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EILEEN MURRAY Montclair State University 1 Normal Ave Montclair, NJ 07043 Phone: (973) 655-6819 Email: [email protected] RESEARCH INTERESTS The use of models and representations in mathematics instruction; Content preparation of prospective secondary mathematics teachers; Common planning and teacher collaboration. EDUCATION Doctor of Philosophy, Department of Mathematics and Science Education, May 2011, University of Georgia Major Field: Mathematics Education Dissertation Title: Implementing Higher-Order Thinking in Middle School Mathematics Classrooms Chair: Dr. Dorothy Y. White Master of Science, Department of Statistics, March 1999, Georgia Institute of Technology Master of Science, Department of Mathematics, December 1995, University of Arizona Bachelor of Arts in Mathematics, Department of Mathematics, Magna cum laude, May 1993, Lafayette College, Easton, PA PROFESSIONAL PREPARATION Assistant Professor, Department of Mathematical Sciences, Montclair State University, 2014 present Post-doctoral Research Fellow, Graduate School of Education, Harvard University, 2012 – 2014 Assistant Professor, School of Education, State University of New York at New Paltz, 2011 – 2012 Graduate Research Assistant, College of Education, University of Georgia, 2005 – 2011 High School Mathematics Teacher, Woodward Academy, Atlanta, GA, 2000 – 2005 Retirement Consulting Actuarial Analyst, William M. Mercer, Atlanta, GA, 1999 – 2000 Graduate Research Assistant, Office of Minority Educational Development, Georgia Institute of Technology, 1998 – 1999 Page 1 of 11 RESEARCH EXPERIENCE Post-doctoral Research Fellow, Harvard University 2012 – 2014 Working as part of a collaborative team with postdocs and graduate students under the supervision of Dr. Jon R. Star on several mathematics education research projects. Lead role on Project: APEC, Promising Practices in Secondary Mathematics and Science Teacher Education for the administration and analysis of mathematics and science assessments and the writing of case studies of US teacher preparation institutions. Graduate Research Assistant, University of Georgia 2008 – 2011 Project: Improving Students’ Mathematical Achievement through a Professional Learning Community (Project ISMAC) Provided classroom support, workshops on mathematics content and pedagogy, and facilitated weekly common planning meetings. Principal Investigator: Dr. Dorothy Y. White. Graduate Research Assistant, University of Georgia 2007 Learning and Performance Support Lab Member of research team for a National Science Foundation funded project, Does It Work?: Building Methods for Understanding Effects of Professional Development. Attended advisory board meetings, collected and analyzed data, created assessment problems, and transcribed video data. Principal Investigators: Dr. Chandra Orrill, Dr. Allan Cohen, and Dr. Andrew Izsak. Graduate Research Assistant, University of Georgia 2005 – 2006 Center for Proficiency in Teaching Mathematics Member of center team for a National Science Foundation funded project designed to strengthen professional communities of pre-service, in-service, and university teachers. Supervised secondary mathematics student teachers, collected data, created and edited mathematical situations, and participated in research meetings. Principal Investigator: Dr. Patricia Wilson. Graduate Research Assistant, Georgia Institute of Technology 1998 – 1999 Office of Minority Educational Development (OMED) Worked with university database to statistically analyze minority trends. Created and modified database, created summaries, and reported findings. PUBLICATIONS Refereed Journal Articles Murray, E., (In press). Improving teaching through collaborative reflective teaching cycles. Investigations In Mathematics Learning. Vig, R., Murray, E., & Star, J. R. (2014). Model breaking points conceptualized. Educational Psychology Review 26(1), 73–90. Van Tyne, M. & Murray, E. (2013). New to the game: Teaching tax and tip. New York State Mathematic Teachers’ Journal. Page 2 of 11 Murray, E., & Star, J. R. (2013). What do secondary preservice mathematics teachers need to know? Content courses connecting secondary and tertiary mathematics. Notices of the American Mathematical Society, 60(10), 1297–1299. White, D. Y., Murray, E., & Brunaud-Vega, V. (2012). Preparing