Ilana S Horn - Curriculum Vitae

Ilana Seidel Horn Vanderbilt University’s Peabody College Box 230 GPC, 230 Appleton Place Nashville TN 37203 [email protected] Twitter: @tchmathculture 615-322-5884 (office) 615-322-2946 (fax) ACADEMIC POSITIONS 2009 to Associate Professor, Mathematics Education, Peabody College, present Vanderbilt University, Nashville, TN. 2003 to 2009 Assistant Professor, Mathematics Education, College of Education, University of Washington, Seattle, WA. 2002-2003 AERA-IES Postdoctoral Researcher, Stanford University School of Education, Stanford, CA, with Jo Boaler. 1995- 2002 Research Assistant, University of California, Berkeley, with Judith Warren Little, Alan Schoenfeld, Phil Daro and David Stern. RESEARCH INTERESTS Secondary mathematics education, teachers’ informal and formal learning, high school departments as contexts for teacher and student learning, classroom discourse, teachers’ discourse, motivation and engagement, equitable mathematics teaching EDUCATION 2002 University of California, Berkeley, Mathematics Education, Ph.D. Doctoral committee: Alan Schoenfeld (co-chair), Judith Warren Little (co-chair), Rogers Hall, Alan Weinstein. 1998 University of California, Berkeley, Mathematics Education, MA 1993 Swarthmore College, Mathematics, BA with Distinction HONORS 2007-2009 Spencer Foundation/National Academy of Education Postdoctoral Fellow 2003 American Educational Research Association Division K Outstanding Dissertation Award 2003 University of California, Berkeley, Graduate School of Education Outstanding Dissertation Award  2001-2002 Spencer Dissertation Fellowship 1998-1999, UC Berkeley Graduate School of Education, University Fellowship 2000-2001 1997-1998, Spencer Graduate Research Fellow, Center for Integrated Studies of 2000 Teaching and Learning 1996-1997 Regents Fellowship 1995-1996 University Fellowship PUBLICATIONS Books Horn, I.S. (2012). Strength in Numbers: Collaborative Learning in Secondary Mathematics. Reston, VA: National Council of Teachers of Mathematics. Articles (* denotes peer reviewed publications) * Hall, R.P. & Horn, I.S. (2012). Talk and conceptual change at work: Analogy and epistemic stance in a comparative analysis of statistical consulting and teacher workgroups. Mind, Culture, Activity, 19(3), 240-258. (Equal authorship) * Bier, M.L., Horn, I., Campbell, S.S., Kazemi, E., Hintz, A., Kelley-Peterson, M., Stevens, R., Saxena, A., & Peck, C. (In press). Designs for simultaneous renewal in university-public school partnerships: Hitting the “sweet spot.” Teacher Education Quarterly. Horn, I.S. (2012, March). Teacher discourse and the construction of school mathematics. For the Learning of Mathematics, 4-6. * Ward, C. J., Nolen, S, B., & Horn, I. S. (2011). Productive friction: How conflict in student teaching creates opportunities for learning at the boundary. International Journal of Educational Research, 50, 14–20. * Nolen, S.B., Horn, I.S., & Ward, C.J. (2011, January). Assessment tools as boundary objects in novice teachers’ learning. Cognition and Instruction, 29(1), 88-122. * Horn, I.S. & Little, J.W. (2010, March). Attending to problems of practice: Routines and resources for professional learning in teachers’ workplace interactions. American Educational Research Journal, 47(1), 181-217. (Equal authorship) Horn 2 * Horn, I.S. (2010, January). Teaching replays, teaching rehearsals, and re-visions of practice: Learning from colleagues in a mathematics teacher community. Teachers College Record, 112(1), 225-259. Horn, I.S. (2008, June). The inherent interdependence of teachers. Phi Delta Kappan, 751-754. * Horn, I.S. (2008). Turnaround students in high school mathematics: Constructing identities of competence through mathematical worlds. Mathematical Thinking and Learning, 10(3), 201-239. * Horn, I.S., Nolen, S.B., Ward, C., & Campbell, S.S. (2008). Developing practices in multiple worlds: The role of identity in learning to teach. Teacher Education Quarterly, 61-72. * Horn, I.S. (2008). Accountable argumentation as a participation structure to support mathematical learning through disagreement. In A. Schoenfeld (Ed.) A Study of Teaching: Multiple Lenses, Multiple Views. Journal for Research in Mathematics Education monograph series. Reston, VA: National Council of Teachers of Mathematics. * Horn, I.S. (2007). Fast kids, slow kids, lazy kids: Framing the mismatch problem in math teachers’ conversations, Journal of the Learning Sciences, 16(1), 37-79. Horn, I. (2006, Spring). Teacher collaboration and