Joan Ferrini-Mundy

Driven by Diversity

Evidence is growing on benefits, and approaches, to increase diversity in the science and engineering workforce. Diversity of perspectives, ideas, and priorities comes from varied backgrounds, experiences, and cultures, and can help shape science and engineering. As science increasingly is done in teams, collaborations bring diversity to research. Diverse experiences and interactions can support cognitive growth and critical thinking (1), can benefit problem-solving (2), and are priorities among STEM (science, technology, engineering, and math) businesses for global competition (3).

A Multidimensional Assessment of Teachers’ Knowledge of Algebra for Teaching: Developing an Instrument and Supporting Valid Inferences

Numerous researchers have suggested that there are multiple mathematical knowledge and skill areas needed by teachers in order for them to be effective teachers of mathematics: knowledge of the mathematics that are the goals of instruction, advanced mathematics beyond the instructional material, and mathematical knowledge that is specific to what is needed to teach students. The research reported here is about the development of a test of teachers’ knowledge in these three areas related to the teaching of algebra. The test development process is described and the results of several analyses are reported that had the goal of checking whether valid inferences can be made about the hypothesized components of teacher knowledge.

National and International Investment Strategies for Mathematics Education

Mathematics education is an essential pathway for economic security and technological advancement at the national, community, and individual levels. There is world-wide impetus for innovation and improvement of mathematics curriculum and pedagogical practices that meet local and practical needs. Input from practitioners is essential for policy makers and research funding organizations to navigate the path forward. As a major international conference for international mathematics education, ICME13 is an excellent venue to engage educators with national and regional policymakers. We will explore the following global issue: