Dr. Imani Masters Goffney

Transcription

1 Dr. Imani Masters Goffney Assistant Professor, Mathematics Education University of Houston College of Education Department of Curriculum and Instruction 436 Farish Hall Houston, Texas Tel: (713) EDUCATION Ph.D. University of Michigan 2010 Mathematics Education and Teaching and Teacher Education Dissertation: Identifying, Measuring, and Defining Equitable Mathematics Instruction, Chair: Dr. Deborah Loewenberg Ball M.A. University of Michigan 2002 Curriculum Development: Division of Educational Studies B.A. Spelman College 2000 Child Development and Elementary Education PROFESSIONAL EXPERIENCE & EMPLOYMENT current Assistant Professor, Mathematics Education Department of Curriculum and Instruction, College of Education, University of Houston Principal Investigator, Mathematical Knowledge for Equitable Teaching Project (National Science Foundation Award# ) Co-PI: Dr. Jennifer Chauvot Evaluator: Dr. Cathy Horn Co-Director, Master Mathematics Teaching (MMT) Certification Program Co-Director with Dr. Jennifer Chauvot Co-Director for Research, ismart (integrating Science, Mathematics, and Reflective Teaching) Project PI: Dr. Jennifer Chauvot Researcher, Mathematics Teaching and Learning to Teach Project University of Michigan (PI: Deborah Ball, Hyman Bass, Mark Thames) Contextual Research and Large Empirical Research? Developing the Theory of Mathematical Knowledge for Teaching by Investigating its Nature, Measurement, and Growth, National Science Foundation, REESE Award # Dr. Imani Masters Goffney Curriculum Vita 1

2 Graduate Student Research Associate University of Michigan, School of Education - Learning Mathematics for Teaching Project ( ) o Directed by Drs. Deborah Loewenberg Ball, Hyman Bass, and Heather Hill - Programs for Educational Opportunity ( ) o Directed by Dr. Percy Bates Mathematics Consultant, Lincoln Consolidated School District (Michigan) John W. Holmes Fellow, Rackham Graduate Studies, University of Michigan Mathematics Consultant, Oakland Intermediate School District (Michigan) Mathematics Coach, Oakland Intermediate School District (Michigan) Adjunct Faculty/ Lecturer, University of Michigan-Dearborn, CASL- Math and Statistics Elementary Classroom Teacher, Hamilton Park Elementary School, Richardson, Texas HONORS & AWARDS/ ACADEMIC SCHOLARSHIP/RESEARCH/CREATIVE ENDEAVORS Awards: NSF Funded Project: Mathematical Knowledge for Ambitious and Equitable Teaching Project ( ) Principal Investigator: Dr. Imani Masters Goffney Co-PI: Dr. Jennifer Chauvot Award Number: # University of Houston College of Education: Faculty Excellence Teaching Award Awarded for academic year Amount: $1,000 New Faculty Award ( ) Title: Defining Equitable Mathematics Instruction Amount: $6,000 Faculty Development Initiative Program Award ( ) Title: Integrating Equity and Technological Innovations into the College of Education s Mathematics Education Program Area Amount: $4,000 University of Houston Provost Travel Grant, (2011, 2012, 2013, & 2014) 2011: $750 to travel to present at national conferences 2012: $750 to travel to present at national conferences 2013: $750 to travel to present at national conferences 2014: $1,000 to travel to present at national conferences Rackham Dissertation Fellowship (2010) Doctoral Tuition, Fees, and Stipend John W. Holmes Fellow, Rackham Graduate Studies ( ) $5,000 Award Dr. Imani Masters Goffney Curriculum Vita 2