ambitious teaching: Reflections on what matters. New Horizons for Learning Online Journal. * Horn, I.S. (2006, Winter). Lessons learned from detracked mathematics departments. Theory into Practice, 45(1), 72-81. * Horn, I.S. (2005). Learning on the job: A situated account of teacher learning in high school mathematics departments. Cognition & Instruction, 23(2), 207-236. Horn, I.S. (2004, November). Why do students drop advanced mathematics? Educational Leadership, 61-64. * Little, J. W., Horn, I. S., & Bartlett, L. (2002). Identity, community & commitment: Emerging topics in research on high school teaching. Revista de Educação/Journal of Education. (In Portuguese), 11(2), 9-20. Articles and Chapters In Progress *Horn, I.S., Nolen, S.B., & Ward, C.J. (Under review). Recontextualizing practices from coursework to the field: Novice teachers’ adaptation and coordination of interactive methods. Journal of Teacher Education. Horn 3 *Horn, I.S. & Kane, B.D. (Under review). Opportunities for Professional Learning in Mathematics Teachers’ Collaborative Conversations. Cognition and Instruction. Nolen, S.B., Ward, C.J., & Horn, I.S. (Under review). Changing practice(s): A situative account of novice teachers' motivations to learn. In P. Richardson, H. Watt & Karabenick (Eds.) Teacher Motivation: Theory and Practice. Articles in preparation Horn, I.S. (In preparation). Collective competence in teaching. Horn, I.S., Appelgate, M., & Kane, B.D. (In preparation). A learning progression for mathematics teachers towards ambitious practice. Book chapters Horn, I.S. (In press). Teaching as Problem Solving: Collaborative Conversations as Found Talk-Aloud Protocols. In J. Mosckovich & Y. Li (Eds). Mathematical proficiency and beliefs in learning and teaching: Learning from Alan Schoenfeld and Günter Toerner. Horn, I.S. & Little, J.W. (In press). Learning from practice, together. In N.S. Nasir, C. Cabana, B. Shreve, E. Woodbury & N. Louie (Eds.) Those Kids, Our Kids: Teaching Mathematics for Equity. New York: Teachers College Press. Horn, I.S. (In press). Teachers talking and learning together. In N.S. Nasir, C. Cabana, B. Shreve, E. Woodbury & N. Louie (Eds.) Those Kids, Our Kids: Teaching Mathematics for Equity. New York: Teachers College Press. Horn, I.S., Nolen, S.B. & Ward, C.J. (2013). Recontextualizing practices: Situative methods for studying the development of motivation, identity and learning in and through multiple contexts over time. In M. Vauras & S. Volet (Eds). Interpersonal Regulation of Learning and Motivation: Methodological Advances. In the New Perspectives on Learning and Instruction Series. New York: Routledge. Nolen, S.B., Ward, C.J., & Horn, I.S. (2011). Motivation, engagement, and identity: Opening a conversation. In D.M. McInerney, R.A. Walker, & G.A.D. Liem (Eds.) Sociocultural theories of learning and motivation: Looking back, looking forward. Greenwich, CT: Information Age Press. Nolen, S. B., Ward, C. J., Horn, I. S., Childers, S., Campbell, S. S., & Mahna, K. (2009). Motivation development in novice teachers: The development of utility filters. In M. Wosnitza, S. A. Karabenick, A. Efklides & P. Nenniger (Eds.), Contemporary Horn 4  Motivation Research: From Global to Local Perspectives (pp. 265-278). Ashland, OH: Hogrefe & Huber. Little, J.W. & Horn, I.S. (2007). Resources for professional learning in talk about teaching. In L. Stoll & K. S. Louis (Eds.) Professional Learning Communities: Divergence, Detail and Difficulties. London: Open University Press. Horn, I.S. (2003). Helping, bluffing, and doing portfolios in a high school geometry classroom. In Beth Rubin and Elena Silva (Eds.), Critical voices: Students living school reform. New York: Routledge Press. Encyclopedia Entries Horn, I.S. (2012). Mathematics, Collaborative Learning in. In James Banks (Ed.) Encyclopedia of Diversity in Education. Thousand Oaks, CA: Sage Publications. Technical Reports Little, J.W., Horn, I.S., and Bartlett, L. (2000). Teacher learning, professional community and accountability in the context of high school reform. Final report to the National Program for Excellence and Accountability in Teaching, Office of Educational Research and Improvement, US Department of Education. Little, J.W. & Horn, I.S. (1998). Teacher learning, professional community, and accountability in restructuring high schools: Site selection progress report. Paper prepared for the National Program for Excellence and Accountability in Teaching, Office of Educational Research and Improvement, US Department of