field in which they themselves are not professionals. This responsibility, and the challenges it brings, is one that has preoccupied me, as a classroom teacher, a teacher educator, and a researcher. The problem presents a paradox of sorts, for mathematicians are not, in the main, mathematically prepared to teach children either. The compression that comes with expertise, especially in mathematics, can impede the work of making the subject learnable by others. Those who are insiders, professionals in the field, often find it difficult to “unpack” what they know. But, I, and others like me, are in the position of trying to acquaint children with a territory that we ourselves do not inhabit.

From my perspective, it was crucial to enter the territory and to meet and work with its inhabitants. I have been fortunate to have met and worked with mathematicians who have helped me explore the territory, learning to travel back and forth between the world of teaching mathematics and the world of doing mathematics. These mathematicians included Peter Hilton, Herb Clemens, Phil Kutzko, Roger Howe, Bill McCallum, David Eisenbud, and Hy Bass. Through their patient engagement, I came to discern more and more significant mathematics in the thinking of young children, and to see the work of teaching as involving mathematical depth that I had not appreciated. As they became fascinated with the mathematics in the world of elementary teaching, I saw mathematics I had not realized. Through the bridges we built together, the two worlds came much closer together. What it means to be convinced of a mathematical claim, how to represent something elegantly and clearly, or how to pose a mathematical question––these are mathematical problems that arise in third grade and in an algebraic geometry seminar.

Learning to talk across the apparent divide made it recede, and has enabled progress on the thorny question of what mathematics is entailed by the work of teaching. I began to appreciate that my students and I are inhabitants of the disciplinary territory, and that our work there can be done with integrity, and with an eye on the mathematical horizon to which my students are headed. But it took openness and collaboration to get to this point. I feel fortunate to have had the opportunities to learn and to work in close detail, inside of practice, on this problem that fascinated me, this paradox of how to bring closer together the worlds of mathematics and young children. There is a lot more to do; I hope the years to come bring more collaboration and interchange among us, and less scrappy arguing. The children deserve our best efforts together.

I am grateful to the Hay Award Selection Committee and to the AWM for this tremendous honor.

Harriet S. Pollatsek

posted Jul 9, 2010, 4:20 PM by Glenna Buford

18th Louise Hay Award

Citation for Harriet S. Pollatsek

In recognition of her wide range of outstanding contributions to mathematics education, the Association for Women in Mathematics (AWM) presents the Eighteenth Annual Louise Hay Award to Harriet S. Pollatsek of the Department of Mathematics and Statistics at Mount Holyoke College.

Harriet Pollatsek received her doctorate from the University of Michigan in 1967 under the direction of Jack McLaughlin. Throughout her career she has remained an active mathematical researcher, with contributions ranging from cohomology of linear groups, to difference sets in finite groups, and quantum error correcting codes, and visiting appointments at the University of Oregon, University of Cambridge, Queen Mary College of the University of London, and the University of Sussex.

What has most characterized her entire career is her love of mathematics and her energy and enthusiasm for fostering a love of it in others. She believes that everyone can benefit from learning mathematics and that the way it is taught should give students multiple opportunities to be brought into the mathematical fold.

As a faculty member at Mount Holyoke College since 1970, she expanded the department’s view of what can serve as a potential entry point into the major by helping develop 100-level “explorations” courses, which students may use as prerequisites for certain non-calculus mathematics major requirements. She was one of the designers of the Five College Calculus in Context sequence, played a large role in creating and piloting “Case Studies in Quantitative Reasoning,” played a key role in a Dana Foundation effort to increase under-represented individuals in mathematics courses, was one of the developers of a National Endowment for the Humanities–funded program to spread mathematics across the curriculum, and was critical in the design of a program to allow Mount Holyoke students to graduate with an accredited engineering major through the University of Massachusetts, Amherst.

For majors and potential majors, she co-developed an innovative mathematics laboratory course and then became a co-author and the lead editor of a textbook for it, Laboratories in Mathematical Experimentation. This course has become the lynchpin of the mathematics major at Mount Holyoke. Students in the course first explore interesting mathematical questions by generating examples and discerning patterns and then state and prove theorems about them. After graduation, students often report that it was the laboratory course that most influenced their decision to major in the department and that the course made them more likely to read mathematics actively, to “mess around” with a problem, and to formulate an argument clearly. Following her philosophy of finding ways to introduce students as early as possible to the richness of mathematics, she developed a course in Lie groups, which has only calculus and linear algebra as a prerequisite and may be taken independently of a standard abstract algebra course. In addition, she has directed many independent students and twice directed summer research groups.

Current students laud her patience, her clarity, her availability, her thoughtfulness, and her craft. It is clear from their comments that every assignment, every test, every interaction is calculated to foster their understanding and to use their growing understanding of the material to win them over. To address the range of student backgrounds and abilities, she assigns challenge problems, a certain number of which a student must tackle with some success in order to earn an A or A–. Former students are equally enthusiastic. For instance, one wrote: “The passion that Harriet has in mathematics and in the education of mathematics has always been an inspiration to me; more importantly, her faith in what I can achieve and who I can become will always remain a strong motivation to me in the days to come.” Another stated: “She was great in the classroom, is incredibly wonderful to her students, seems totally unruffled all the time, is administratively and bureaucratically very successful, and just seems to ‘do it all’ with class and dignity.” A third referred to the way she continues to help students long after they have left the campus: “She understands and is committed to the notion that education doesn’t take place just in the classroom, and it doesn’t take place just in a four-year window. Education can take place in every interaction, and mentoring can continue for decades.”

Harriet Pollatsek has made major contributions to mathematics education beyond the teaching of undergraduates. She has served for 20 years as an active and valued advisor for Mount Holyoke’s SummerMath and SEARCH programs (for high school students) and for the SummerMath for Teachers program (for K– 12 teachers). In describing her work with them, the program directors commented that she has “the ability to be optimistic and realistic at the same time” and “to make you feel important and valued while spurring you to look critically at your work,” and that she “is never too busy to find a time to listen and to give her scrupulously honest and well-thought-out feedback. If she makes a suggestion you know it is solidly grounded and never given lightly.”