3 Rackham Merit Fellowship Award ( ) RELATED PUBLICATIONS Goffney, I.M. (2015). Section 3: Professional Development Case of Challenging Deficit Language.- Section 3: Professional Development and Graduate Course. In D. White, S. Crespo, and M. Civil (Eds.) Cases for Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms. Raleigh, NC: AMTE Goffney, I.M. (2014). Developing a Theory of Mathematical Knowledge for Equitable Teaching. Teaching and Teacher Education (MANUSCRIPT SUBMITTED- IN REVIEW) Goffney, I.M. (2014). Mathematical Quality and Equity Video Codes: Identifying and Measuring Equitable Mathematics Instruction. Journal for Research in Mathematics Education. (MANUSCRIPT SUBMITTED- IN REVIEW) Goffney, I.M. (2014). Technical Report AR2014. For National Science Foundation Annual Evaluation Report for funded project. Washington, DC: National Science Foundation (NSF) Program Officer: Dr. Maria Olivo Hoyo & Dr. Karen King Goffney, I.M., Chauvot, J., and Gonzalez, M. (2014). Identifying Equitable Teaching Practices in Math. In Proceedings of the 38 th Annual Meeting of the International Group for the Psychology of Mathematics Education. Vancouver, BC: University of British Columbia (July 15-20, 2014). (Accepted and Presented; paper published in conference proceeding) Goffney, I.M. (2014). Toward a Theory of Mathematical Knowledge for Equitable Teaching. In Proceedings of International Conference on Urban Education. Montego Bay, Jamaica: University of North Carolina-Charlotte (November 6-8, 2014). (Accepted with published paper) Goffney, I.M. & Quander, J.R. (2014). Teaching Prospective Mathematics Teachers in Online Environments. In Proceedings of International Conference on Urban Education. Montego Bay, Jamaica: University of North Carolina-Charlotte (November 6-8, 2014). (Accepted with published paper) Goffney, I.M. (2013). Mathematical Knowledge for Teaching and Equity: Designing New Opportunities for Developing Equitable Mathematics Teaching practices. In Proceedings of the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago, IL: University of Illinois at Chicago. Hand, V. and Masters-Goffney, I. (2013) All for one and one for all : Negotiating solidarity around power and oppression in mathematics education. Journal of Urban Mathematics Education, 6, Chauvto, J. & Goffney, I.M. (2013). Technical Report MMT2013. For Texas Regional Collaboratives, Mathematics Initiatives at the University of Texas-Austin. Austin: TX Program Officer: Dr. Debra Junk Goffney, I.M. (2013). Technical Report AR2013. For National Science Foundation Annual Evaluation Report for funded project. Washington, DC: National Science Foundation (NSF) Program Officer: Dr. Maria Olivo Hoyo Dr. Imani Masters Goffney Curriculum Vita 3

4 Quander, J. & Masters-Goffney, I. (2013). Designing the Online Portion of Hybrid Pedagogy and Content Courses for Preservice Elementary Teachers. In (Eds.) Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (pp ). Chesapeake, VA: AACE Masters-Goffney, I. (2012). The Complexities of Teaching about Issues of Equity, Diversity, and Social Justice, and Multicultural Education in an Online Course. In P.Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp ). Chesapeake, VA: AACE Masters-Goffney, I. & Quander, J. (2012). Considering Hybrid Mathematics Content and Methods Courses for Pre-service Teachers Introduction. In P.Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp ). Chesapeake, VA: AACE Chauvot, J. & Goffney, I.M. (2012). Technical Report UH 4-8 CHASE MMT For Shell Oil & Society of Petroelum Engineers Gulf Coast Houston: TX Program Officer: Mark Peavy and Gabrielle Guerre Learning Mathematics for Teaching Project. (2010) Measuring the mathematical quality of instruction. Journal of Mathematics Teacher Education, March DOI: /s ) Goffney, I.M. (2010) Dissertation: Identifying, Defining, and Measuring Equitable Mathematics Instruction. Department of Educational Studies, School of Education, The University of Michigan Dissertation chair: Dean Deborah Loewenberg Ball Hill, H., Ball, D.L., Blunk, M., Goffney, I.M. (2007). Validating the Ecological Assumption: The Relationship of Measure Scores to Classroom Teaching and Student Learning. Measurement Interdisciplinary Research and Perspective, 5(2-3), Hill, H., Dean, C., Goffney, I.M. (2007). Assessing Elemental and Structural Validity: Data from Teachers, Non-teachers, and Mathematicians. Measurement Interdisciplinary Research and Perspective, 5(2-3), Ball, D.L., Goffney, I.M., & Bass, H. (2005). The Role of Mathematics Instruction in Building a Socially Just and Diverse Democracy. The Mathematics Educator, 15(1), 2-6. Learning Mathematics for Teaching (2006). A Coding rubric for Measuring the Quality of Mathematics in Instruction (Technical Report LMT1.06). Ann Arbor, MI: University of Michigan, School of Education. SELECTED PRESENTATIONS (2015) Goffney, I.M. & Gonzalez, M. Mathematical Quality with a Deliberate Focus on Equity and Diversity. Presentation for the National Council of Teachers of Mathematics 2015 Annual Meeting. Boston, MA (April, 2015). (Accepted for presentation) (2015) Goffney, I.M., Aguirre, J., Ball, D.L., Lewis, J., Shaugnessy, M., Gonzalez, M., & Mann, L. Preparing Preservice Teachers to Enact Equitable Mathematics Instruction. Symposium Presentation for the National Council of Teachers of Mathematics 2015 Research Conference, Boston, MA. (April, 2015). (Accepted for presentation) Dr. Imani Masters Goffney Curriculum Vita 4