Education. Urquiola, M., Stern, D., Horn, I., Dornsife, C., & Chi, B. (1996). School to work, college, and career: A review of policy, practice and results. National Center for Research on Vocational Education. GRANT AWARDS Principal Investigator, Data in conversation: Professional learning opportunities in teachers’ data-centered collaborative talk. Spencer Foundation, January 2013 – December 2015. $298,817 Co-Principal Investigator (with Paul Cobb, PI, Kara Jackson, Tom Smith, and Erin Henrick, co-PIs), Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale. National Science Foundation, August 2011-July 2016. $4.5 million Principal Investigator, Recontextualizing practices: Learning to teach rigorous and accessible mathematics in the high school. Spencer/National Academy of Education Postdoctoral Fellowship. September 2007-August 2009. $55K. Horn 5 Principal Investigator, Urban Teacher Scholars Program: Bridging Theory and Practice for Novice Teachers. Funded by Teachers for a New Era Grant, Carnegie Foundation. September 2005 – June 2007. $60K. Co-Principal Investigator (with Susan Nolen, PI), Role of multiple contexts in TEP students’ development of teaching identity, interest and commitment to learning to teach. Funded by Teachers for a New Era Grant, Carnegie Foundation. September 2004 – September 2008. $222K. Co-Principal Investigator (with James King, PI), “PD3” Project. Funded by the National Science Foundation through the Math-Science Partnership grants under the auspices of the Institute for Advanced Study/Park City Mathematics Institute. Project involves a national partnership with the Park City Mathematics Institute and a local partnership with the Seattle Public Schools, focusing on professional development with secondary mathematics teachers. September 2003 – August 2008. $1.0 million. Co-Principal Investigator, Building professional learning communities in mathematics: Enlarging content with natural resource applications. Funded by the Office of the Superintendent of Public Instruction in Washington State. May 2004 –August 2006, $366 K. Proposer and Primary Researcher, Examining the contexts and practices of effective high school algebra teachers. Stanford University, Stanford, CA. Faculty sponsor: Jo Boaler. Funded by the American Educational Research Association and the Institute for Educational Sciences. June 2002 -June 2003, $57 K. Proposer and Coordinator, Supporting teachers supporting students: Situated professional development to help all students succeed in high school algebra, San Lorenzo High School, San Lorenzo, CA. Funded by the University of California Office of the President. August 2000 to June 2001, $25 K. PRESENTATIONS Refereed Conferences Horn, I.S. (2013, April). The trouble with triage: What is lost in the quest for gains. Roundtable on “Unintended consequences of NCLB.” American Educational Research Association annual meeting, San Francisco, CA. Horn, I.S., Kane, B.D., & Wilson, J. (2013, April). Facilitating and Representing Student Performance Data: Mathematics Teachers’ Conversations with Assessments. American Educational Research Association annual meeting, San Francisco, CA. Horn, I.S. & Kane, B.D. (2012, April). The Development of Teachers Pedagogical Reasoning in Mathematics Teachers’ Conversations. American Educational Research Association annual meeting, Vancouver, B.C., Canada. Horn 6 Horn, I.S. & Campbell, S.S. (2012, April). Mediated Field Experience as a Pedagogy for Teacher Education. American Educational Research Association annual meeting. Vancouver, B.C., Canada. Horn, I.S. (2012, April). Strength in Numbers: A Framework for Collaborative Learning in Secondary Mathematics. National Council of Teachers of Mathematics annual meeting, Philadelphia, PA. Nolen, S.B., Ward, C.J., & Horn, I.S. (2010, May). Studying motivation trajectories through longitudinal interviews. American Educational Research Association annual meeting, Denver, CO. Bannister, N.A. & Horn, I.S. (2010, May). Constructing student competence beyond the classroom: An analysis of mathematics teachers’ conversations. National Council of Teachers of Mathematics Research Pre-session, San Diego, CA. Horn, I.S. (2009, September). The development of pedagogical content knowledge in collaborative high school teacher communities. Psychology in Mathematics Education annual meeting, Atlanta, GA.f Bannister, N.A. & Horn, I.S. (2009, August). Re-framing failure: High school mathematics teachers’ learning about struggling students. European Association for Research