At the national level, in addition to her co-authorship of mathematics textbooks and other curricular materials, she chaired the Mathematical Association of America’s Committee on the Undergraduate Program in Mathematics (CUPM) and led the writing team that produced the CUPM Curriculum Guide 2004: Undergraduate Programs and Courses in the Mathematical Sciences. David Bressoud, current chair of CUPM and a member of the writing team wrote: “This was an amazingly ambitious undertaking. For the first time, CUPM was looking not just at the sequence of courses that lead to the mathematics major, but at all courses offered by departments of mathematics. . . . The goal was nothing less than a set of recommendations that departments could use to help leverage resources and reform. Harriet Pollatsek did an amazing job of shepherding this project. . . . She kept the team pulling together . . . and helped ensure a consistently high level of work. She refused to be named first author on this report, but she should have been so acknowledged.” Bressoud went on to write that the Curriculum Guide “has been a contribution to mathematics education with an importance that it is hard to over-estimate.”

By the Louise Hay Award, AWM is proud to honor Harriet S. Pollatsek for her steadfast enthusiasm and commitment to the goal of leading as many students as possible to a genuine and deep appreciation for mathematics and mathematical thinking.

Response from Harriet S. Pollatsek

When I arrived at Mount Holyoke in 1970, Louise Hay’s absence there was still keenly felt. So I was aware of her accomplishments, and they were an inspiration to me. Therefore, it is with particular gratitude and delight that I receive this award bearing her name. In accepting it, I think of myself as a representative of the many mathematicians and educators who do the excellent and important work that the Hay Award recognizes.

In that spirit, I’d like to acknowledge some of the people who have shaped and inspired me as a mathematician and a teacher. My high school teacher Kate Pankin loved mathematics so much that her eyes would glisten when she taught. I was fortunate to learn calculus from Edwin Moise, a man ahead of his time as a topflight researcher dedicating himself to improving the learning and teaching of mathematics. I fell in love with algebra in Donald Higman’s classes, and Jack McLaughlin showed me the teacher/mathematician as consummate craftsman and artist. I’ve learned much from the research mathematicians I’ve worked with over the years, from my Calculus in Context comrades, from the mathematics educators of the SummerMath programs and their teacher-collaborators, from the Mount Holyoke faculty in other disciplines with whom I’ve developed curriculum and taught, and perhaps most of all from my extraordinary colleagues in mathematics and statistics. My students at Mount Holyoke have been a constant source of inspiration; they push themselves to excel, but they always try to bring others along with them. A few years ago, one even came back to teach me. As the Committee on the Undergraduate Program in Mathematics prepared our CUPM Curriculum Guide 2004, I met – and learned from – dozens and dozens of generous and wise faculty in mathematics and in the mathematics-using disciplines, in addition to my fellow CUPM members, especially my co-writers.

Every one of us has a list, like mine, of people who have influenced our goals and helped us get closer to them. There is much more work for all of us to do, and I hope this award encourages others, as it does me. My profound thanks go to the Hay Award Selection Committee and to the AWM.

Virginia McShane Warfield

posted Jul 9, 2010, 4:18 PM by Glenna Buford

17th Louise Hay Award

Citation for Virginia McShane Warfield

In recognition of her long career of dedicated service to mathematics and mathematics education, the AWM is pleased to present the Seventeenth Annual Louise Hay Award to Virginia McShane Warfield of the University of Washington.

Virginia Warfield received her doctorate from Brown University in 1971 under the direction of Wendell Fleming and continued to contribute to the field of stochastic analysis for several years. At the same time she became increasingly absorbed by problems of mathematics education through her work with Project SEED, a highly regarded mathematics program whose goal was to promote sense-making mathematical activities for fourth through sixth grade students.

Her work with Project SEED led to her becoming the leader of the University of Washington mathematics department’s entry-level mathematics courses, which she restructured in ways that have stood the test of time and which she continues to oversee. Eventually, teacher preparation and enhancement, both of K–12 teachers and mathematics graduate students, became a major focus of her activity. She significantly revised the courses for future elementary teachers and has served as a mentor for graduate students throughout her years at the university.

From 1994 to 2001, she was project director for “Preparing Future Faculty” in which, among other things, she arranged for graduate students to spend time at local community or four-year colleges, took them to conferences on educational issues, and arranged conferences with guest speakers. She also began a series of “brown bag lunches” for faculty and graduate students to talk over issues related to their teaching, and since 1994 she has posted electronic newsletters based on those discussions. A letter written jointly by eight recent students states: “Her vision of education and her sense of optimistic possibility have encouraged us to reflect upon our development as teachers of mathematics and to seek ways in which we might contribute to a stronger, more effective mathematics education. Most important, though, is our recognition that Ginger has been instrumental in fostering a supportive and exciting environment in which to investigate and explore the many dimensions of mathematics education.”

In the broader community she was instrumental in creating Washington Teachers of Teachers of Mathematics (WAToToM), at which members of departments of mathematics and mathematics education from around the State get together for a week-end of conversation and idea-sharing. Vaughn Foster-Grahler of Evergreen State College wrote that “it has been her leadership that had kept [WAToToM] a vibrant and integral component of math education in Washington State. . . . Ginger is a tireless advocate for strengthening the level of preparation of K–12 math teachers and supporting the types of pedagogies that lead to success for all students.”

During the past ten years she has played a leading role in three major NSF-funded teacher enhancement projects: Creating a Community of Mathematics Learners, Extending the Community of Mathematics Learners, and Graduate Teaching Fellows in K–12 Education (GK–12), all of which partner University of Washington faculty and graduate students with in-service teachers of mathematics. Warfield is described as a master in integrating various levels of math learners—creating relationships between grade school teachers and mathematicians—and as having special concern for students from economically disadvantaged backgrounds and underrepresented groups. At one GK–12 elementary school the percentage of students who passed the state mathematics standard rose in two years from under 10% to about 55%, which is above the state average. Currently, she is Co-PI of a new project, Teaching for the Environment: Active Mathematics on the Olympic Peninsula. In discussing the impact of her work, Selim Tuncel, chair of the University of Washington mathematics department, praised “her commitment to improving mathematics education at all educational levels, her clear vision of the key elements for achieving this goal, her gentle persistence, and her ability to work effectively within a research department as well as in collaboration with the K–16 education communities.”