5 (2015) Spencer, J., Goffney, I., Felton-Koestler, M., Bieda, K., White, D. Y., Aguirre, A., Crespo, S., Civil, M., Moschkovich, J, & Breyfogle, M. L. (2014, February). Cases Studies as Courageous Conversations about Equity in the Mathematics Methods Classroom. Annual Meeting of the American Educational Research Association. Chicago, IL. (Accepted for presentation) (2015) Goffney, I.M. and Chauvot, J. Identifying and Measuring Equitable Mathematics Teaching Practices. Presentation for the Annual Meeting of the Association of Mathematics Teacher Educators, Orlando, FL. (January, 2015). (Accepted for presentation) (2014, August) Goffney, I.M., and Gonzalez, M. (2014). Identifying Equitable Teaching Practices in Mathematics. At the CADRE Dissemination Conference for Discovery Research K-12 Principal Investigators. Washington, DC: August, (Accepted and Presented) Goffney, I.M., Chauvot, J., and Gonzalez, M. (2014). Identifying Equitable Teaching Practices in Math. In Proceedings of the 38 th Annual Meeting of the International Group for the Psychology of Mathematics Education. Vancouver, BC: University of British Columbia (July 15-20, 2014). (Accepted and Presented; paper published in conference proceeding) (2014, April) Goffney, I.M. (2014) Developing a Theory of Mathematical Knowledge for Equitable Teaching. Proposed Presentation for the National Council of Teachers of Mathematics 2014 Research Conference, New Orleans, LA. (Accepted and Presented) (2014, February) Goffney, I.M. (2014) Developing Mathematical Knowledge for Equitable Teaching. Proposed Presentation for the Annual Meeting of the Association of Mathematics Teacher Educators, Irvine, CA. (Accepted and Presented) (2014, February) Spencer, J., Goffney, I., Felton-Koestler, M., Bieda, K., White, D. Y., Aguirre, A., Crespo, S., Civil, M., Moschkovich, J, & Breyfogle, M. L. (2014, February). Cases for Teacher Educators: Facilitating Conversations with Prospective Teachers about Inequities in Mathematics Classrooms. Annual Meeting of the Association of Mathematics Teacher Educators. Irvine, CA. (Accepted and Presented) (2014, February) Developing Mathematical Knowledge for Equitable Teaching. Presentation at the Association for Mathematics Teacher Educators Annual Conference, Irvine, CA. (Accepted and Presented) (2013, November) Mathematical Knowledge For Teaching And Equity: Designing New Opportunities For Developing Equitable Mathematics Teaching Practices. Paper accepted for presentation at the 35 th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 2013): Chicago, IL. (Accepted and Presented) (2013, April) Developing Equitable Mathematics Teaching Practices in Middle School Classrooms. Presentation at the Annual National Council of Teachers of Mathematics Research Pre-session Conference, Denver, CO. (Accepted and Presented) (2013, March) Teaching at a Primarily Minority Institution. Invited presentation for the CIRTL (Center for the Integration of Research, Teaching and Learning) Online Coffee Hour, Houston, TX. (Presented) (2012, April) Mathematical Knowledge For Teaching And Equity: Designing New Opportunities For Developing Equitable Mathematics Teaching Practices. Presentation at the Annual National Council of Teachers of Mathematics Research Presession Conference, Philadelphia, PA. (Accepted and Presented) Dr. Imani Masters Goffney Curriculum Vita 5