on Learning bienneal meeting, Amsterdam, The Netherlands. Horn, I.S. (2009, August). Professional Learning Resources in Teachers’ Workplaces: Implications for Novice Teachers. European Association for Research on Learning bienneal meeting, Amsterdam, The Netherlands. Horn, I.S. (2008, October). Recontextualizing practices: Learning to teach rigorous and accessible mathematics in the high school. National Academy of Education annual meeting. Seattle, WA. Horn, I.S. (2008, March). Minding the Gaps: Recontextualizing practices in teacher education. American Educational Research Association annual meeting, New York, NY. Horn, I.S. (2007, October). Supporting Struggling Students in the High School. Northwest Mathematics Conference, Bellevue, WA. Nolen, S.B., Ward, C., & Horn, I.S. (2007, August). The social construction of goals and definitions of success in learning contexts. European Association for Research on Learning biennial meeting, Budapest, Hungary. Nolen, S.B., Ward, C., Horn, I.S., Campbell, S.S., Manha, K., & Childers, S. (2007, August). Interest and identity in the practice of beginning teachers. European Association for Research on Learning biennial meeting, Budapest, Hungary. Bier, M., Horn, I.S., Campbell, S.S., Kazemi, E., Hintz, A., Peterson, M., Stevens, R., Saxena, A., & Peck, C. (2007, April). Design for simultaneous renewal in Horn 7  university-public school partnerships: Hitting the “sweet spot.” American Educational Research Association annual meeting, Chicago, IL. Nolen, S.B., Ward, C., Horn, I.S., Campbell, S.S., Manha, K. & Childers, S. (2007, April). Motivation to learn during student teaching. American Educational Research Association annual meeting, Chicago, IL. Horn, I.S. (2006, August). Teaching replays, teaching rehearsals, and principled re- visions: Learning from colleagues in a mathematics teacher community. European Association for Research on Learning, SIG on Teaching and Teacher Education biennial conference, Garryvoe, Ireland. Horn, I.S. (2006, April). Teaching the turnarounds: Collective responsibility for student learning. National Council of Teachers of Mathematics, Research Pre-session, St. Louis, MO. Horn, I.S. (2006, April). Lessons learned from detracked mathematics departments. American Educational Research Association annual meeting, San Francisco, CA. Little, J.W. & Horn, I. (2006, April). Resources for professional learning in talk about teaching: From "just talk" to consequential conversation. American Educational Research Association annual meeting, San Francisco, CA. Horn, I.S. (2006, April). Turnaround students in high school mathematics: The department’s role in student persistence and identity construction. American Educational Research Association annual meeting, San Francisco, CA. Horn, I.S. (2005, October). Discourse that promotes mathematical reasoning: An analysis of an effective algebra teacher. Psychology in Mathematics Education- North America Conference. Roanoke, Virginia. Nolen, S.B., Horn, I.S., Ward, C., Stevens, R. & Estacio, K. (2005, August). When worlds collide: Negotiating competing views of teaching across social contexts and the effect on student teachers' motivation to learn. Paper presented at the 10th biennial meeting of the European Association for Research on Learning, Nicosia, Cyprus. Nolen, S. B., Ward, C. J., Horn, I. S., Stevens, R., & Estacio, K. (2005, August). Relatedness in preservice teacher education. Paper presented at the 10th biennial meeting of the European Association for Research on Learning and Instruction, Nicosia, Cyprus. Horn, I.S. (2005, April). Share, compare, and analyze: Discourse that coordinates the social and mathematical in an inquiry-oriented classroom. American Educational Research Association annual meeting, Montréal, Quebec, Canada. Horn, I.S. (2004, October). Developing conceptually transparent language for teaching through collegial conversations. Psychology in Mathematics Education-North Horn 8  America Conference, Toronto, Ontario, Canada. Horn, I.S. (2004, April). Persistence in mathematics as an enactment of student identity. American Educational Research Association annual meeting, San Diego, CA. Horn, I.S. (2002, April). In pursuit of group-worthy problems: Resources for teacher learning in an inquiry-oriented mathematics department. American Educational Research Association annual meeting, New Orleans, LA. Horn, I.S. (2001, April). Fast kids, slow kids, lazy kids: Conceptions of students and subject matter in two high school math departments. American