Warfield has also made significant contributions to mathematics education research through her collaboration with the French mathematician Guy Brousseau, a pioneer in the “didactics of mathematics,” the scientific study of issues in mathematics teaching and learning. This collaboration has led to publication of several articles, translation and co-editorship of a book, and, most recently, a monograph about Brousseau’s work and the nature of didactics. 

Among her many professional activities, Warfield has been a member of the National Faculty (by election), of Sigma Xi, of the Association pour Recherche en Didactiques des Mathématiques, and of the Mathematical Association of America’s committees on Professional Development and Mathematical Education of Teachers. For the Association for Women in Mathematics she has served in several capacities: Chair of the Education Committee, Member of the Association Review Group for the revision of the NCTM Standards, Member-at-large of the Executive Committee, and Education Column Editor for the AWM Newsletter.

To describe her work, Janet P. Ray, professor emeritus from the Seattle Central Community College wrote: “It would be difficult to overstate the contributions Ginger has made to mathematics education. Whether through the organizations she has founded, the events she’s sponsored, or the connections she’s forged, Ginger’s work has had a huge impact. She has also made a difference in more subtle, though no less profound ways—through example and through innumerable small acts of kindness.”

AWM is proud to honor Virginia M. Warfield for her contributions to education through her teaching, graduate student training and mentoring, work on the didactics of mathematics, and outreach and collaborations with K–16 communities.

Response from Virginia McShane Warfield

I am deeply honored and very much moved by this award. With it, the AWM has spoken very directly to the concerns and issues that have been most basic in my mathematical life, and has told me that some, at least, of my decisions have had the impact I hoped for.

My first efforts to articulate my gratitude left me somewhat overwhelmed. It started with my parents and siblings, whose lives and conversations made it clear that the only reasonable thing for an adult to be was a mathematician, and that of course I could be one. Less explicit was the message that the only reasonable person to marry was a mathematician, but I picked it up anyway, and did that. His enduring support both of my mathematics and of my growing interest in issues of education set me firmly on the route I wound up traveling. After his death, the confidence and trust of our three children not only kept me from falling apart, but also made it possible for me to gain momentum in the direction we had set for me and sustain it through many solo years. And in the past few years, my new husband had given me a new kind of support by providing the perspective of a pediatrician and the interest of a life-long learner.

That didn’t extend far enough, though, because an essential ingredient has been the support I have had from my department: a succession of chairs who were sometimes nonplussed by my suggestions, but never nonsupportive, and a collection of colleagues whose help ranged from cheering on the sidelines to being right there in the midst of projects. I valued every one of those forms of help. And that still wasn’t far enough, because my interests have led me off campus, and out of Seattle and out of the U.S., and everywhere I have found helpful and wonderful people.

As I said, that line of thinking became overwhelming, so I decided to be a little more focused. What one person or set of people made me veer away from the image I had grown up with of sitting around proving theorems and giving erudite lectures? The answer was clear: Bill Johntz and the 1971–72 fourth grade at Colman Elementary School. Project SEED was Bill’s brainchild, and it is what took a whole bunch of university mathematicians into inner city elementary schools to teach algebra by group discovery. I got to visit all the Seattle classes, and I also got to choose which one I taught. Never one for halfway measures, I chose the class with the lowest scores in the city on standardized tests—and watched them soak up exponents and variables and linear equations. There’s no way, after that year that anyone could tell me that low-scoring children lacked intellectual capacity. Nor could I be told that elementary school teachers have an easy job. And never since that time has there been any doubt in my mind that the people who have the most influence on the future of mathematics are the elementary school teachers—a career-shaping conviction indeed!

So I thank that whole cloud of people, and I thank the AWM. I promise that this award and what I have learned about Louise Hay herself will inspire me to keep going in as many of the directions you cited as I possibly can!

Patricia Clark Kenschaft

posted Jul 9, 2010, 4:15 PM by Glenna Buford

Sixteenth Annual Louise Hay Award

January 2006, San Antonio

In 1990, the Executive Committee of the Association for Women in Mathematics (AWM) established the annual Louise Hay Award for Contributions to Mathematics Education. The purpose of this award is to recognize outstanding achievements in any area of mathematics education, 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.

Citation: Patricia Clark Kenschaft

In recognition of her long career of dedicated service to mathematics and mathematics education, the AWM is pleased to present the Sixteenth Annual Louise Hay Award to Patricia Clark Kenschaft of Montclair State University. Trained as a functional analyst (Ph.D., University of Pennsylvania, 1973), Pat Kenschaft found her true calling, not only in teaching university-level mathematics, but also in writing about, speaking about, and working for mathematics and mathematics education in the areas of K-12 education, the environment, affirmative action and equity, and public awareness of the importance of mathematics in society.

The wide scope of her interests and influence are evidenced by the titles of her published books and articles. Regarding equity, affirmative action, and the promotion of women and minorities in mathematics, she has written Change is Possible: Stories of Women and Minorities in Mathematics (AMS, 2005) and edited and/or contributed chapters to Winning Women into Mathematics (MAA, 1991), Complexities: Women in Mathematics (Princeton University Press, 2005), and Black Women in America: An Historical Encyclopedia. With Catherine Wick, she wrote the chapter "Multicultural and Gender Equity in the Mathematics Classroom" (1997 NCTM Yearbook), detailing a series of "micro-inequity skits," based on real-life experiences, which point out in a good-natured way the sorts of small injustices that may occur daily to females in mathematics.