6 (2012, April) Designing Coursework for Infusing Deliberate Attention to Issues of Equity in a Mathematics Education Program. Presentation at the Annual Meeting of the American Educational Research Association (AERA), Vancouver, British Columbia, Canada. (Accepted and Presented) (2012, March) How are concerns for equity affected by the Common Core State Standards, in particular, its focus on mathematical practices? How do these influence attention to issues of language and diversity? Invited presentation at the Mathematical Sciences Research Institute conference entitled, Critical Issues in Mathematics Education 2012: Teacher education in view of the Common Core, Berkeley, CA (Invited discussant on Equity and Math panel). (2012, March) The Complexities of Teaching about Issues of Equity, Diversity, and Social Justice, and Multicultural Education in an Online Course. Presentation at the Society for Information Technology & Teacher Education International Conference, Austin, Tx. (Accepted and Presented) (2012, March) Considering Hybrid Mathematics Content and Methods Courses for Pre-service Teachers Introduction. Presentation at the Society for Information Technology & Teacher Education International Conference, Austin, Tx. (Accepted and Presented) (2011, April) Identifying and Defining Equitable Mathematics Instruction. Presentation at the Annual National Council of Teachers of Mathematics Research Presession Conference, Indianapolis, IN. (Accepted and Presented) (2011, April) Identifying and Measuring Equitable Mathematics Instruction. Presentation at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, LA. (Accepted and Presented) (2010, November). Defining and Measuring Equitable Mathematics Instruction. Presented at the CREATE 2010 Research Conference on Teacher Education, Houston, TX. (Accepted and Presented) (2010, April) Ball, Deborah L., Goffney, I.M., Thames, M., Bass, H., Sleep, L. & Forzani, F. Equitable mathematics instruction: What do teachers need to do - and therefore know and care about? Presented at the Annual Meeting of the American Educational Research Association (AERA), Denver, CO. May 3, (Accepted and Presented) (2008, April). (w/ D. Ball, C. Malloy, and D. White). Equitable Instruction in mathematics: Learning to develop practitioners- Enabling mathematics achievement by all students: The work of teaching. Panel presentation and discussion at the National Council of Teachers of Mathematics Research Presession, Salt Lake City, UT, April 9, (Accepted and Presented) (2007, August). (w/ Y. Cole, D.L. Ball, H. Bass, M. Thames). Mathematical Knowledge for Teaching: What is it? Why is it important? And how it is taught and learned? Invited Address at the Transition Math Project Summer Institute, Leavenworth, WA, August 21, (Accepted and Presented) (2007, April). (w/ M. Blunk, H. Hill, L. Sleep, and D. Zopf) Examining the Quality of Mathematics Instruction. Presentation made at the annual meeting of the American Educational Research Association, Chicago, IL, April 11, (Accepted and Presented) (2006, April). (w/ D. L. Ball, H. Bass, and L. Sleep). Exploring the use of mathematical language in teaching: What do teachers need to know? Presentation made at the annual meeting of the National Council of Teachers of Mathematics, St. Louis, MO, April 25, (Accepted and Presented) Dr. Imani Masters Goffney Curriculum Vita 6

