2010 Graduate Program Report
Curriculum and Instruction Specialist with concentration in K-8 Mathematics
Section I
Program Background
The Curriculum and Instruction Specialist with a concentration in K-8 Mathematics is designed for the classroom teacher who
wants to improve instructional skills as well as expand knowledge and skills in mathematics. Virginia teachers at the elementary
and middle school levels must possess a deep understanding of the mathematics they are teaching, an understanding of how it
connects to higher level mathematics, and a skillful use of methods to guide students to learning. Well-prepared teachers in the
specialist’s role can have a significant influence on strengthening content, pedagogical, and assessment knowledge of those
classroom teachers who are inadequately prepared to deliver significant mathematical programs. They can also provide the
professional development that is critical for improving instruction and student learning. Completion of this program meets
current eligibility requirements for the Virginia Postgraduate Professional License as an Elementary and Middle School
Mathematics Specialist.
The mathematics and mathematics education courses for this program were developed as a collaborative effort by University of
Virginia, Virginia Commonwealth University, University of Mary Washington, James Madison University, Norfolk State
University, Virginia Tech, and Longwood University. A consortium agreement with these partnering institutions has established
five jointly developed mathematics and two mathematics education courses as transferable across member institutions.
Program Description
MATH 651 Numbers and Operations for K-8 Teachers (3)
MATH 653 Rational Numbers and Proportional Reasoning for K-8 Teachers (3)
MATH 655 Functions and Algebra for K-8 Teachers (3)
MATH 657 Geometry and Measurement for K-8 Teachers (3)
MATH 659 Probability and Statistics for K-8 Teachers (3)
MAED 623 Teaching Mathematics in Grades K-8 (3)
MAED 650 Mathematics Specialist Leadership (3)
EDUC 502 Research Design (3)
EDUC 508 Introduction to elementary curriculum, instruction, and assessment (3)
EDUC 547 Instructional Media & Computer Technology in the Classroom (3)
EDUC 671 Supervision and evaluation of instruction and instructional programs (3)
EDUC 699 Comprehensive Examination (0)
TOTAL HOURS REQUIRED: 33
See Course Descriptions in Appendix B.
Field Experiences
Students are required to complete a Coaching Project during MAED 650. For this assignment, participants plan and videotape a
coaching session (one pre-conference, one classroom observation and one post-conference) with an identified classroom
teacher. As part of this assignment, students choose one 10-minute uninterrupted clip to present to a small group of
classmates. After discussing the clip with the small group, students develop a written summary of the important ideas related
to mathematical pedagogy and content that surfaced during their own pre- and post-conferences, and a critique of their skill as
a mathematics coach.
Students are required to complete a Case Study during Math 651. For this Case Study, each student conducts a numbers or
operations based interview with a K-8 student. They video tape the interview, analyze the interview, conduct a follow-up
interview with the student to address an area of misunderstanding, and video tape the follow-up interview. They write a paper
describing how/why you selected the student and the topic of the interview, include a list of the questions and problems they
used for the interview, and analyze their own effectiveness as an interviewer.
Throughout the mathematics courses, MATH 651, 653, 655, 657, and 659, students collect work samples from three K-8
mathematics students: one whose work you think is strong, the other two whose work is not strong. They analyze the work of
each student and explain the mathematical understanding and misunderstandings of each student.
During each mathematics and mathematics education course, the students are required to practice their new mathematics
content and pedagogy skills on their own classroom students. The results of these activities are used for classroom discussion
throughout the courses.
During EDUC 671, students are required to create an observation form for Clinical Supervision, interview at least three teachers
on program design and delivery, and plan and conduct a staff development.
Admissions, Continuation, and Exiting the Program
Applicants to the program must hold a valid Virginia Collegiate Professional Teaching License or equivalent from another state
and have at leave two years teaching experience including the mathematics curriculum. To receive the state Elementary and
Middle School Mathematics Specialist endorsement, the student must have at least three years teaching experience in which
mathematics was a critical part.
Once admitted into the program, the student must maintain a cumulative GPA of 3.0. If the student falls below a 3.0 are placed
on academic warning and have until the end of the term to bring the GPA to a 3.0 or higher. If the student fails to bring the GPA
up during this timeline, the student is dismissed from the program.
To exit the program, the student must successfully complete the 33 credits required for the program with a cumulative GPA of
3.0 or higher. In addition, the student must pass a comprehensive examination designed for the program.
Section 2. Description of the relation of your program to the unit’s conceptual framework (1 page)
Conceptual Framework Standard
I: Content Knowledge
Program Courses
MATH 651, 653, 655, 657, 659
II: Planning
MAED 623, EDUC 508
III: Learning Climate
MAED 623, MAED 650, EDUC 508, 671
IV: Implementation/Management
MATH 651, 653, 655, 657, 659
MAED 623
V: Evaluation/Assessment
MAED 623, EDUC 508
VI: Communication
MAED 623, 650, EDUC 502
VII: Technology
MAED 623, EDUC 547
VIII: Diversity
MATH 651, 653, 655, 657, 659
MAED 623, 650
MATH 651, 653, 655, 657, 659
MAED 623, 650
IX: Dispositions
Program Assessments
Comprehensive Exam
Content Portfolio
Mathematics History Journal
GPA
Comprehensive Exam
Case Study
Comprehensive Exam
Case Study
Coaching Project
Literature Review Project
Comprehensive Exam
Case Study
Lesson Rewrite
Literature Review Project
Comprehensive Exam
Case Study
Comprehensive Exam
Coaching Project
Content Portfolio
GPA
Case Study
Lesson Rewrite
Content Portfolio
Coaching Project
Section 3. Your program assessments and their relationship to the unit’s assessments (1 paragraph)
The program consists of 8 assessments: Comprehensive Exam (assessment 1), Content portfolio (assessment 2), Lesson
Differentiation Project (assessment 3), Coaching Project (assessment 4), Case Study (assessment 5), Mathematics History
Journal (assessment 6), GPA (assessment 7), Literature Review Project (assessment 8). The program assessments and their
relationship to the unit’s assessments are described in the table below.