In the 1980s, Kenschaft surveyed black mathematicians in New Jersey and asked, "What can be done to bring more blacks into mathematics?" The most common answer was, "Teach mathematics better to all American children. The way it is now, if children don’t learn mathematics at home, they don’t learn it at all, so any ethnic group that is underrepresented in mathematics will remain so until children are taught mathematics better in elementary school." These results led Kenschaft to found and direct PRIMES, the Project for Resourceful Instruction of Mathematics in the Elementary School, which was supported by 14 Eisenhower grants and served teachers in nine urban and suburban schools. As a result of her work on this project, Kenschaft developed the book Math Power: How to Help Your Child Love Mathematics Even If You Don’t, and, in order to encourage other mathematicians to play a more active role in teacher education, she wrote the February 2005 AMS Notices article, "Racial Equity Requires Teaching Elementary Teachers More Mathematics." Kenschaft has also promoted a broader understanding of the nature and importance of mathematics through her call-in radio show, Math Medley, which she hosted for six years and which was an innovative way of bringing experts on mathematics, mathematics education, and the environment in contact with the general public.

The final important set of contributions made by Kenschaft broadens our knowledge and understanding of the environment. Through her textbook Mathematics for Human Survival, her volume Environmental Mathematics (coedited with Ben Fusaro), and her work for the MAA Special Interest Group on Environmental Mathematics, she has helped to raise understanding of the effects of human activity on the earth. Closer to home, she works to raise awareness of environmental issues and promote local food, and she grows her family's vegetables without pesticides. A colleague wrote, "Her influence has been crucial to the emerging presence of environmental mathematics, that combination of the most critical challenge of our time and the most powerful technology of our time."

One of Kenschaft's insights is that problems-sexism, racism, environmental degradation, and poor teaching-are often caused by systems, rather than individuals, and that damaging individual behavior is often unconscious and may even be well-intentioned. While chair of the MAA Committee on the Participation of Women, she wrote, "I believe that in the late twentieth century we are all guilty of sexism, even those of us trying hardest to overcome the problem. The continual observations of my own teen-age son with the undimmed vision and precise tongue so characteristic of youth relieved me of any illusions that I might be an exception."

As one of her colleagues wrote, She deserves to be recognized for her decades of dedication to mathematics and math education and for her innovative and unique contributions in these areas. In particular, her special attention to children and their parents, women, minorities, and the environment, all with respect to mathematics, have been and continue to be of benefit for the mathematical community and our society as a whole.

Response from Patricia Clark Kenschaft

I am, of course, delighted and deeply honored with this award. It is probably the award that means most to me. This citation makes me feel understood. I am especially glad that its author observed my dedication to changing systems, not people - although, like every good teacher, I do enjoy affecting individual people.

I myself have been especially fortunate in the systems in which I found myself - family, neighborhood, schools, and socio-economic systems. Yes, I have worked hard, but so has every other person who has earned a doctorate in mathematics. Yes, I have loved mathematics, but so have many others, and we are a fortunate group.

I was especially fortunate to have been born into a loving family that wanted me to experience as much of life as possible. Both my father and mother’s father supported their women in reaching for the highest. Before I started kindergarten, my father explained the concept of ð to me. During a lunch in second grade, my mother showed me how using x to represent "any number" could help me understand why a math puzzle "worked." When I asked her in fifth grade what "algebra" was, she suggested we find the encyclopedia, and we went through the entire description there while she did the ironing. My first grade teachers sat me in the back of the room with the two slowest students, thereby starting my love of teaching.

Belle Kearney, my ninth grade algebra teacher, was not angry that I already knew the subject when I came to her. She lent me her "college algebra" text and offered to meet with me once a week to go over my questions. A few years later, she won a fellowship to earn a doctorate, and then died of breast cancer.

She was my last female math teacher, but I can’t remember any math teacher in high school, college, or graduate school who ever implied that I couldn’t succeed because of my sex. I have continued to meet amazingly wonderful men and women in both my personal and professional lives. Lee Lorch mentored my equity writing. Lou Giglio, a high school math teacher, phoned the dean at Montclair State and asked for a collaborator to start a program supporting elementary school teachers mathematically, thereby beginning a great seven-year adventure. Ben Fusaro reached out to me with a variety of activities in environmental mathematics. Fred Chichester, my husband of thirty years, has shared my love of math and always supported my aspirations.

There is much still to do, but I have been repeatedly fortunate. Why not others? I wish that every person in my infant grandson’s generation could be supported by a culture that is nurturing, equitable, and environmentally safe and sustainable. It might be possible if we all try. I am deeply grateful for this recognition that I have tried.

Susanna S. Epp

posted Jul 9, 2010, 4:13 PM by Glenna Buford

Fifteenth Annual Louise Hay Award

January 2005, Atlanta

In 1990, the Executive Committee of the Association for Women in Mathematics (AWM) established the annual Louise Hay Award for Contributions to Mathematics Education. The purpose of this award is to recognize outstanding achievements in any area of mathematics education, 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.

Citation: Susanna S. Epp

In recognition of her exemplary and broad range of contributions to mathematics education, the Association for Women in Mathematics (AWM) presents the Fifteenth Annual Louise Hay Award to Susanna S. Epp of the Department of Mathematical Sciences at DePaul University.

Dr. Epp’s career began when she eamed her Ph.D. from the University of Chicago under the direction of Irving Kaplansky in 1968. She taught briefly at Boston University and the University of Illinois at Chicago and then joined the faculty of DePaul University. In 2004, she was named a Vincent de Paul Professor, one of the first group of professors so honored.

After initial research in commutative algebra, Professor Epp became interested in cognitive issues associated with teaching analytical thinking and proof For the past twenty-five years, she has committed herself to helping students come to understand the unspoken logic and language that underlie mathematical thought. This theme runs throughout her well-known and very popular textbook, Discrete Mathematics with Applications, about which students write her glowing emails from such far flung countries as Japan, England, Sweden, and Australia. For instance, one computer science student wrote, "I would like to take the opportunity to congratulate you on your fantastic book.... I believe that this is the best-written textbook I have ever seen.” Conveying the nature of mathematical reasoning is also a primary theme of the book Precalculus and Discrete Mathematics, which she co-authored as part of the University of Chicago School Mathematics Project (UCSMP) Secondary Series (edited by Zalman Usiskin).

