eileen murray - Montclair State University

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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
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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.
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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.
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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.
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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
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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,
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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
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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)
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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.
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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
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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
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