ELEMENTARY MATHEMATICS SPECIALIST
1. Knowledge of Problem Solving. Candidates know, understand and apply the process
of mathematical problem solving.
2. Knowledge of Reasoning and Proof. Candidates reason, construct, and evaluate
mathematical arguments and develop an appreciation for mathematical rigor and inquiry.
3. Knowledge of Mathematical Communication. Candidates communicate their
mathematical thinking orally and in writing to peers, faculty and others.
4. Knowledge of Mathematical Connections. Candidates recognize, use, and make
connections between and among mathematical ideas and in contexts outside mathematics
to build mathematical understanding.
5. Knowledge of Mathematical Representation. Candidates use varied representations
of mathematical ideas to support and deepen students’ mathematical understanding.
6. Knowledge of Technology. Candidates embrace technology as an essential tool for
teaching and learning mathematics.
7. Dispositions. Candidates support a positive disposition toward mathematical
processes and mathematical learning.
8. Knowledge of Mathematics Pedagogy. Candidates possess a deep understanding of
how students learn mathematics and of the pedagogical knowledge specific to
mathematics teaching and learning.
9. Knowledge of Number and Operations. Candidates demonstrate computational
proficiency, including a conceptual understanding of numbers, ways of representing
number, relationships among number and number systems, and the meaning of
operations.
10. Knowledge of Different Perspectives on Algebra. Candidates emphasize
relationships among quantities including functions, ways of representing mathematical
relationships, and the analysis of change.
11. Knowledge of Geometries. Candidates use spatial visualization and geometric
modeling to explore and analyze geometric shapes, structures, and their properties.
12. Knowledge of Data Analysis, Statistics, and Probability. Candidates demonstrate
an understanding of concepts and practices related to data analysis, statistics, and
probability.
13. Knowledge of Measurement. Candidates apply and use measurement concepts and
tools.
14. Leadership Skills. Candidates demonstrate leadership skills in mathematics
education.
SPA Assessments
Recommended Method of Assessment:
Assessments 1, 2, 4, and 7
Assessments 1, 2, 4, and 7
Assessments 1, 2, 4, and 7
Assessments 1, 2, 4, and 7
Assessments 1, 2, 4, and 7
Assessments 2 and 7
Assessments 3, 4, and 5
Assessments 3, 4, 5, and 8
Assessments 1, 2, and 7
Assessments 1, 2, and 7
Assessments 1, 2, and 7
Assessments 1, 2, and 7
Assessments 1, 2, and 7
Assessments 3, 4, 5, and 8
Section 4. Candidate information for the last three years
Year
Number enrolled
2007-08
2008-09
2009-10
Number completed
18
18
24
5
4
8
A list of your program assessments and the results for the last three years:
The program consists of 8 assessments: Comprehensive Exam (assessment 1), Content portfolio (assessment 2), Lesson
Rewrite (assessment 3), Coaching Project (assessment 4), Case Study (assessment 5), Mathematics History Journal (assessment
6), GPA (assessment 7), Literature Review Project (assessment 8).
The comprehensive exam consists of 5 questions scored on the following scale. A score of 3 on each question is required along
with an overall score of 3 to pass the exam.
5 – Excellent
4 – Exceeds Expectations
3 – Meets Expectations
2 – Does Not Meet Expectations
1 – Unsatisfactory
Year
2007-08
2008-09
2009-10
Students scoring 5
0
0
0
Students scoring 4
1
0
6
Students scoring 3
4
4
2
Students scoring 2
0
0
0
Students scoring 1
0
0
0
The Content Portfolio is scored on the following scale. A score of at least 2 is required. The portfolio was not required until the
2007-08 classes. The students who graduated in 2007-08 were not required to submit a portfolio.
3: Exceeds Expectations
Year
2008-09
2009-10
2: Meets Expectations
Students scoring 3
2
5
1: Does Not Meet Expectations
Students scoring 2
2
3
Students scoring 1
0
0
The Lesson Differentiation Project is scored on the following scale. The lesson Differentiation Project was added into MAED 623
beginning in spring 2008. Six students in the 2009-10 graduating class had this project, only one student in the 2008-09
graduating class, and nobody in the 2007-08 graduating class. The remaining students took MAED 623 before Spring 2008.
Grade of A: Exceeds expectation
Grades of B and C: Meets Expectations
Grades of D and F: Does Not Meet Expectations
Year
Grade of A
Grade of B
Grade of C
Grade of D
2008-09
1
0
0
0
2009-10
3
3
0
0
Grade of F
0
0
The Coaching Project is required in MAED 650. The project is scored using the scale below.
Grade of A: Exceeds expectation
Grade of B or C:
Grade of D or F: Does Not Meet Expectations
Year
Students with A
Students with B
2007-08
5
0
2008-09
4
0
2009-10
8
0
Meets Expectations
Students with C
0
0
0
Students with D
0
0
0
Students with F
0
0
0
Students with D
0
0
0
Students with F
0
0
0
The Case Study is required in MATH 651. The project is scored using the scale below.
Grade of A: Exceeds expectation
Grade of B or C:
Grade of D or F: Does Not Meet Expectations
Year
Students with A
Students with B
2007-08
5
0
2008-09
4
0
2009-10
7
1
Meets Expectations
Students with C
0
0
0
The Math History Journal is scored on the following scale. A score of at least 2 is strongly encouraged. The portfolio was not
required until the 2007-08 classes. The students who graduated in 2007-08 were not required to submit a journal.