Epp has also raised awareness of issues in the teaching of logic and proof through a series of articles in the American Mathematical Monthly, the Mathematics Teacher, the NCTM Yearbook Developing Mathematical Reasoning in Grades K-12. the DIMACS volume Discrete Mathematics in the Schools (edited by Joseph G. Rosenstein, Deborah S. Franzblau, and Fred S. Roberts), and the volume Mathematical Thinking and Problem Solving (edited by Alan H. Schoenfeld).

From 1999 to 2004, Professor Epp worked as a member of the writing group that produced the Mathematical Association of America publication Undergraduate Programs and Courses in the Mathematical Sciences: CUPM Curriculum Guide 2004. The Guide urges mathematics departments to tailor courses and programs to meet their students’ real needs; help all students develop analytical, critical reasoning, problem-solving, and communication skills; convey the breadth and interconnections of the mathematical sciences; and promote interdisciplinary cooperation. Recently, Epp was named co-editor of CUPM-IR, the online Illustrative Resources that accompany the Guide.

Epp has given many colloquium lectures, talks for students, and talks at national MAA meetings. She has organized and moderated panels, workshops, and MAA sessions. She has served as a reviewer for textbooks and NSF proposals and as a consultant for Educational Testing Service and the College Board. She has judged high school mathematics contests and served on school advisory boards. In 1996, she jointly organized an international symposium on teaching logic and reasoning held at Rutgers University. In 2004 she spoke at the 10th Intemational Congress on Mathematics Education and was one of eight mathematicians invited to participate in the Research for Better Schools Project to help develop the TIMMS videos for use in teacher education.

For Project NExT Epp has been both a speaker and mentor. Emily Hynds of Samford University, a Project NExT fellow, used Epp’s discrete mathematics book as an undergraduate and became acquainted with her at a Project NExT presentation. Hynds wrote: “I have been most touched by her abilities as a teacher and communicator ... she is both a scholar and a nurturer.

At DePaul University, Epp developed more than a dozen successful courses, including two in discrete mathematics and one in mathematical reasoning. Perhaps her most innovative course is “Mathematical Pedagogy: Theory and Practice.” As part of that course, each student works as a tutor-an extremely valuable experience for undergraduate majors. In all of her courses, she encourages students to pursue teaching as a career and over the years she has inspired many to become teachers.

When serving as chair of the Department of Mathematical Sciences, she developed a joint computer science-mathematics major and a “pure mathematics” concentration, and she did much to promote upper-level mathematics courses to a broader audience. Her colleague, Jeanne LaDuke wrote, “This fall there are about thirty students enrolled in our first quarter abstract algebra course as compared to fewer than a dozen just a few years ago.” She also introduced a new calculus course sequence to enable students lacking precalculus skills to complete the one-year sequence during a one-year period by incorporating precalculus material along the way. Michael L. Mezey, professor and dean at DePaul, wrote that she is a faculty leader who “invariably takes a leadership role because she always comes prepared to meetings, has thought carefully about the issues, and has the ability to find common ground among people of differing views.”

Epp served as an Associate Editor of the Mathematics Magazine and as a referee for numerous journals. She also served on many MAA Committees, including the Committee on the Evaluation of Teaching, the Committee on Curricular Renewal Across the Firat Two Years, the Committee on the Undergraduate Program in Mathematics (CUPM), and the President’s Task Force on the NCTM Standards. Of her work on the Task Force, former MAA President Kenneth A. Ross wrote, “... if I had to identify the most valuable members [of that Task Force] Susanna would be on any short list.”

For her selfless contributions to mathematics education, her role as a mentor, her scholarship, her administrative skills, her human qualities of kindness, absolute honesty and trustworthiness, and her willingness to listen, the Association for Women in Mathematics is pleased to designate Susanna S. Epp as the Fifteenth Annual Louise Hay Awardee. She most fittingly evokes the memory of all that fellow Chicagoan Louise Hay exemplified as a teacher, scholar, administrator, and human being.

Response from Susanna S. Epp

I am honored to have been chosen to receive the Louise Hay Award for Contributions to Mathematics Education from the Association for Women in Mathematics. I became acquainted with Louise during the time my husband was her colleague at the University of Illinois at Chicago, and I remember her as a person of great intelligence and a warm and vibrant personality.

I grew up as a “faculty brat.” Both my parents were English teachers, my father at Northwestern University and my mother (typical of the times) at a local junior college. After receiving my doctorate, I expected to continue a career as a research mathematician. However, my plans slowly changed when, a few years after joining the faculty of DePaul University, I became concerned about the difficulties students were having in our post-calculus courses and became involved in creating a course for our majors to serve as a “bridge” to more sophisticated mathematical thinking.

Working with the students in the course in an intensely interactive way was, perhaps, the most profound educational experience of my life. The attempt to address the difficulties they were having actually led me to deepen my own understanding of and appreciation for the role of logic and language in mathematical thought. And trying to figure out concrete ways to help them develop their understanding turned out to be much more of an intellectual challenge than I had anticipated. When explanations are too complex, students capable of comprehending them don’t need a special course, but when they are not sufficiently detailed, students aren’t able to act on them. I am still working to try to find the best balance, and I continue to be grateful to my students for the stimulation they have provided me and for all that I have learned from them.

My involvement with the course led me to explore new and fascinating territory-mathematical logic, cognitive psychology, and mathematics education research. In addition, a talk I gave about the course in an MAA session organized by Anthony Ralston proved to be the gateway to participation in the larger community of mathematicians with a special interest in mathematics education. By giving the talk I became acquainted with him and with Martha Siegel and the excellent work they did to involve the MAA in the effort to determine what a course in discrete mathematics should look like, and I was invited to participate in the Tulane Conference on calculus reform and to join my first MA.A committee. My life has been greatly enriched ever since by the many thoughtful and dedicated people I have had an opportunity to work with through national organizations, most especially the MAA.

The older I get the more I realize the debt I owe my own teachers. In this connection, I should start by mentioning my parents, whose keen interest and careful attention to language and whose evident commitment to good teaching surely shaped my own sensibility. My eyes were first opened to the view that mathematics is a subject with ideas as well as formulas and techniques by my husband, Helmut, who on a high school date (!) introduced me to the power and beauty of the field axioms. As a student at Northwestern and the University of Chicago, I benefited from uniformly high quality mathematics instruction. Although I can’t list all the fine teachers I had, I would particularly mention Izaak Wirszup, Daniel Zelinsky, Ralph Boas, Ky Fan, Arunas Liulevicius, Antony Zygmund, I. N. Herstein, and Irving Kaplansky, all of whom, in their own ways, helped lead me to appreciate the elegance, rigor, and excitement of mathematics. I hope that I have been able to pass on some of this appreciation to my own students.

Bozenna Pasik-Duncan

posted Jul 9, 2010, 4:11 PM by Glenna Buford

Fourteenth Annual Louise Hay Award

January 2004, Phoenix

In 1990, the Executive Committee of the Association for Women in Mathematics (AWM) established the annual Louise Hay Award for Contributions to Mathematics Education. The purpose of this award is to recognize outstanding achievements in any area of mathematics education, 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.

Citation: Bozenna Pasik-Duncan

In recognition of her wide range of outstanding work as a mathematician, the Association for Women in Mathematics (AWM) presents the Fourteenth Annual Louise Hay Award to Bozenna Pasik-Duncan of the Department of Mathematics at the University of Kansas.

During her outstanding career as a mathematics educator, she became highly involved in attending and giving presentations at workshops and conferences related to the use of technology in mathematics education, revealing her devotion to lifelong learning and staying abreast of new developments in the profession. In 1990, her exemplary teaching was honored when she received the California Presidential Award for Teaching Excellence.

Since joining the faculty of the Mathematics Department at Kansas in 1983, she has held visiting appointments in Poland, Hungary, the Czech Republic, France, Italy, Japan and China, and has held offices and served on committees and as an editor at the Polish Mathematical Society, the Society of Applied Mathematics (SIAM), the Institute of Electrical and Electronics Engineers (IEEE) Control System Society (CSS) and the International Federation of Automatic Control (IFAC). She has been Professor in the Mathematics Department at the University of Kansas since 1994. Professor Pasik-Duncan's research has centered on stochastic processes and stochastic adaptive control of continuous-time linear and nonlinear systems; her current research interests are in stochastic processes and stochastic theory, the relation between statistics and control theory and applications of stochastic theory and control to biomedicine, biostatistics, telecommunication networks and finance. Her numerous awards and honors for her research culminated in an Institute of Electrical and Electronics Engineers Third Millennium Medal for outstanding achievements and contributions and a Distinguished Member Award from IEEE Control Systems Society in 2000. In 2001, she became an IEEE Fellow for contributions to Identification and Stochastic Adaptive Control.

Bozenna Pasik-Duncan is a research mathematician with a deep commitment to education with the focus on integrating research, teaching and learning in science, technology, engineering and math. She has been recognized for her teaching from the time she was a Lecturer in Warsaw, when she received the National Teaching Award from the Ministry of Higher Education and Sciences in 1975. At Kansas, she has continued to receive teaching awards, including the Fellowship for Teaching Excellence and Advising in Public Outreach as well as one for distinguished teaching and the profound impact made on students' lives; another was her Honor for Outstanding Progressive Educator (HOPE), the first HOPE award ever presented to a math professor by graduating seniors. She was the 45th recipient of this award.

Pasik-Duncan's work in education extends beyond her exceptional skill as a teacher. In nominating her, Professor Jack Porter, chair of her department, said that her philosophy is that every student from high school senior to undergraduate to graduate will experience research that bridges mathematic with different fields (for example, biology, physics, chemistry, economics, and medicine). Pasik-Duncan has worked to make this vision come alive. Through the Research Experiences for Undergraduates Program of the National Science Foundation (NSF), Professor Pasik-Duncan has, since 1992, mentored students and nurtured them in their studies. Indeed, the NSF Control Workshops under her leadership enhance the connection among high school students, mathematics and science teachers, and research groups in control systems. As a co-investigator of projects supported by NSF and the Sprint Corporation, she involved her graduate students in industrial research. Her interests extend to mathematics education at the elementary level. She taught an algebra and probability class to fourth, fifth and sixth graders in 1994-96, with her students winning regional and state mathematics contests, and for the past ten years has organized well-attended annual workshops for fifth graders. According to one of her former students, she would bring local elementary school children to the university and invite her undergraduate students to give presentations about mathematics and its applications. "It was seeing demonstrations like these as a kid that got me excited about science and ultimately influenced my path to pursue a Ph.D. at MIT," wrote this student from a small Kansas farming town, with a high school student body one-tenth the size of his freshman chemistry class at the university.

Among her many professional services, Pasik-Duncan had been Vice President for Membership Activities of CSS, Vice President of the Warsaw Branch of the Polish Mathematical Society, Program Director of the SIAM Activity Group on Control and Systems Theory, chair of the IEEE CSS Standing Committees on Assistance of Engineers at Risk, International Affairs, Women in Control and chair of the Technical Committee on Control Education as well as co-chair of the IFAC Control Education Committee. In 2000 she was the leader of the Control Systems Delegation to the People's Republic of China under the People-to-People Ambassador Program. This past year, she has formed and will be the faculty advisor to an AWM Student Chapter at the University of Kansas. She consistently exhibits a firm and active commitment to support women in mathematics, engineering, and science.

By the Louise Hay Award, AWM is proud to honor Bozenna Pasik-Duncan for her broad and inspiring vision of mathematics as a discipline and as a profession, and for her remarkable skill and commitment in carrying out the role of a professional mathematician in a wide variety of communities and settings.

Response from Pasik-Duncan

I am very honored and proud to have been selected by the Association for Women in Mathematics for its Fourteenth Annual Louise Hay Award for Contributions to Mathematics Education. Professor Louise Hay's outstanding achievements as a teacher, scholar, administrator, and human being have inspired many of us.