preservice teachers to educate black students: Discovering multicultural mathematics dispositions. Journal of Urban Mathematics Education, 5(1), 31–43. Murray, E., (2010). Book review: Mathematics education at highly effective schools that serve the poor. The Mathematics Educator, 20(1), 52-55. Conference Proceedings Murray, E., Durkin, K., Vig, R., Chao, T., & Star, J. R. (2013). Exploring connections between content knowledge, pedagogical content knowledge, and content courses through TEDSM data. Proceedings of the thirty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago, IL. Brunaud-Vega, V., Murray, E., Ducloux, K., & White, D. Y. (2010). What can we learn from research to improve teacher preparation programs in mathematics education? The case of Project ISMAC. In M. Qazi (Ed.), Proceedings of the 6th Annual TEAM-Math Partnership Conference Pre-Session. Tuskegee, AL: Tuskegee University. Murray, E., White, D. Y., & Brunaud-Vega, V. (2009). Common planning in the middle school: What do 7th grade mathematics teachers do? In S. L. Swars, D. W. Stinson, & S. Lemons-Smith (Eds.) Proceedings of the thirty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 601-606). Atlanta, GA: Georgia State University. Other Publications Chao, T., Murray, E., Gutierrez, R. (2014). NCTM Equity Pedagogy Research Brief: What Are Classroom Practices That Support Equity-Based Mathematics Teaching? A Research Brief. Reston, Virginia: National Council of Teachers of Mathematics. Submitted Manuscripts Murray, E., Durkin, K., Vig, R., Chao, T., Star, J. R. (Under review). Exploring connections between content knowledge, pedagogical content knowledge, and mathematics topics. Teaching and Teacher Education. PRESENTATIONS Murray, E., Stephan, M. (2015, April). Teachers' Reasons For Using and Choosing Different Physical Manipulatives. Presentation at the 2015 NCTM Research Conference. Boston, Massachusetts. Chao, T., Murray, E. (2015, February). An Asynchronous Noticing App to Build Preservice Teachers’ Noticing: Technology in the Mathematics Methods Course. Presentation at the annual meeting of the Association of Mathematics Teacher Educators. Orlando, FL. Murray, E. (2015, January). Connecting Secondary and Tertiary Mathematics. Presentation at the annual Joint Mathematics Meetings. San Antonio, Texas. Page 3 of 11 Murray, E. (2014, April). (Discussant). Mathematics Learning Trajectories. Presentation at the annual meeting of the American Educational Research Association, Philadelphia, Pennsylvania. Chao, T., Murray, E. (2014, April). Teacher Asynchronous Noticing to Foster Students’ Mathematical Thinking. Presentation at the annual meeting of the American Educational Research Association, Philadelphia, Pennsylvania. Vig, R., Murray, E., Chao, T. (2014, February). The role of representation in conceptual understanding of number. Presentation at the annual meeting of the Association of Mathematics Teacher Educators. Irvine, California. Chao, T., Murray, E. (2014, February). Fostering mathematics teacher asynchronous noticing through mobile video. Presentation at the annual meeting of the Association of Mathematics Teacher Educators. Irvine, California. Murray, E., Durkin, K., Vig, R., Chao, T., Star, J. R. (2013, November). Exploring connections between content knowledge, pedagogical content knowledge, and content courses through TEDS-M data. Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago, Illinois. Chao, T., Murray, E. (2013, November). Teacher asynchronous noticing to foster students’ mathematical thinking. Presentation at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago, Illinois. Vig, R. & Murray, E. (2013, August). Does an optimal model exist for integer addition and subtraction? Presentation at the 15th Biennial EARLI Conference (European Association for Research in Learning and Instruction). Munich, Germany. Murray, E. (2013, May). Connecting secondary and tertiary mathematics. Presentation at MassMATE 2013 Conference. Bridgewater, Massachusetts. Murray, E. (2013, April). (Discussant). The teaching and learning of rational numbers. Presentation at the annual meeting of the American Educational Research Association, San Francisco, California. White, D. Y., Murray, E., Carreras-Jusino, A. M., & Gonzalez, D. (2013, April). Understanding facilitator moves during