Educational Research Association annual meeting, Seattle, WA. Horn, I.S. (1999. April). Accountable argumentation as a participant structure to support mathematical learning through disagreement. American Educational Research Association annual meeting, Montréal, Quebec, Canada. Horn, I.S. (1999, October). The role of representations in students’ mathematical argumentation. Poster presented at Psychology in Mathematics Education-North America Conference, Cuernavaca, Morelos, Mexico. Horn, I.S. (1998). Performing assessments, transforming practices: Doing portfolios in a high school geometry classroom. Ethnography in Education Conference, University of Pennsylvania, Philadelphia. Invited Presentations and Workshops Horn, I.S. (2012, November). The potential impact of the Common Core Standards on K- 12 Education. Small group discussion with NAE/Spencer postdoctoral and dissertation fellows. National Academy of Education, Washington, DC. Horn, I.S. (2012, October). Reculturing schools to support equitable mathematics instruction. Vanderbilt University Peabody College Leadership, Policy, and Organization Colloquium, Nashville, TN. Horn, I.S. (2012, August). Getting students to think mathematically. Math for America Teacher Institute, New York, NY. Hannula, M., Leder, G., Horn, I. & Toerner, G. (2012, July). Methodological issues in Affect Research: Distinguishing between ‘state’ and ‘trait’ in mathematics education research. Roundtable organized by B. Roesken & B. Pepin for the International Congress in Mathematics Education, Seoul, Korea. Horn, I.S. (2012, July). Teachers Learning Together: Pedagogical Reasoning in Mathematics Teachers’ Collaborative Conversations. Invited Regular Lecture, International Congress in Mathematics Education, Seoul, Korea. Horn 9 Horn, I.S. (2012, June). Achievement gaps or opportunity gaps? Increasing opportunities to learn in the secondary mathematics classroom. Achievement Gap Institute, Vanderbilt University’s Peabody College, Nashville. Horn, I.S. (2011, September). Tracing the Development of Mathematics Teachers’ Collaborative Conversations. Leiden University, Amsterdam, Holland. Horn, I.S. (2011, September). (Ir)rational Claims about Learning: Teacher Discourse and the Construction of School Mathematics. International Society for Cultural and Activity Research. Rome, Italy. Horn, I.S. (2008, August). Teacher collaborations around mathematics. Transitions Mathematics Project. Leavenworth, WA. Horn, I.S. (2008, May). Beyond ‘beliefs’: Identifying learning resources in teacher communities. Curriculum and Instruction Faculty Lecture Series. University of Washington. Horn, I.S. (2008, May). Beyond ‘beliefs’: Identifying learning resources in mathematics teacher communities. Center for Mathematics Education Colloquium, University of Maryland, College Park, MD. Nolen, S.B., Horn, I.S., Ward, C.J., Campbell, S.S., Childers, S., and. Manha, K. (2008, February). Becoming teachers: A situative look at learning, motivation, and identity. Teachers for a New Era Learning Forum, University of Washington. Horn, I.S., Campbell, S.S. & King, J. (2007, January). Urban Teacher Scholars: Bridging Theory and Practice for Novice Teachers. Teachers for a New Era Learning Forum, University of Washington. Peck, C., Horn, I.S., & King, J. (2006, December). Collaboration among Teacher Education, Arts and Sciences, and Public Schools. Teachers for a New Era Arts and Science Luncheon. University of Washington. Horn, I.S. (2006, November). Teaching replays, teaching rehearsals, and re-visions of practice. SRI International, Menlo Park, CA. Horn, I.S. (2006, June). What’s happening in mathematics education? College of Education Emeritus Faculty Lunch, University of Washington. Horn, I.S. (2006, May). Discussant for a live example of equitable teaching practice. Raising the floor: Progress and setbacks in the struggle for quality mathematics education for all. Mathematical Sciences Research Institute, Berkeley, CA. Horn 10 Horn, I.S. (2005, November). What we know about effective mathematics education. Policymakers Exchange, University of Washington. Horn, I.S. (2005, July). So you want to be a mathematics educator? Park City Mathematics Institute, Park City, UT. Horn, I.S. (2005, March). Struggling students in the high school mathematics classroom. Seattle Public Schools. Horn, I.S. (2004, August). Planning coherent units for middle school mathematics. Northwest Mathematics Interaction, University of Washington. Horn, I.S. (2004, May). Re-thinking persistence