It was over forty years ago when I became involved in real teaching as a teenager in a small village in Poland where we would spend lovely summer vacations. Every Sunday during those summers local kids walked to "my school" for math. It was during that time when I was also asked by a university math professor to tutor his daughter in math and science. One day when she was taking her oral exam in chemistry in the presence of the whole class she looked at me, "her teacher," with desperation in her eyes: "help me, I cannot do it?" I answered with the utmost confidence, "Yes, you can," and she did. From that moment on I knew that I could be a good math teacher who would take good care of all those students who need math and science. The long list includes my first students while I was in high school, my family, friends, neighbors, their children and grandchildren, etc. I have developed a reputation of being a math teacher who has time for everyone who needs help in math and science.

I have taught since 1984 at the University of Kansas after teaching in Poland for thirteen years, where I received excellent teaching experience. Balancing two cultures in teaching fascinates me the most. When my daughter, Dominique, was a fourth grader we took her to Poland and France and enrolled her in the local schools. She was an outstanding student in Lawrence, but about two grade levels behind the French and Polish students in math. When we returned to Lawrence I said, "We need to work." I offered to share the tutoring with Dominique's class. It was the best teaching and learning experience. I used French, Polish and American books so the students also learned some Polish and French. A year later Dominique was up to speed with her French and Polish classmates. My fourth grade students scored the highest in the state at mathematical problem solving. I taught them for three more years, and this year they graduated from high school, with a few being National Merit Scholars. Dominique is a first-year math student at the University of Chicago with almost 100 credit hours from the University of Kansas.

It was over thirty-five years ago when I became involved in a real-world project for the Polish Central Planning Committee. Stochastic modeling and forecasting were my first major research areas. Shortly after that I became the director of the Applied Mathematics Center of the Polish Mathematical Society, with some fascinating work. I had taught for thirteen years at Warsaw School of Economics where I was lucky to have an outstanding mentor in teaching. I came to Kansas to work with Tyrone E. Duncan. His research in stochastic control, coupled with my own studies in stochastic processes and mathematical statistics, made the best partnership. We wrote over 100 papers together and solved some long-standing stochastic adaptive control problems. We built the pro gram in stochastic theory and control that has put Kansas on the world map.

Most of my master's and Ph.D. students have gone on to work in industry. Some of them quickly took leadership positions: they work with the University of Kansas Medical Center on the analysis of epilepsy, for Sprint Corporation on the intricacies of telecommunication networks, for actuarial companies, for investment banks, for graphic design companies, and for various other industries. All of these former students are applying knowledge they acquired from research performed at KU. From freshmen to Ph.D. candidates, all of my students participate in research, and most of their research has been supported by the National Science Foundation. Several of my undergraduate students have received NSF fellowships for graduate study in the best programs in their fields of interest. Several undergraduate and graduate students are involved in research each summer. The NSF has also supported several national workshops for teachers and students on research and teaching, making a commitment to support K-12 school teachers who want to become involved in research.

I attended my high school's 35th year reunion and gave a talk entitled "From the Polish Space to the Land of Oz: Acceptance and Tolerance." I spoke about my students in Kansas, the people of Kansas, and about Kansas itself. I had never realized that I feel very much at home and can speak so enthusiastically and passionately about Kansas. I am grateful to all in Kansas for making me feel free from the stress of speaking with an accent. I can now joke, "You don't recognize my Kansas accent?" when asked, "Where are you from?"

I would like to thank my entire control community that includes women in control for giving me so many opportunities to integrate research, teaching and learning in science, engineering and math. I would like to thank many KU and Kansas people for beautiful acceptance and tolerance, for countless help and assistance, and for recognizing my love for math, music, science, engineering, and for people. I am proud of being a Kansan and an American, and this is the reason why I have enjoyed giving back to the Kansas community by being involved in outreach programs. Teaching Lawrence school students, bringing them to KU for math: these activities which make me so, so happy are most rewarding. I would also like to thank my students and all students for making me happy in Kansas and in this country. I would like to thank Professor Jack Porter, my chairman for nominating me for this award and Professor Judy Roitman, who is the 1996 recipient of this award and who has shared with me her success stories in mathematics education over many years. Last, but not least, I would like to thank my mother, my husband and my daughter for their most beautiful support.

From the bottom of my heart I thank the selection committee and the AWM for making me feel the happiest person on the earth. I cannot find English words to express my feelings, but now I cannot even find Polish words to express my feelings. I will be even a better teacher now.

Katherine Puckett Layton

posted Jul 9, 2010, 4:09 PM by Glenna Buford

Thirteenth Annual Louise Hay Award

January 2003, Baltimore

In 1990, the Executive Committee of the Association for Women in Mathematics (AWM) established the annual Louise Hay Award for Contributions to Mathematics Education. The purpose of this award is to recognize outstanding achievements in any area of mathematics education, 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 major contributions to mathematics education and her outstanding achievement as a scholar and mentor, the AWM is pleased to present the Thirteenth Annual Louise Hay Award to Katherine Puckett Layton of Beverly Hills High School.

Citation: Katherine Puckett Layton

In recognition of her significant contributions to mathematics education, her outstanding achievements as a teacher and scholar, and her role in bridging mathematics education communities, the Association for Women in Mathematics is pleased to present the Thirteenth Annual Louise Hay Award to Katherine Puckett Layton, Beverly Hills High School.

Katherine Puckett Layton began her teaching career in 1960 soon after she graduated from UCLA with a bachelor's degree in mathematics. She devoted forty years of her life to teaching mathematics at Beverly Hills High School. While there, she served as the Chair of the Mathematics Department throughout the seventies and gave tirelessly to students through her association with Mu Alpha Theta. During her tenure there, she took several periods of leave for study and visiting appointments. She spent one year studying for her M.Ed. in Mathematics at Harvard University. She served as a Visiting Lecturer at Clemson University and the UCLA Mathematics Department. After her retirement in 1999, Ms. Layton served for two years as a Distinguished Educator at the UCLA Graduate School of Education. Her role was as a field supervisor in UCLA's teaching intern program for mathematics majors. Even after retirement, her contributions to mathematics education continue, both at the national level, and where it is most important, in hands-on working with teachers and students.