common mathematics planning meetings. Presentation at the Research Presession of the annual meeting of the National Council of Teachers of Mathematics. Denver, Colorado. Murray, E. (2013, January). Using reflective teaching cycles to explore the difference between rationalizing and reflecting on practice. Presentation at the annual meeting of the Association of Mathematics Teacher Educators. Orlando, Florida. Murray, E. (2012, November). Transitioning from rationalization to critical reflection through reflective teaching cycles. Presentation at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Kalamazoo, Michigan. Page 4 of 11 Murray, E. (2012, April). Reflective teaching cycles: Promoting social justice through mathematics questioning. Presentation at the Fifth Annual Conference on Equity & Social Justice. New Paltz, New York. Murray, E. (2012, April). Reflective teaching cycles’ influence on the teaching of integers in middle school classrooms. Presentation at the Research Presession of the annual meeting of the National Council of Teachers of Mathematics. Philadelphia, Pennsylvania. Murray, E. (2012, April). Models for positive and negative rational-number operations. Presentation at the annual meeting and exposition of the National Council of Teachers of Mathematics. Philadelphia, Pennsylvania. Murray, E. (2012, February). Using reflective teaching cycles to promote higher-order thinking through questioning. Presentation at the annual meeting of the Association of Mathematics Teacher Educators. Fort Worth, Texas. Edenfield, K., Murray, E., Schultz, K., Kilpatrick, J. (2011, April). Studying higher order thinking during implementation of state curriculum reform. Presentation at the Research Presession of the annual meeting of the National Council of Teachers of Mathematics. Indianapolis, Indiana. White, D. Y., Murray, E. (2010, October). Creating a mathematics classroom cultural toolkit. Presentation at the annual meeting of the Georgia Council of Teachers of Mathematics, Eatonton, Georgia. White, D. Y., Murray, E., Brunaud-Vega, V. (2010, April). Examining the focus of common planning among urban 7th grade teachers. Presentation at the Research Presession of the annual meeting of the National Council of Teachers of Mathematics. San Diego, California. Murray, E., White, D. Y., Brunaud-Vega, V. (2009, September). Common planning in the middle school: What do 7th grade mathematics teachers do? Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Atlanta, Georgia. Murray, E., Rhodes, G., & Orrill, C. (2007, October). Mining the mathematics. Presentation at the annual meeting of the Georgia Council of Teachers of Mathematics, Rock Eagle, Eatonton, Georgia. Orrill, C., Rhodes, G., & Murray, E. (2007, October). Creating high cognitive demand GPS tasks for middle school. Working session presented at the annual meeting of the Georgia Council of Teachers of Mathematics, Rock Eagle, Eatonton, Georgia. Rhodes, G., Murray, E., & Orrill, C. (2007, October). Creating high cognitive demand GPS tasks for high school. Working session presented at the annual meeting of the Georgia Council of Teachers of Mathematics, Rock Eagle, Eatonton, Georgia. TEACHING AND SUPERVISION EXPERIENCE Undergraduate Courses, Montclair State University 2014 – 2015 Mathematics in Elementary Schools (MTHM 201). This course is intended for undergraduate students seeking certification to teach early childhood and Page 5 of 11 elementary school (P-3, K–6). The course will provide prospective early childhood and elementary teachers with opportunities to develop deep, connected understandings of (1) content included in the Algebra and Number and Operations strands of Pre-K through grade 6 school mathematics; (2) factors that influence student learning of that content, and (3) characteristics of instruction that are effective in promoting development of student understanding of the concepts from number and operations and algebra included in the Pre-K through grade 6 mathematics curriculum. (Fall 2014, Spring 2015) Mathematics in Elementary Schools II (MTHM 302). This course is intended for undergraduate students seeking certification to teach early childhood and elementary school (P-3, K–6). Overall the course structure will be similar to MTHM 201 (Mathematics in Elementary Schools I), but the content will be new. The