3: Exceeds Expectations
Year
2008-09
2009-10
2: Meets Expectations
Students scoring 3
0
6
1: Does Not Meet Expectations
Students scoring 2
4
2
Students scoring 1
0
0
An overall GPA of 3.0 is required to graduate from the program. The overall GPA is scored using the scale below
4.0 Exceptional
Year
2007-08
2008-09
2009-10
3.50 – 3.99 Exceeds Expectations
Students scoring 4.0
4
0
6
3.00 – 3.49 Meets Expectations
Students scoring 3.50-3.99
1
1
2
Students scoring 3.0-3.49
0
3
0
The Literature review Project is required in MAED 650. The project is scored using the scale below.
Grade of A: Exceeds expectation
Grade of B or C:
Grade of D or F: Does Not Meet Expectations
Year
Students with A
Students with B
2007-08
5
0
2008-09
4
0
2009-10
8
0
Meets Expectations
Students with C
0
0
0
Students with D
0
0
0
Students with F
0
0
0
Section 5. Development and future changes in the program
In the beginning of the program, students were required to turn in their Content Portfolio after each course. The portfolio was
graded by a graduate mathematics committee and then returned to the student. This proved very time intensive on both the
students and on the graduate mathematics committee. Portions of the Content Portfolio have been incorporated into each of
the mathematics courses. The students are now required to do part of the portfolio in each of the mathematics courses. The
graduate mathematics committee now only needs to review and grade the final portfolio with the revisions recommended by
the mathematics instructors. The portfolios are more professionally prepared and organized and better reflect the students
knowledge.
Originally, MAED 623 was designed for standard elementary and middle school mathematics teachers. The course description
was “A study of the mathematical content of the K-8 curriculum, how children learn these mathematical concepts and skills, and
the methods and techniques of effective teaching in grades K-8. Particular attention will be given to learning activities that
make provision for student involvement.” Teachers were often entering the course expecting a traditional undergraduate
methods course. Also, the course was also required for teachers seeking special education licensure but it did not properly
address their needs.
In 2008, MAED 623 was redesigned to better address the needs of the teachers taking the course. The course description now
reads “A study of the K-8 mathematics curriculum and standards, current studies and trends in mathematics, strategies to teach
mathematics to diverse learners, and the role of technology in the teaching and learning of mathematics through hands-on
activities and the use of professional resources.“ The course now better prepares mathematics specialist to work with special
education teachers as well as with classroom teachers who have special needs students in their classroom.
The state encourages teachers seeking the Elementary and Middle School Mathematics Specialist license to understand
mathematics history. Originally, this was addressed through the Mathematics History Journal. By reviewing and grading the
journals, it became obvious that the students did not understanding the relevance of mathematics history to their own
classroom. MATH 653, 655, 657, and 659 now incorporated activities that show the importance of mathematics history. The
Mathematics History Journal has also been incorporated into each of these courses. This has made for a much richer
understanding of the relevance of mathematics history in today’s mathematics courses. Teachers are proving more willing to
incorporate some of these activities into their own classrooms.
MATH 651 has evolved to include a Student Interview Project that is more in-depth than the present Case Study that we now
use as an assessment. The program faculty are researching the possibility of replacing the Case Study in the program
assessment with the Student Interview Project.
EDUC 508, Introduction to Elementary Curriculum, Instruction and Assessment, was designed to introduce student to the
Teacher Work Sample. Few teachers seeking the Mathematics Specialist endorsement knew about the Teacher Work Sample
and its relevance to mathematics education. However, as the mathematics specialist program grew, it became evident that the
course was not meeting the assessment needs required of mathematics specialists. Mathematics specialists are often required
to review SOL scores and revise curriculum for the schools. A complete course in assessment is needed.
We are presently developing MAED 625, Assessment in Mathematics. The course description is “This course examines the
components, processes, and research of Lesson Study along with components of effective lesson planning in mathematics.
Students will study the use and utility of formative and summative mathematics assessments including those at the national
and state level. Students will learn to identify problems in the mathematics instructional program and to identify and evaluate
resources to address those problems.” This new course will include Lesson Study, which is more relevant for experienced
mathematics teachers than Teacher Work Sample and should better address our students’ knowledge of assessment. We hope
to eventually replace EDUC 508 with MAED 625 in the program requirements.
In a recent survey of teachers serving as Mathematics Specialists in Virginia, it was determined that coaching in not used as
often in their job as other forms of mentoring. The committee needs to examine the survey results more closely and determine
how MAED 650 should be adjusted to better prepare the students for the other forms they are being asked to do along with
coaching. This might affect the choice of assessment we use to evaluate the program.
9
Appendix A
VIRGINIA DEPARTMENT OF EDUCATION
PROGRAM STATUS MATRIX
2007 MATHEMATICS SPECIALIST
8VAC 20-542-540
INSTITUTION: Longwood University
Endorsement Competencies
A. A mathematics specialist is a teacher in the elementary or middle grades who
has interest and special preparation in mathematics content, scientifically based
research in the teaching and learning of mathematics, diagnostic and assessment
methods, and leadership skills. The school-based mathematics specialist shall
serve as a resource in professional development, instructing children who have
learning difficulties in mathematics, curriculum development and
implementation, mentoring new teachers, and parent and community education.
B. The mathematics specialist program shall ensure that the candidate has
completed at least three years of successful classroom teaching experience in
which the teaching of mathematics was an important responsibility and
demonstrated the following competencies:
Courses and Experiences*
10
1. Understanding of the knowledge, skills and processes of the Virginia
Mathematics Standards of Learning and how curriculum may be organized
to teach these standards to diverse learners;
Maed 623 Teaching Mathematics in Grades K-8
2. Understanding of a core knowledge base of concepts and procedures
within the discipline of mathematics, including the following strands:
number systems and number theory; geometry and measurement;
statistics and probability; and functions and algebra;
Math 651 Number and Operations for K-8 Teachers
Math 653 Rational Numbers and Proportional Reasoning for K-8 Teachers
Math 655 Functions and Algebra in for K-8 Teachers
Math 657 Geometry and Measurement for K-8 Teachers
Math 659 Probability and Statistics for K-8 Teachers
3. Understanding of the sequential nature of mathematics and the
mathematical structures inherent in the content strands;
Math 651 Number and Operations for K-8 Teachers
Math 653 Rational Numbers and Proportional Reasoning for K-8 Teachers
Math 655 Functions and Algebra in for K-8 Teachers
Math 657 Geometry and Measurement for K-8 Teachers
Math 659 Probability and Statistics for K-8 Teachers
4. Understanding of the connections among mathematical concepts and
procedures and their practical applications;
Math 651 Number and Operations for K-8 Teachers
Math 653 Rational Numbers and Proportional Reasoning for K-8 Teachers
Math 655 Functions and Algebra in for K-8 Teachers
Math 657 Geometry and Measurement for K-8 Teachers
Math 659 Probability and Statistics for K-8 Teachers
Math 651 Number and Operations for K-8 Teachers
5. Understanding of and the ability to use the five processes – becoming
mathematical problem solvers, reasoning mathematically, communicating
mathematically, making mathematical connections, and using
mathematical representations – at different levels of complexity;
Math 653 Rational Numbers and Proportional Reasoning for K-8 Teachers
Math 655 Functions and Algebra in for K-8 Teachers
Math 657 Geometry and Measurement for K-8 Teachers
Math 659 Probability and Statistics for K-8 Teachers
Math 653 Rational Numbers and Proportional Reasoning for K-8 Teachers
6. Understanding of the history of mathematics, including the contributions
Math 655 Functions and Algebra in for K-8 Teachers
11
of different individuals and cultures toward the development of
mathematics and the role of mathematics in culture and society;
Math 657 Geometry and Measurement for K-8 Teachers
Math 659 Probability and Statistics for K-8 Teachers
7. Understanding of the major current curriculum studies and trends in
mathematics;
Maed 623 Teaching Mathematics in Grades K-8
8. Understanding of the role of technology and the ability to use graphing
utilities and computers in the teaching and learning of mathematics;
Educ 547 Instructional media and Computer Technology
9. Understanding of and the ability to select, adapt, evaluate and use
instructional materials and resources, including professional journals and
technology;
Educ 508 Introduction to Elementary Curriculum, Instruction and Assessment
10. Understanding of and the ability to use strategies for managing, assessing,
and monitoring student learning, including diagnosing student errors;
Educ 508 Introduction to Elementary Curriculum, Instruction and Assessment
Maed 650 Leadership in Mathematics Education
Math 657 Geometry and Measurement for K-8 Teachers
Maed 623 Teaching Mathematics in Grades K-8
Maed 650 Leadership in Mathematics Education
Maed 623 Teaching Mathematics in Grades K-8
Math 651 Numbers and Operations for K-8 Teachers
11. Understanding of and the ability to use strategies to teach mathematics to
diverse learners;
12. Understanding of leadership skills needed to improve mathematics
programs at the school and division levels, including the needs of high and
low-achieving students and of strategies to challenge them at appropriate
levels; child psychology, including personality and learning behaviors;
educational measurement and evaluation; and effective professional
development approaches; and
13. Understanding of and proficiency in grammar, usage, and mechanics and
their integration in writing.
Maed 623 Teaching Mathematics in Grades K-8
Educ 671 Supervision and Evaluation of Instruction and Instructional Programs
Maed 623 Teaching Mathematics in Grades K-8
Maed 650 Leadership in Mathematics Education
Educ 502 Research Design
12
* Description of what the institution offers to enable students to develop the knowledge and skills identified in the competency. When citing courses, provide course number, title,
and catalog description. Catalog descriptions and syllabi may be attached.
Appendix B
Course Descriptions
MATHEMATICS 651. Numbers and Operations for K-8 Teachers. This course is designed to develop a
comprehensive understanding of our numeration system and how its structure is related to
computations and problem solving. Special attention will also be given to children’s thinking, how they
learn this basic mathematics, their problem solving strategies, and how they construct their
understanding of our number system and arithmetic. 3 credits.
MATHEMATICS 653. Rational Numbers and Proportional Reasoning for K-8 Teachers. This course will
cover the basic number strands in fractions and rational numbers, decimals, percents, ratios, and
proportions in the school curriculum. Instruction will cover interpretations, computations, and
estimation with activities that develop rational number concepts, skills and proportional reasoning. 3
credits.
MATHEMATICS 655. Functions and Algebra for K-8 Teachers. This course will examine representing and
analyzing mathematical situations and structures using generalizing, algebraic symbols, and reasoning.
Attention will be given to the transition from arithmetic to algebra, working with quantitative change,
and the description of prediction and change. 3 credits.
MATHEMATICS 657. Geometry and Measurement for K-8 Teachers. This course explores the
foundations of informal measurement and geometry in one, two, and three dimensions. The van Hiele
model for geometric learning is used as a framework for how children build their understanding of
length, area, volume, angles, and geometric relationships. Visualization, spatial reasoning, and
geometric modeling are stressed. 3 credits.
MATHEMATICS 659. Probability and Statistics for K-8 Teachers. An introduction to probability,
descriptive statistics, and data analysis. Topics studied will include the exploration of randomness, data
representation, and modeling. Descriptive statistics will include measures of central tendency,
dispersion, distributions, and regression. The analysis of experiments requiring hypothesizing,
experimental design and data gathering will also be discussed. 3 credits.
MATHEMATICS EDUCATION 623. Teaching Mathematics in Grades K-8. A study of the K-8 mathematics
curriculum and standards, current studies and trends in mathematics, strategies to teach mathematics
to diverse learners, and the role of technology in the teaching and learning of mathematics through
hands-on activities and the use of professional resources. 3 credits.