in high school mathematics. University of Washington College of Education, Center Connect. Horn, I.S. (2004, May). Engaging all students in mathematical thinking: ‘Group-worthy’ problems in the classroom. Puget Sound Council of Teachers of Mathematics. Horn, I.S. (2004, February). Math methods microteaching: A performance assessment for pre-service teachers. University of Washington, Teacher Education Program. Horn, I.S. (2004, February). Creating equitable mathematics classrooms through a department community. Northwest Mathematics Interaction/Park City Mathematics Institute, Seattle, WA. Horn, I.S. & Cabana, C. (2002). Mathematics reform in the classroom. Principal Leadership Institute, Berkeley, CA. Horn, I.S. & Aguirre, J. (2001). Mathematics reform in the classroom. Principal Leadership Institute, Berkeley, CA. Horn, I.S. (2000, April). The California High School Exit Exam. Panel presentation hosted by the Berkeley Evaluation and Assessment Research Group, University of California, Berkeley. Horn, I.S. (1998, July). Mathematics education reform in California: Seeking sensible ground in the “math wars.” Kumon Mathematics and Reading Centers, Belmont, CA. SERVICE Reviewer ZDM American Educational Research Journal American Journal of Education Journal of Teacher Education Horn 11 Mathematical Thinking and Learning Cognition & Instruction Educational Researcher Journal of the Learning Sciences Equity and Excellence in Education Teachers College Record American Educational Research Association, Divisions C, G, and K Psychology in Mathematics Education-North America University and Community 2012-2013 Mathematics and Science Education Area Chair 2012-2013 Mentoring Committee, Lanette Waddell 2011-2012 Peabody College Ad Hoc Committee on Academic Honesty 2009-2011 Elementary Mathematics Education Faculty Search 2004-2009 Consultancies with Seattle Public High Schools 2004-2009 Consultant, University of Washington GEAR-UP project 2005-2006 College of Education Futures Committee 2004-2005 Zesbaugh Scholarship Committee 2003-2004 Strengthening and Sustaining Teachers Advisory Board 2005-2006 Panelist, Community Mathematics Panels, Seattle Public Schools 2007–2009 Renewal of Secondary Teacher Education Program 2008- 2009 Doctoral Program Renewal Committee, College of Education 2008-2009 University Field Committee on Teacher Education 2008-2009 Congregation Beth Shalom Religious School Committee 2009-present Math education search committees National 2012 - present Advisory Board, Accessing Algebra Through Inquiry (a2i) October 2012 Expert convening for Carnegie Association for Advancing Teaching, Horn 12  Creating Pathways for Student Success in Community Colleges 2006-2010 Association for Women in Mathematics, Educational Committee 2005-2006 Knowles Science Teaching Foundation, Conference Advisory Committee International 2012-2014 Organizing committee for the International Conference on Learning Sciences, Boulder, CO. 2012 – present Founding member, the Breast Cancer Consortium 2011 Reviewer, Association of Swedish Mathematics Teachers 2011 Reviewer, Israeli Science Foundation 2009- present Cancer patient advocate/blogger, chemobabe.com TEACHING EXPERIENCE Associate Professor, Department of Teaching and Learning, Peabody College, Vanderbilt University. 2009 to present. MTED 2360/2370 Advanced Teaching of Mathematics in Secondary Schools EDUC 3700.003 Discourse and Learning Research Group EDUC 3900.06 Discourse in STEM Classrooms EDUC 3040 Teaching as a Social Practice Assistant Professor, College of Education, University of Washington, 2003 to present Teaching Mathematics in the Secondary School I Teaching Mathematics in the Secondary School II Inside Teacher Communities Seminar in Mathematics Education: Classroom Discourse Mathematics Education Research Group Mathematics Instructor University of California, Berkeley, Academic Talent Development Program, 1999 California State University, Hayward, Summer Bridge Program, 1995, 1996 High School Mathematics Teacher San Lorenzo High School, San Lorenzo, CA, 1999-2000 Alameda High School, Alameda, CA, 1993-1995 PROFESSIONAL AFFILIATIONS American Educational Research Association, (Division K, SIG Research in Mathematics Education) International Society of the Learning Sciences Horn 13  European Association of Research on Learning and Instruction National Council of Teachers of Mathematics Psychology in Mathematics Education, North America LANGUAGES French: Speak, write, read fluently Spanish: Speak, write, read functionally Horn 14