course will provide prospective early childhood and elementary teachers with opportunities to develop deep, connected understandings of (1) content included in the Number and Operations (Only Operations with Fractions/Decimals), Geometry, Measurement, and Data Analysis strands of Pre-K through grade 6 school mathematics; (2) factors that influence student learning of that content, and (3) characteristics of instruction that are effective in promoting development of student understanding of these concepts included in the Pre-K through grade 6 mathematics curriculum. (Fall 2014) Graduate Courses, Montclair State University 2014 – 2015 Dissertation Proposal Seminar (MATH 830). Students will work to develop and refine their dissertation proposals. The seminar is a supplement to the formal dissertation proposal process that is outlined in the handbook. (Spring 2015) Graduate Courses, University of Massachusetts Dartmouth 2013 – 2014 Theories of Mathematical Learning (MTE 653). The primary goal of this course is to explore the theories of learning in mathematics education. The focus is on the implications of those theories in mathematics education research through the investigation of relevant empirical research. The course provides the opportunity to analyze each theory in detail and encourages students to form identities as they situate their research interest(s) in an appropriate theory of learning. (Spring 2014) Introduction to Mathematics Education Research (MTE 652). Introduction of the fundamental domains and issues pertaining to mathematics education that have been instrumental in constituting and defining it as a research field. (Fall 2013) Undergraduate Courses, Boston University 2013 – 2014 Mathematics for Teaching: Geometry (ME 559). This course examines the implications of teaching high school geometry. Students explore content in deep, connected ways as well as the implications of manipulatives, Page 6 of 11 technology, standards, and curriculum in the teaching and learning of geometry. Students experience first-hand the struggle to understand geometry in order to recognize and connect pedagogical and curricular strategies for the teaching of geometry. (Spring 2014) Applied Abstract Algebra (MA294). This courses covers the basic algebraic structures of groups, rings, and fields, with emphasis on applications to elementary coding theory, generating functions, and coloring problems. (Spring 2014) Linear Algebra (MA242). Matrix algebra, solution of linear systems, determinants, Gaussian elimination, fundamental theory, row-echelon form. Vector spaces, bases, norms. Computer methods. Eigenvalues and eigenvectors, canonical decomposition. Applications. (Fall 2013) College Algebra and Trigonometry (MA 118). Functions and graphs. Linear and quadratic equations. Exponents; logarithms. Right and oblique triangles; trigonometric functions. Optimization. (Fall 2013) Undergraduate Courses, Harvard University 2012 – 2014 Math for Teaching Advanced Algebra and Trigonometry (MATH E-305). Continuation of MATH E-303, this course explores topics involving the algebra of polynomials, sequences and series, complex numbers and their geometry, and trigonometric functions, identities, and applications. The course also touches on general algebraic systems using the language of rings and fields (no prior experience with higher algebra is assumed). The class is designed for teachers who will be teaching Algebra 2 classes, or for anyone who wants to learn more about this interesting subject. (Course Assistant, Fall 2013) Mathematical Models and Expressions (MATH S-Y). Exploring basic mathematical models as they arise in real-world situations with the goal of understanding the meaning behind mathematical expressions and functional relationships. Encouraging independent thinking while reviewing basic algebraic and statistical techniques and notation. Preparing students for statistics courses and quantitative reasoning components of standardized tests at the secondary school level. (Summer 2013) Math for Algebra Teachers (MATH E-303). Examining the mathematical underpinnings behind secondary level algebra courses. Considering what, why, and how teachers teach what they teach. Investigating different strands of algebraic competence with particular emphasis on how to assess students' proficiency in these various strands. (Course assistant, Spring 2013) Mathematics 1a: Introduction to Calculus: Introduction to differential and integral calculus. Limits, derivatives, integrals, the fundamental theorem of calculus, applications to other disciplines. (Fall 2012) Undergraduate / Master’s Courses, State University of New York at New Paltz 2011 – 2012 Combinatorics (MAT 363): Counting arguments in different settings and their relation to probability. Topics in graph theory, including but not limited Page 7 of 11 to, walks, paths, circuits, and trees. (Fall 2011, Spring 2012) Foundations of Secondary Education Seminar – Mathematics (SED 350): Providing students with opportunities to consider key curriculum issues in secondary education within the broader philosophical, psychological, and social contexts of schools and schooling. (Fall 2011, Spring 2012) Student Teaching Seminar (SED 406): Providing an orientation for students about to begin student teaching. Offering practical support for students while student teaching. Helping students develop individual professional portfolios. Serving as a culminating educational experience for all pre-service secondary education students. (Spring 2012) Fieldwork 3 (SED 407): Guiding students as they immerse themselves in two particular secondary school settings with the purpose of understanding the school culture in which they will be student teaching. This includes interviewing, observing, and interacting with students, teachers, administrators and staff in a broad range of school-related activities. (Spring 2012) Constructing Mathematical/Scientific Conceptual Knowledge (SED 593/541): A study of the nature of mathematics (science) and the ways students learn about mathematics (science). Topics include students' conceptions (and misconceptions) about mathematical ideas (natural phenomena) and instructional strategies to promote meaningful learning, especially conceptual change. (Spring 2012) Teaching Mathematics in the Secondary School (SED 375): Providing students with methods and techniques for effective teaching of mathematics in secondary schools by discussing purposes, materials, and techniques for effective teaching of secondary school mathematics using analysis of relevant research. The course also includes a series of structured instructional experiences intended to further students’ first-hand knowledge of secondary schools and schooling. (Fall 2011) Fieldwork 2 (SED 350): Guiding students as they immerse themselves in secondary school settings, cultures, and direct discipline-related activities. This includes interviewing, observing, and interacting with students, discipline-specific teachers, administrators, and staff. (Fall 2011) Undergraduate / Master’s Courses, University of Georgia 2005 – 2010 Teaching Algebra in the Middle School (EMAT 5320/7320): Didactics of algebra and number theory for middle school mathematics. (Fall 2010; Teaching assistant, Fall 2006) Mentor to first year teachers who received Robert Noyce Fellowships. (Fall 2010) Technology and Secondary School Mathematics (EMAT4680/6680): Mathematical investigations appropriate to the secondary school using various technology tools. (Teaching assistant, Spring 2008) Page 8 of 11 Teaching Geometry and Measurement in the Middle School (EMAT 5290/7290): Didactics of geometry and measurement for middle school mathematics. (Spring 2007) Special Problems in Mathematics Education (EMAT 4000/6000): Connections Seminar – Abstract Algebra. (Summer 2006) Supervised interns in secondary mathematics education field experiences. Observed and supported pre-service teachers at Collins Hill High School, Suwanee, GA. (Spring 2005) Outstanding Teaching Assistant Award – Mathematics and Science Education Winner (Spring 2011) Secondary School Teaching, Woodward Academy, College Park, GA 2000 – 2005 Courses taught: Geometry, Algebra, Pre-calculus, Calculus, Honors Calculus, Statistics. Undergraduate Courses, Georgia Institute of Technology 1996 – 1999 Calculus I (MATH 1507): Differential calculus. Cartesian and polar coordinates, real and complex numbers, algebraic and trigonometric functions, geometric and physical applications of the derivative. (Recitation instructor, Fall 1996) Calculus II (MATH 1508): Integral calculus. Definite and indefinite integrals, techniques of integration, geometric and