MATHEMATICS 650. Leadership in Mathematics Education. This course provides opportunities to
reexamine mathematics content and pedagogy using an inquiry-based approach, tools for building
leadership skills and dispositions required to effectively lead and manage needed mathematics
resources for teachers and students, and strategies for assessing and understanding current trends in
the teaching and learning of mathematics as related to state and local mathematics programs.
Prerequisite: MAED 623. 3 credits.
EDUCATION 502. Research Design. An examination of methodology in educational research with
emphasis on the historical, descriptive, developmental and experimental methods. Designed
application and use by teachers, supervisors, administrators, counselors, and librarians. Required within
the first nine hours of the programs in which this course is a requirement. 3 credits
EDUCATION 508. Introduction to Elementary Curriculum, Instruction and Assessment. This course is
designed for prospective PreK-6 teachers as an introduction to the principles of content planning
(curriculum), to the most effective ways of teaching content for student learning (instruction), and to
the importance of aligning curriculum with assessment. Research that informs “best practices” for
elementary student learning and for students at risk of school failure will be examined. Assessment and
testing techniques will be presented and modeled for application to classroom settings. Participants will
learn about instructional unit planning, implementation, evaluation, and reflection by beginning a
Teacher Work Sample in a 30-hour minimum field placement. The Virginia Standards of Learning (SOL)
will be used as a curricular framework and for modeling instructional strategies. Appropriate integration
of technology will be discussed and modeled. 3 credits.
EDUCATION 547. Instructional Media and Computer Technology in the Classroom. A study of the
evaluation, selection, utilization, and integration of instructional media and computers in the teachinglearning process. 3 credits
EDUCATION 671. Supervision and Evaluation of Instruction and Instructional Programs. A course for
teachers, principals, supervisors and administrators. The nature and scope of supervision as educational
leadership in the improvement of instruction. 3 credits.
Appendix C
Faculty Vitae
Sharon Sue Emerson-Stonnell
Professor, Mathematics
Longwood University
Academic Degrees
Ph.D., Mathematics, University of North Texas, 1992
M.S., Southwest Texas State University (now Texas State University), Mathematics, 1987
B.S., Southwest Texas State University (now Texas State University), Mathematics and Computer Science,
1987
Professional Responsibilities
1. Department
Departmental Curriculum Committee 1995-2005, chair 2001-05
Math and Math Education Search Committee 1996-97, 1998-2009, chair 2000-04, 2007
Mentor for new faculty member 1997-98, 2004-05
Departmental Graduate Studies Committee 1998-99, 2005-09
Piedmont High School Mathematics Contest Coordinator 1996-2003
Department promotions and tenure Committee 2006-09, chair 2008-09
2. College of Graduate Studies
Program coordinator, Curriculum and Instruction Specialist K-8 Mathematics Master’s degree, 2005-09
Developed Curriculum and Instruction Specialist Mathematics K-8 master’s degree with Carol Rezba and
Gary Nelson 2004-05
Taught Math 655 in Summer 2008 and Fall 2008.
Taught Math 659 in Fall 2006, Fall 2007, and Summer 2007.
3. University
Faculty Sponsor to Alpha Lambda Delta, freshman honor society 1997-2009
Educational Policy Committee 2002-05
CAS Curriculum Committee 2001-05, chair 2002-05
Admissions Committee 1992-2005
Faculty Development and Research Committee 2001-05, Chair 2006-08
Longwood Scholars Subcommittee 1993-94, 1996-98, 1999-2005
Faculty Sabbatical and Connections Subcommittee 2004-05
Faculty Manual Revision Subcommittee for Faculty Development and Research Committee 2002-03,
2004-05
Faculty Grants Subcommittee 2001-02, 2006-07
Planning committee member and workshop instructor for Teaching Math in Grades K-3 and the Revised
Virginia SOLs, a Dwight D. Eisenhower Professional Development grant 2002-03
4. State
Virginia Mathematics and Science Coalition (VMSC), 2008-09
VMSC Statewide Masters programs Governing Council, 2006-08
Probability and Statistics Course Development team for Math Science Partnership Math Specialist
(Chair) 2005
VCEPT Follow On Project (Longwood teacher liason) 2001-05
Lesson Writing Team for Math Buddies (PASS initiative) 2002-03
Online Course Development
Altering materials for Math 659 to offer the course in fall 2009 as a hybrid online course with distance
learning video conferencing
Awards
Maude Glenn Raiford Award, Longwood University, 2003
PCTM Outstanding College Teacher award, 2002
Scholarly Activities
A. Research
Emerson-Stonnell, S. and Nelson, G. Mathematics for Elementary School Teachers.
Manuscripts are being used as textbooks in Math 309 and 310, 2002-07.
Math Buddies Volunteer’s Teachers Manual Grade 3.
Math Buddies Volunteer’s Teachers Manual Grade 5.
I wrote six of the remediation mathematics lessons for each of grade 3 and grade 5.
Schools in 16 school divisions have implemented Math Buddies.