During her outstanding career as a mathematics educator, she became highly involved in attending and giving presentations at workshops and conferences related to the use of technology in mathematics education, revealing her devotion to lifelong learning and staying abreast of new developments in the profession. In 1990, her exemplary teaching was honored when she received the California Presidential Award for Teaching Excellence.

Attesting to her involvement in mathematics education, Lida Barrett, past president of MAA, wrote in her nomination letter, "Kathy Layton is a superb representative of the many high school teachers who have served their students well and who have, in addition, served the mathematics profession well by their leadership contribution in its organization, by bringing to meetings and workshops the know-how from their education and classroom experience, and by serving on a variety of committees and task forces to represent school educators." Ms. Layton has served mathematics education by being involved at all levels: local, regional, and national. She has been a member of NCTM since 1959, an invited speaker 22 times at annual meetings and 17 times at regional meetings. She has been a member of MAA since 1974, served on numerous committees, and been an invited speaker six times at MAA annual meetings. Her service includes her membership on the Mathematical Science Education Board, the National Board for Professional Teaching Standards, and the College Entrance Examination Board.

Through her visiting appointments at three different universities, her post retirement appointment at UCLA, her many activities within NCTM and MAA, and her service on other national committees, she has helped build a much needed bridge between secondary educators and college faculty. Bert Waits, Emeritus Professor of Mathematics at the Ohio State University wrote in his letter of recommendation, "Katherine Layton can stand shoulder to shoulder with her university colleagues and has made significant contributions to our profession with deep insights that only a classroom high school teacher can bring."

For her exemplary educational and scholarly contributions and her sustained efforts over her career on behalf of students, Katherine Puckett Layton is awarded the Thirteenth Annual Louise Hay Award for Contributions to Mathematics Education.

Response from Katherine Puckett Layton

I am very honored and surprised to have been selected by the Association for Women in Mathematics for its Annual Louise Hay Award for Contributions to Mathematics Education. As a high school mathematics teacher, I feel privileged to be the recipient of this award. I am sorry that my father, William T. Puckett, a mathematics professor at UCLA for 36 years, is not alive to help me celebrate. Through my years in school, he was always willing to talk mathematics with me and to help me. He would never tell me how to do a problem but always asked me questions to guide me to a solution. I would get very upset at this technique; I wanted the answer immediately! I now know his methods led me to develop an understanding of many concepts and to enjoy mathematics. He was an excellent model of how one should teach: in addition to teaching students mathematics, respect them as human beings and always listen to their questions and comments.

In the fall of 1955, I began my undergraduate work at UCLA with the idea of becoming an elementary school teacher. After just two days, I found Out how much I missed mathematics, and the next day I began a mathematics course and declared mathematics as my major. During my graduate year (at that time 5 years were required for a secondary credential in California), I did my student teaching and took graduate-level mathematics classes. I didn't know if I would begin teaching right away or go on for a masters in mathematics. I found out how much I loved helping young people understand mathematics. When I retired from Beverly Hills High School in 1999, after having been there for thirty-nine years, I still enjoyed working with students at grades 9 through 12, showing them the beauty of mathematics. It was a wonderful adventure.

I was fortunate. I had many opportunities for fine professional experiences, in part because I happened to be born to encouraging parents, to teach in a very supportive district (Beverly Hills Unified School District), to have good mentors, to be of the right gender for the times, to be in the western part of the United States, to be teaching what was considered a critical high school subject, and to begin teaching in the l960s.

In the early '60s, the Advanced Placement Calculus program was getting underway in California. I was asked to start a course at Beverly Hills High School. My students worked hard and by their excellent questions and comments, taught me ways to help them understand the calculus. Over the years, they did quite well on the AP Exam. ETS was looking for high school women from the West Coast to help with the grading of the exams. I was in the right place at the right time with the right experience. During my 12 years of grading, I worked with many fine educators. I recognized the importance of the opportunity to interact with other teachers who really cared about helping their students learn. I became interested in becoming involved in other professional mathematics activities on the national level. John Neff gave me very good advice; he said, "Join the MAA," which I immediately did. The MAA was looking for more ways to include pre-college voices in their conversations. This was important, and I wanted an opportunity to contribute. Over the years, I have found collaboration between college and precollege teachers has grown. In addition, I have seen mutual respect improve between the two groups. They are talking and listening to each other.

I have taken part in a number of excellent National Science Foundation Institutes and other summer programs. My school district was supportive of my professional opportunities, allowing me to attend mathematics conferences and providing substitutes so I could attend NCTM Board Meetings and meetings of the MAA Board of Governors. These activities, together with others, helped keep me up to date, let me interact with many fine educators at all levels, and helped keep teaching a fresh and learning experience for me. In the late 1980s, I was introduced to using technology to enhance the teaching of mathematics. What a charge to my teaching-I found you "can teach an old dog new methods." Frank Demana and Bert Waits helped me learn to use technology to improve my teaching for both students and teachers.

I have been so fortunate in my professional career to meet and work with caring and fine mathematics professionals at all levels. Thinking about this response has given me the opportunity to remember my fine high school mathematics teachers-three women: M. Albers, Muriel McDonald, and Estelle Mazziotta---and to reminisce about my undergraduate years at UCLA and some of the outstanding professors I had, especially Robert Sorgenfrey, Lowell Paige, and Paul Daus. I remember many wonderful people in the Beverly Hills Unified School District--I hesitate to name just a few, but the large group could be represented by my former colleagues Helen Louise Aldrich and Newman Borden and my administrators Ken Peters, Sot Levine, and Ben Bushman. I also thought of the people I have had the pleasure of considering mentors in my professional life: Lida Barrett, Phil Curtis, John Dossey, John Kenelly, John Neff, Bert Waits, and, of course, my father.

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