Alan H. Schoenfeld
Graduate School of Education at UC Berkeley
Alan Schoenfeld is past president of the American Educational Research Association (AERA), a member of the National Academy of Education, and holds the Elizabeth and Edward Conner Chair in Education. He is a past member of the AMS Committee on Education. He has been involved several activities with the Math Sciences Education Board (MSEB).
His research deals with thinking, teaching, and learning, with an emphasis on mathematics. One focus of his work has been on problem solving. His book on this topic, Mathematical Problem Solving (1985), characterizes what it means to "think mathematically" and describes a research-based undergraduate course in mathematical problem solving.
Another aspect of his research deals with assessment. Prof Schoenfeld heads the Balanced Assessment Project, which has developed alternative assessments for K-12 mathematics curricula.
A third area of interest is modeling the
process of teaching, and a current goal of his work is to
understand how and why teachers do what they do, as they teach. He is associate
editor of Cognition and Instruction and an editor of Research in Collegiate
Mathematics Education. He chairs the Joint Policy Board for Mathematics' Task
force on Enhancing the Educational Efforts of Faculty, and is a Writing Group
Leader for grades 9-12 of the National Council of Teachers of Mathematics'
Department of Mathematics, University of Dar Es
She is very much involved in Mathematics in Africa. At the moment she is Vice president of the African Mathematical Union as well as Chairperson of the AMU Commission for Women Mathematicians. She is Assistant Editor of the Nairobi Journal of Mathematics and Guest Editor of the International Journal for Management and Systems.
Dr Masanja has published extensively in a variety of mathematical fields, including Differential Equations, Number Theory, Mathematical Modelling, Mathematics Education and Gender Issues, one of her special interests.
Amongst a variety of assignments on international level, her report "Innovations in Mathematics Teacher Education in Africa in the past 10 years", written in 1998, is particularly well known.
Her skills in organising
international conferences have been proven in the numerous conferences, seminars
and workshops (in particular in gender capacity building) that she has
Department of Mathematics, Arizona State University
Matthias Kawski studied at the Universities of Hamburg and Tuebingen in Germany before earning a Ph.D. in Mathematics in 1986 at the University of Colorado in Boulder. After a short post-doctoral position at Rutgers University, he moved to Arizona State University where he holds a professorship in mathematics.
His original training, and continuing primary research area is differential geometric control theory, at the interface of pure mathematics and mathematical engineering. This is complemented by his steadily growing interest in mathematics education over the past decade.
One of his primary interests is the
use of modern computing technology and interactive visualization for both
original mathematical research and teaching. His efforts in instructional
innovations span from introductory calculus through linear algebra, vector
calculus, complex analysis and differential geometry to advanced nonlinear
control.Currently some of his primary interests involve taking full advantage of
the, until most recently unthinkable, interactivity made possible by JAVA, the
utility of the associated visual language to bring back coherence into a
compartmentalized curriculum, to reconnect introductory studies with
advanced disciplinary research, and to reestablish lost connections between
Centre for Mathematics Education, The Open University, UK
John Mason has been Director (or Acting Director) of the Centre for Mathematics Education at the Open University for most of the time since its inception in 1984. His interests are in problem solving, and in ways of working on mathematics and on the teaching and learning of mathematics. Thus he seeks ways to foster, support, and sustain mathematical thinking with others. He is interested in the role of mental imagery in the teaching and learning of mathematics, and in ways of provoking students to be active in making sense of and exploring mathematics.
He has also formulated a research method for practitioners interested in moving from professional development to research on their own practices, known as the Discipline of Noticing, which describes how he works. He has two major projects in hand: the study of generalisation in the context of historical word problems at the boundary betwen arithmetic and algebra, and a hypertextrual collection of gambits-strategies-tactics and frameworks for informing the teaching of mathematics. He also explores different ways of presenting mathematics to others.
Principle author of Thinking
Mathematically, and author of Learning And Doing Mathematics, he has also
written or inspired numerous practical publications for teachers of mathematics
in school. He has a draft of a book on the teaching of mathematics at
college level seeking a publisher, and based on a unit written for an Open
University course in 1999.
Faculty of Education, University of the Western
Cape, Cape Town, South Africa
Cyril is the secretary of the
African Mathematical Union’s Commission on Mathematics Education (AMUCME). He is
currently; with colleagues from Mozambique, Norway, Uganda and Zimbabwe;
co-ordinating a Southern African Doctoral Programme in Mathematics Education
(SADPROME) which has as the building of research capacity in Mathematics
Education in the Southern African region.