B. Presentations
Emerson-Stonnell, S. (January, 2007) Using Groups and Peer Reviews in a Proof Course National Joint
American Mathematical Society and Mathematics Association of America meeting
Emerson-Stonnell, S. (January, 2006) Hosting a Probability and Statistics Institute National Joint American
Mathematical Society and Mathematics Association of America meeting
Emerson-Stonnell, S. and Robert Webber (January, 2006) Developing a Conceptual Understanding of
Average National Joint American Mathematical Society and Mathematics Association of America
meeting
Emerson-Stonnell, S.and Gary Nelson (April 2005) Hands-On Activities to Investigate Probability and
Statistics NCTM annual conference
Emerson-Stonnell, S. (October 2004) It All Lines Up Fall PCTM Conference
Emerson-Stonnell, S. (January 2004) Discovering Derivative Rules National Joint American Mathematical
Society and Mathematics Association of America meeting
Emerson-Stonnell, S. (October 2003) Division Is Delightful Fall PCTM Conference
Emerson-Stonnell, S. (October 2003) Nothing But Games " Fall PCTM Conference
Emerson-Stonnell, S. and Gary Nelson (April 2003) Mathematics Content Courses for Pre-service
Teachers: A Hands-on NCTM annual conference
Emerson-Stonnell, S. (October 2002)
What's in a Graph? Fall PCTM Conference
Emerson-Stonnell, S. (March 2002) It's Only Money VCTM spring conference
E. Grants
Math Science Partnership Algebra, Functions, and Data Analysis (AFDA) for Southside Virginia grant
(Longwood Principal Investigator) 2009-2010.
National Science Foundation K-5 Rural School Mathematics Specialist in Virginia grant funded through
VCU (Longwood principal Investigator) 2009-2014.
LOTI(Longwood Online Technology Institute) grant 2008-09.
Math Science Partnership Virginia Algebra Project funded through UVA (Longwood Principal
Investigator) 2007-10.
Math Science Partnership Preparing Highly Qualified Middle School Mathematics Teachers Across
Virginia grant funded through UVA (Longwood Principal Investigator) 2005-06.
Math Science Partnership Math Specialist grant funded through UVA (Longwood Principal
Investigator) 2003-05.
Mathematics, Science, and the Virginia SOL, a Dwight D. Eisenhower Professional Development grant
(Principal Investigator) 2001-02.
Making the Transition to Algebra, a Dwight D. Eisenhower Professional Development grant (Principal
Investigator) 2000-01.
Service to Local Community
President for Piedmont Council of Teachers of Mathematics (PCTM) 1998-2008
Virginia V. Lewis
East Ruffner 337
201 High Street
Phone: (434) 395-2894
E-mail: lewisvv@longwood.edu
Farmville, VA 23909
Education
August 2003 – present
University of Virginia, Charlottesville, VA
Doctoral candidate in Mathematics Education
June 2002 – August 2003
Virginia Commonwealth University, Richmond, VA
M.I.S. Interdisciplinary Math and Science
August 1989 - May 1992
Longwood College, Farmville, VA
B.S. Pure Mathematics Summa Cum Laude
Concentration: Pure Mathematics
Work Experience
August 2004 – Present
Longwood University
Lecturer
Teach undergraduate mathematics education courses for
pre-service teachers as well as general education
mathematics courses. Teach graduate courses in
mathematics education for professional development and
the Mathematics Specialist Master’s degree program.
Develop and teach online courses in mathematics and
mathematics education.
August 2003 – May 2004
Longwood University
Adjunct Faculty
Instructed Math 121 Functions and Graphs. Taught
students to model real-world situations with functions.
Helped students use graphing calculators to
investigate mathematical models.
June 2002 – August 2003
National Science Foundation Scholar in Residence
Graduate Student
Commonwealth University
Mathematics and Science Center, Virginia
Developed student lessons and presented these lessons to
middle school students in various Richmond area middle
schools. Developed web-based lessons for classroom
teachers. Developed and instructed professional
development for math educators.
August 1998 – August 2004
2002-2003)
Pocahontas Middle School (educational leave of absence
Math Instructor/Technology Trainer Instructed Math 8, Pre-Algebra, and Algebra courses.
Taught students to use computers and graphing
calculators to solve mathematical problems. Trained
faculty to use technology to improve both instruction and
classroom management.
January 2002 - May 2002
J. Sargeant Reynolds Community College
Adjunct Instructor
Instructed Math 03 Algebra I course. Taught students the
topics of Algebra I. Helped students develop introductory
math skills required for successful performance in their
degree area.
July 1999 - May 2002
eduTest.com
Item Writer/Reviewer
Wrote original and parallel questions to assess student
understanding of mathematics standards of learning for
various states and grade levels. Reviewed questions
written by other contractors for bias, error, and standards
correlation. Wrote help pages to assist students in
developing a better
understanding of a standard.
August 1997 - August 1998
Studies
Governor's School for Government and International
Computer/Math Instructor
Instructed C++, Microsoft Office, and Trigonometry
courses. Worked extensively with Novell network.
Integrated mathematical and business applications into
C++ curriculum.
October 1996 - August 1997
Columbia Forest Products
Trucking Supervisor
Managed a fleet of thirteen flatbed trucks. Dispatched
drivers. Incorporated cost management analysis. Acquired
supplies and equipment. Monitored fleet compliance
according to current DOT standards. Performed fleet
profitability analysis. Conducted safety seminars.
January 1994 - October 1996
Columbia Forest Products
Accounts Receivable/
Collected and posted AR for a customer base of five
Payroll Manager
hundred. Processed weekly payroll for three hundred
employees. Summarized and maintained payroll records.
Reconciled necessary accounts.
May 1992 - January 1994
Columbia Forest Products
Clerical Assistant
Established departmental mailing lists. Organized and
completed company policy manual. Organized and
maintained personnel records. Performed quality
assurance measures for prospective company computer
programs.
