Promising Math 2017 was the first in a biennial conference bringing together stakeholders from across the country to share knowledge about the understanding, teaching, and learning of mathematics for children between birth and eight years.
Over 80 professionals from across the country gathered at Erikson Institute. We welcomed experts in intervention and teaching, scholars in early mathematics, policymakers and government representatives, experts in dual language learning, adult educators and scholars in teacher preparation, cognitive developmental scientists, teachers of young children, and of course, parents.
Interim Senior Associate Dean for Collaborative Research and Community Engagement
Professor of Bilingual/Mathematics Education
University of New Mexico
Plenary Topic: Opportunities to Learn High Quality Mathematics in Bilingual Kindergarten and First Grade Classrooms
Silvia Celedón-Pattichis studies linguistic and cultural influences on the teaching and learning of mathematics, especially with emergent bilinguals. She was Co-PI of the Center for the Mathematics Education of Latinos/as (CEMELA), an NSF-funded collaboration among four universities. CEMELA worked to develop theory and practice around turning language and cultural diversity into educational assets for the mathematics education of all students. Her most recent work is a co-edited book in press by the National Council of Teachers of Mathematics (NCTM) titled Access and Equity: Promoting High Quality Mathematics in Grades PreK-2 and another book in the same series for Grades 3-5. She is a co-editor of Beyond Good Teaching: Advancing Mathematics Education for ELLs, also published by NCTM in 2012. She also co-authored a recent article in Cultural Studies of Science Education entitled “An interdisciplinary collaboration between computer engineering and mathematics / bilingual education to develop a curriculum for underrepresented middle school students.” Dr. Celedón-Pattichis is also the co-editor of Mathematics Education at Highly Effective Schools that Serve the Poor: Strategies for Change, published by Lawrence Erlbaum in 2006.
Associate Professor of Cognitive Sciences
University of California at Irvine
Plenary Topic: The Real Preschoolers of Orange County: Early Number Knowledge Among Dual-Language Learners from Low-SES Households
Barbara Sarnecka studies cognitive development, especially the question of how children learn about counting and numbers during the preschool years. She also works on social cognitive development, the development of judgment and decision-making, the development of self-efficacy and autonomy, and adult moral psychology. Barbara is currently working on a book about scientific writing, using insights from cognitive science and linguistics to help scientists write better. She is the author of “How numbers are like the earth (and unlike faces, loitering or knitting)” in Core Knowledge and Conceptual Change (2016) and also of an upcoming chapter in Language and Culture in Mathematical Cognition: “Early Number Knowledge In Dual-Language Learners From Low-SES Households.”
Univ of ArizonaCo-Director of the Center for Recruitment and Retention of Mathematics Teachers (CRR)
University of Arizona
Galiz (Halla) Jmourko
ESOL Instructional Coach
Prince George County Public Schools in Maryland
Plenary Topic: Integrating Language and Mathematics: Principles and Tools for Elementary Teachers and Students
Rodrigo Gutiérrez’s professional interests include teacher development, mathematics education, and teaching for social justice, with a particular emphasis on Latinx and emergent bilinguals. He has broad experience designing and implementing professional development to assist teachers in making their instruction more appropriate for new immigrants. After teaching middle and high school mathematics, Rodrigo directed an educational non-profit running afterschool and summer programs for underserved youth of color. Having previously been a fellow with the Center for the Mathematics Education of Latinos/as (CEMELA), Rodrigo recently returned to the University of Arizona to serve as Co-Director of the Center for Recruitment and Retention of Mathematics Teachers.
Halla Jmourko is an ESOL (English for Speakers of Other Languages) instructional coach in Prince George’s County Public Schools, MD. Halla’s primary professional engagements are focused on advocacy for children coming from diverse cultural and linguistic backgrounds. What began as a personal experience as a parent of a dual language learner became a professional investigation about the role of language in mathematics learning and a commitment to supporting English learners (ELs) in mathematics. She designs professional development opportunities, creates language-based instructional tools, and implements a variety of coaching structures to support mainstream and ESOL teachers of English learners across content areas, but particularly in mathematics. Over the years, Halla has been working with Center for Mathematics Education, University of Maryland to support university-district outreach efforts and is currently co-teaching a course on middle school mathematics instruction for ELs.
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