7 (2006, April). (w/ D. L. Ball, and H. Bass). The role of mathematical language in learning and succeeding in mathematics. Presentation made at the annual meeting at the Association of State Supervisors of Mathematics, St. Louis, MO, April 23, (Accepted and Presented) (2005, February). (w/ D. L. Ball, H. Bass, L. Sleep, and M. Thames). Using mathematical knowledge for teaching: Putting equity into the equation. Invited lecture, California State University at Northridge, Northridge, CA, February 13, (Accepted and Presented) TEACHING AND INSTRUCTIONAL ACTIVITIES current The University of Houston Houston, Texas ELED 4314: Mathematics in the Elementary School I* Fall, 2014; N = 57 (two sections) *Newly designed intervention elementary mathematics methods course designed around principles of equitable and ambitious teaching. This course is a part of a larger research project that I direct with funding from NSF (National Science Foundation Award# ). CUIN 4351: CUIN 7334: CUIN 7340: Developing Proportional Reasoning (Fall, 2010, Spring 2011, Fall, 2011, Fall, 2012, & Fall, 2013; N= 102) Revised course in Fall 2010, Spring 2011 and Fall 2013 Developing Proportional Reasoning (Fall, 2010, Spring 2011, Fall, 2011, Fall, 2012 & Fall, 2013; N= 23) Revised course in Fall 2011, Spring 2011, and Fall 2013 Issues in Mathematics Education (Spring, 2011, Fall, 2011, & Fall 2012; N= 61) Created new course in Spring 2011 Revised in Fall 2011 Revised in Fall 2012 CUIN 4344: Teaching Mathematics in Grades 4-8 (Summer, 2011 & Spring, 2012; N= 36) Created new course Summer 2011 Revised Spring 2012 CUIN 6344: Teaching Mathematics in Grades 4-8 (Summer, 2011 & Spring, 2012; N= 11) Created new course Summer 2011 Revised Spring 2012 CUST 6311: Education in a Multicultural Society (Fall, 2011/ Spring 2012; Spring, 2013; Spring, 2014: N= 74) Created new course Fall 2011/ Spring 2012 Revised course Spring 2013 Revised course Spring 2014 CUIN 7397: Trends and Issues in CUIN, Professional Seminar 2 Education in a Multicultural Society (Mini-course) (to be taught or advised in Spring 2013) Dr. Imani Masters Goffney Curriculum Vita 7

8 Created new course Summer 2012/ Fall 2012 Dr. Imani Masters Goffney Curriculum Vita 8

9 OTHER PROFESSIONAL EXPERIENCE The University of Michigan Ann Arbor, Michigan Research Associate: Programs for Educational Opportunity - Assist with designing and evaluating programs that provide technical assistance that promote race and gender equity in public school districts and universities within the Mid-West region - Conduct leadership workshops to disseminate models and strategies for creating culturally sensitive learning and work environments The University of Michigan Ann Arbor, Michigan Research Associate: Learning Mathematics for Teaching Project - Evaluate Mathematics Professional Development Programs in California - Assist in the designing and evaluation of measures for evaluating teachers knowledge of mathematics used in teaching - Collaborate with NSF partnership programs in measuring teachers content knowledge - Conduct qualitative and quantitative research to investigate the mathematical knowledge entailed in teaching (theories of Mathematical Knowledge for Teaching) - Conduct qualitative and quantitative research to investigate ways in which teachers use their knowledge of teaching to mediate issues of equity in elementary mathematics classrooms The University of Michigan Ann Arbor, Michigan Research Associate: Center for Proficiency in Teaching Mathematics - Assisted in the planning and implementation of the 2004 CPTM Summer Institute: Developing Teachers Mathematical Knowledge for Teaching Two week Institute designed for mathematicians and mathematics educators (and other district and state curriculum specialists) who work with K-8 teachers to develop practical resources and skills for improving mathematics instruction. - Authored and Co-authored papers and presentations about participant s conceptions of issues of equity in developing teachers mathematical knowledge. - Responsible for designing and teaching an equity course for graduate students entitled, Social and Cultural Issues in Mathematics Education (Winter 2005) Lincoln Consolidated School District Mathematics Consultant o Assist high school mathematics department (all math teachers) with de-tracking their high school mathematics program (courses and sequence) o Design and implement professional development workshops for teachers each school throughout the district to improve their mathematics instruction (elementary, middle, and high school {math department}) o Assist teachers with implementing new curriculum (Think Math!) while also work to meet state and national grade level content expectations. o Assist faculty with interpreting data to set instructional improvement goals o Work closely with principals to establish and monitor progress toward instructional leadership goals o Work closely with principals and teachers to establish Professional Learning Communities o Help teachers and principals understand different state assessment (MEAP) reports, aid in helping faculty and staff interpret data from the state assessment (MEAP) results and to make strategic decisions for improving instruction o Help schools develop school improvement plans, including writing school improvement goals Dr. Imani Masters Goffney Curriculum Vita 9