Presentations
“Around and Inside: Developing the Concepts of Perimeter, Area, and Circumference”
Piedmont Council of Teachers of Mathematics, October 2008
“Virtual Manipulation in Elementary School Mathematics” and
“Virtual Mathematics Manipulatives in the Middle School”
24th Annual Conference of the Bermuda Union of Teachers, November 2007
“Using Blackboard and Live Classroom Technology”
Longwood University Teaching/Technology/Library Lunch, Fall 2006
“Undergraduate Calculus Students’ Definitions and Images of Function”
Longwood University Mathematics and Computer Science Colloquium, October 2006
“Start Your Engines”
Greater Richmond Council of Teachers of Mathematics, October 2004
Virginia Council of Teachers of Mathematics, March 2005
Virginia Council of Teachers of Mathematics, March 2006
“The Mathematics of Vertical Aerial Photography”
Greater Richmond Council of Teachers of Mathematics, October 2003
“Hands-On Approach to Rotations and Reflections”
Greater Richmond Council of Teachers of Mathematics, March 2001
Web Publications
“Turning Your World Around” and “Start Your Engines”,
http://mathsciencecenter.info/1sch/nsf.html
Mathematics and Science Center, Fall 2002
Co-Instructor Professional Development Courses
“Algebra and Geometry in Science (Grades 4-8)”, Longwood University , Summer 2006
“Linking Probability and Basic Skills for K-5 Teachers”, Mathematics and Science Center, July
2003
“Data Displays: Statistics for 4-8 and Algebra 1 Teachers”, Mathematics and Science Center,
July 2003
Memberships
Phi Kappa Phi Honor Society
Pi Mu Epsilon Mathematics Society
Greater Richmond Council of Teachers of Mathematics
Virginia Council of Teachers of Mathematics
Chair of the Resource Review Committee, 2009 -2010
National Council of Teachers of Mathematics
Grant Awards
MSP grant Longwood University Awarded March 2006
LOTI (Longwood Online Technology Institute) 2005 – 2006 and 2006 – 2007 to develop Math 121
online
LOTI 2008 – 2009 to develop a hybrid version of Math 313 and a hybrid version of Maed 623.
Recognition by Students
2009 Longwood Athletic Academic Awards Banquet
Honorary Spirit Leader for Oktoberfest in 2007 and 2008
Curriculum Vita
Name: Wendy Hageman Smith
Date: 9/14/2009
Department: Mathematics and Computer Science
Date Appointed: 8/11/2009
Rank at Appointment: Assistant Professor
Present Rank: Assistant Professor
Date(s) of part-time employment at Longwood: None
Date(s) of leave-of-absence from employment at Longwood: None
I. Educational and Employment Data
A. Academic Preparation
1. Univ. of Colorado, Boulder, Mathematics Education, 1996-2003, PhD
2. Central Washington Univ., Mathematics, 1993-1995, MS
3. Central Washington Univ., Mathematics, 1990-1993, BA
4. Central Washington Univ., Mathematics Education, 1990-1995, BA
B. Master’s Thesis: An Application of the Euler Phi-Function to the Gaussian
Integers.
C. Doctoral Dissertation: A Constructivist Teaching Theory: Application in a Postsecondary Undergraduate Mathematics Course for Liberal Arts Students.
D. Academic Degree Programs or Special Courses of Study in Progress: None.
E. Professional Licenses:
1. Teaching License, Washington State (1995-2003)
F. Academic Employment
1. Longwood University, Assistant Professor of Mathematics Education,
2008-present.
2. Radford University, Assistant Professor of Mathematics Education, 20032008.
3. University of Colorado, Graduate Teaching Assistant, 1997-2003.
4. University of Colorado Minority Arts and Sciences Program, Instructor,
1997-2003.
5. Central Washington University, Graduate Teaching Assistant, 1993-1995.
G. Related Experience or Employment: None.
H. Honors, Biographical Listings, Honorary Societies:
1. Fellow of the National Physics Honor Society, 2007
2. Society of Physics Students National Award, 1991.
3. Patricia Roberts-Harris Fellowship in the field of Mathematics, 19941995.
I. Professional Memberships:
1. Mathematical Association of America, 1997-present.
2. National Council of Teachers of Mathematics, 1995-present.
3. Virginia Council of Teachers of Mathematics, 2003-present.
II. Professional Growth
A. Professional Responsibilities
1. Department:
Supervisor for student-teachers (2009).
Member: Department Admissions Committee
Member: Math Specialist Program Comprehensive Exam Committee
2. College:
Member: Honors College Faculty
3. University: na
4. State:
Editorial Board; Virginia Mathematics Teacher
5. Region: na
6. National/International:
Member: National Math Panel Forum
B. Awards and Other Commendations:
Fellow: Section NExT, Mathematics Association of America
C. Attendance at Convention, Conference, etc.
MAA (Mathematics Association of America): Fall 2008 Section meeting, Hood
College, Fredrick MA.
MAA/AMS (American Mathematics Society): 2009 Joint National meeting,
Washington D.C.
MAA: Spring 2009 Section Meeting, University of Mary Washington,
Fredricksburg, VA
D. Other Travel: 2008 National Math Panel Forum: Washington D.C.
III. Scholarly Activities:
A. Research
1.
Co-author for VDOE funded grant, MSP: Algebra/Functions/Data Analysis
2.
Teacher for VDOE funded grant, CoMPD: Teaching the 2009 Grades 7-8
Mathematics SOL in Southern Virginia.
B. Publications: Studying Math: Pathways to Success 2nd ed. Thompson Publ.
C. Contributions to the Arts: Donated artwork to University of Utah Museum three
paintings by prominent Utah artist Ruth Smith.
D. Workshop Presentations:
1. 2009 Joint national meeting of the MAA/AMS in Washington D.C. A
Constructivist Theory of Teaching Mathematics: from concept to context.
2. 2009 Algebra and 21st Century Connections: Implications for Instruction,
Richmond VA and PCTM, Longwood University. Algebra as an Abstraction of
the Real Numbers: preparing students for algebra in the middle schools.
IV. Service to University Community/Local Community:
A. STEM Initiatives Institute for Advanced Learning Research in Danville:
emergency step-in instructor for a grant-funded class.