physical applications, approximate methods, improper integrals, separable and low-order linear differential equations. (Recitation instructor, Winter 1997) Calculus III (MATH 1509): Indeterminate forms. Sequences and series approximations. Geometry and vectors in Euclidean spaces. The differential calculus of functions of several variables, curvilinear motion. (Recitation instructor, Spring 1997) Calculus IV (MATH 2507): Unconstrained and constrained optimization. Calculus of vector- valued functions of several variables. Multiple integrals. Surface integrals and Theorems of Green, Gauss, and Stokes with applications. (Fall & Winter 1997) Calculus V (MATH 2508): Low-dimensional linear algebra through eigenvalues and eigenvectors. Applications to linear systems, least-squares problems, and the calculus, including elementary differential equations. (Spring 1998) College Algebra: Summer Bridge program (program for incoming first year minority students) provided by the Office of Minority Educational Development. (Summer 1998) Undergraduate Courses, University of Arizona 1993 – 1995 Introduction to College Algebra (MATH 116R): Basic concepts of algebra, linear equations and inequalities, relations and functions, quadratic equations, system of equations. Page 9 of 11 College Algebra (MATH 117R): Brief review and continuation of MATH 116R/S, functions, mathematical models, systems of equations and inequalities, exponential and logarithmic functions, polynomial and rational functions, sequences and series. Calculus with Applications (MATH 124): Introduction to calculus with an emphasis on understanding and problem solving. Concepts are presented graphically, numerically, and algebraically. Concepts include elementary functions, their properties and uses in modeling; derivative and definite integral; techniques of differentiation, using the derivative to understand the behavior of functions; applications to optimization problems in physics, biology and economics. PROFESSIONAL DEVELOPMENT ACTIVITIES Journal Service Journal Manuscript Reviewer 2012 – Present The Elementary School Journal Mathematics Teacher Mathematics Teaching in the Middle School 2012 NCSM Journal of Mathematics Education Leadership 2006 – Present The Mathematics Educator Service to Profession Conference Proposal Reviewer 2012 – 2014 North American Chapter of the International Group for the Psychology of Mathematics Education Annual Meeting National Council of Teachers of Mathematics Research Conference American Educational Research Association Annual Meeting 2012 Research Presession of the Annual Meeting of the National Council of Teachers of Mathematics 2010 – 2012 Association of Mathematics Teacher Educators Annual Meeting 2009 North American Chapter of the International Group for the Psychology of Mathematics Education Annual Meeting Professional Development Summer 2007 Exploring Standards-Based Mathematics 6-8, funded by Georgia’s Improving Teacher Quality Grant. Provided as graduate research assistant for the Learning Performance and Support Laboratory. Assisted in the planning and implementation of this summer institute for local school districts and the Regional Education Service Agencies collaborative group. Summer 2007 Deeper Explorations in Mathematics – Geometry, funded by Georgia’s Page 10 of 11 Improving Teacher Quality Grant. Provided as graduate research assistant for the Learning Performance and Support Laboratory. Assisted in the planning and implementation of this summer institute for local school districts and the Regional Education Service Agencies collaborative group. Workshops October 2012 Pre-Service Teacher Education and Mathematics Knowledge for Teaching among Future Primary and Secondary Teachers: Learning to Work with Data from an International Investigation using TEDS-M. Offered by the Teacher Education and Development International Research Center, Michigan State University, College of Education. Affiliations Mathematics Education Student Association –2005 – 2011; Secretary 2006 – 2007 National Council of Teachers of Mathematics – Member since 2006 Association of Mathematics Teacher Educators – Member since 2006 Psychology of Mathematics Education – Member since 2009 Mathematical Association of America – Member since 2012 American Educational Research Association – Member since 2013 Page 11 of 11