Maria A. Timmerman
Assistant Professor, Mathematics Education
Longwood University
Academic Degrees
Ph.D., Curriculum and Instruction, The Pennsylvania State University, 1998
M.A., Mathematics Education, University of Northern Colorado, 1979
B.A., Mathematics, Eastern Illinois University, 1975
Professional Experience
May 2006 – July 2008 Mathematics Coordinator (K-12)
Department of Defense Education Activity (DoDEA)
Office of Associate Director of Education, Arlington, Virginia
January 2005 – May 2006 Associate Professor, College of Education
James Madison University
1997 – December 2004 Assistant professor, Curry School of Education
University of Virginia
Scholarship
Refereed Journal Articles
Timmerman, M.A. (2004). The influences of three interventions of prospective elementary
teachers’ beliefs about the knowledge base needed for teaching mathematics. School Science
and Mathematics, 104(8), 369-382.
Timmerman, M.A. (2004). Using the Internet: Are prospective elementary teachers prepared to
teach with technology? Teaching Children Mathematics, 10(8), 410-415.
Timmerman, M.A. (2003). Perceptions of professional growth: A mathematics teacher educator
in transition. School Science and Mathematics, 103(3), 155-167.
Timmerman, M.A. (2002). Learning to teach: Prospective teachers’ evaluation of students’
written responses on a 1992 NAEP graphing task. School Science and Mathematics, 102(7),
346-358.
Vasquez-Levy, D., Garofalo, J., Timmerman, M.A., & Drier, H.S. (2001). Teacher rationales for
scoring students’ problem solving work. School Science and Mathematics, 101(1), 43-48.
Reports
Timmerman, M.A., Rezba, C.L., Cropp, P., Robinson, M., Schirack, S., Schilling, J. & Franklin, C.
(2001). Fractions, decimals, proportion and percent for elementary and middle school teachers.
Richmond, VA: Department of Education.
Presentations
(November 2006). Timmerman, M.A. Curriculum focal points: A pre-k-2 cohesive cluster of number
and operations relationships. Rappahannock Region Association Teachers of Mathematics Fall
Conference, Stafford County, Virginia.
(March 2006). Timmerman, M.A. Making mathematical connections: Developing early number
concepts through Cognitively Guided Instruction. Annual Conference on the Virginia
Association for Early Childhood Educations, Richmond, Virginia.
(November 2005). Timmerman, M.A., & Dunn, M.C. The Virginia grades K-8 mathematics
specialist project. National Council of Teachers of Mathematics Regional Conference, Denver,
Colorado.
(March 2005). Timmerman, M.A. Young children’s mathematical thinking: Making sense of geometry
and measurement Annual Conference on the Virginia Association for Early Childhood
Educations, Richmond, Virginia.
(January 2005). Timmerman, M.A., & Dunn, M.C. Professional development of K-8 mathematics
teachers: The Virginia mathematics specialist project. Annual Conference of the Association of
Mathematics Teacher Educators, Dallas, Texas.
(July 2004). Timmerman, M.A Rational numbers and proportional reasoning. Content/Teaching
Academy, James Madison University Center for School Leadership, Region 5
Training/Technical Assistance Center, and the Virginia Department of Education,
Harrisonburg, Virginia.
(April 2004). Timmerman, M.A., & Cory, B. Preparing elementary school teachers: Making sense of
number concepts. Annual Conference of the National Council of Teachers of Mathematics,
Philadelphia, Pennsylvania.
(November 2003). Timmerman, M.A., Stewart, C.D. Authentic assessment: Introducing the clinical
interview method to teachers . National Council of Teachers of Mathematics Regional
Conference, Charleston, South Carolina.
(May 2003). Timmerman, M.A Building a system of tens: Making sense of number concepts.
Piedmont Council of Teachers of Mathematics, Farmville, Virginia.
(April 2003). Driskell, S., Timmerman, M.A., & Harper, S. Uncovering children’s misconceptions of
shapes using Shape Makers. Annual Conference of the National Council of Teachers of
Mathematics, San Antonio, Texas.
(March 2003). Timmerman, M.A Spatial sense in one, two, and three dimensions. Annual
Conference of the Virginia Council of Teachers of Mathematics, Richmond, Virginia.
(March 2003). Pitt, L., & Timmerman, M.A The mathematics teacher (K-8) leadership project.
Annual Conference of the Virginia Council of Teachers of Mathematics, Richmond, Virginia.
(January 2003). Timmerman, M.A., Driskell, S., & Harper, S. Elementary pre-service teachers’ and
students conceptual understanding of geometric topics. Annual Conference of the Association of
Mathematics Teacher Educators, Atlanta, Georgia.
(January 2003). Garofalo, J., Timmerman, M.A., Cory, B., Manizade, A. & Sharp, B. Mathematics
and Handheld devices. Annual Conference of the Association of Mathematics Teacher
Educators, Atlanta, Georgia.
(January 2002). Timmerman, M.A., & Murray, M. Elementary teachers’ conceptions of children’s
mathematical thinking and its relationship to teaching practices. Annual Conference of the
Association of Mathematics Teacher Educators, San Antonio, Texas.
Grants
2004-2006 Virginia Mathematics Teacher Specialist Project: The Virginia Collaborative for
Excellence in the Preparation of Teachers and the University of Virginia Center for
the Liberal Arts. Virginia Department of Education, Co-Principal Investigator.
2003-2004 Mathematics Teachers’ Leadership Project, Number and Operations Institute: The
Virginia Collaborative for Excellence in the Preparation of Teachers and the
University of Virginia Center for the Liberal Arts. State Council for Higher
Education (SCHEV)/ Eisenhower Funds, Co-Principal Investigator.
2002-2003 Mathematics Teacher (K-8) Leadership Project: The Virginia Collaborative for
Excellence in the Preparation of Teachers and the University of Virginia Center for
the Liberal Arts. State Council for Higher Education (SCHEV)/ Eisenhower Funds,
Co-Principal Investigator.