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11 Oakland Intermediate School District Mathematics Consultant Mathematics Education Research Center - Common Assessment Planning and Design o Write items (questions) and design assessments (tests) aligned with state and national standards for use as intermediate assessment opportunities in schools, especially those failing to meet AYP o Provide protocols for teachers to use these assessments for learning in their classrooms o Develop ongoing professional development to support teachers and districts as they implement the quarterly assessments - Mathematics Coach o Design and implement monthly professional development workshops for teachers in targeted schools to improve their mathematics instruction. o Assist teachers with implementing new curriculum (Everyday Mathematics) while also work to meet state grade level content expectations. o Assist faculty with interpreting data to set instructional improvement goals o Work closely with principals to establish and monitor progress toward instructional leadership goals o Work closely with principals, teachers, and members of the School Improvement team to ensure compliance and raise scores for state and national accreditation, including drafting reports and obtaining updated information necessary for accurate reporting. 2002, 2003 The University of Michigan Ann Arbor, Michigan University Elementary Field Instructor: course EDU Supervised student teachers and evaluated their eligibility for teacher certification - Facilitated and instructed the accompanying course Richardson Independent School District Dallas, Texas Classroom Teacher-- Hamilton Park Pacesetter Elementary School (3 rd Grade) - Certified in Gifted Teaching - Professional Development experiences: Marilyn Burns, Marcy Cook, TRIBES, Brain Compatible teaching, TAAS preparation and administration Dr. Imani Masters Goffney Curriculum Vita 11

12 SERVICE: 2015 Section Editor: Mathematics Methods Upcoming Book: Cases for Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms. Raleigh, NC: AMTE 2014 Invited Reviewer: National Science Foundation (NSF) Panel, Research on Education and Learning (REAL) 2014 Foundations of Excellence Committee, University of Houston Appointed by Provost Richard Walker 2014 Faculty Senate: Housing Committee, University of Houston Appointed by Provost Richard Walker 2013 Reviewer: North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 2013) 2012 Invited reviewer, National Science Foundation panel: Discovery Research K-12 CAREER panel current Board Member, Association of Mathematics Teacher Educators (AMTE) Equity Task Force 2012 Assessment Consultant, Houston Independent School District Leadership Planning Committee, National Council of Teachers of Mathematics (Annual Meeting 2014) 2012 Invited Speaker at the Mathematical Sciences Research Institute (MSRI) (Berkeley, California): Teacher Education in View of the Common Core Title of presentation: How are concerns for equity affected by the Common Core, in particular, its focus on mathematical practices? How do these influence attention to issues of language and diversity? Member: College of Education Scholarship Committee Secretary: CUIN Graduate and Professional Studies Committee (Elected) Secretary: College of Education Graduate and Professional Studies Committee (Elected); 2012 University of Houston, Martin Luther King Table Captain Volunteer 2012 University of Houston Mars Rover Model Celebration Volunteer Member: College of Education Research Committee (Elected) 2011 Secretary: CUIN Graduate and Professional Studies Committee: Summer Advisory Sub-Committee (Appointed); (Summer 2011) current Austin High School and UH College of Education Partnership (Member of steering committee) Secretary: College of Education Research Committee (Elected) current University of Houston, College of Education: Commencement Ceremonies Participant Faculty Search Committee, Educational Leadership position ( academic year) *Special Service: Faculty-in-Residence: Moody Towers North ( ) o Selected for the prestigious Cougar Trading Cards for Dr. Imani Masters Goffney Curriculum Vita 12

13 PROFESSIONAL AND ACADEMIC MEMBERSHIPS current Reviewer, North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 2013) current Association of Mathematics Teacher Educators (AMTE), Equity Task Force Member current Invited Panelist, Mathematics Sciences Research Institute Spring Conference (Berkeley, California) current Reviewer, Journal of Urban Mathematics Education current Reviewer, National Council of Teachers of Mathematics 2006 Mathematical Sciences Research Institute (conference planning committee) Social Justice and Educational Equity: Steering Committee member Chairs: Dr. Stephen Raudenbush and Dr. Percy Bates current National Council of Teachers of Mathematics, member current American Educational Research Association, member Graduate Student Advising Organization, Students of Rackham of Color Member, Institute for Recruitment of Teachers, Phillips Academy at Andover 2000 Kappa Delta Epsilon, Member Americorps National Scholar RESEARCH PARTNERSHIPS AND WORKING GROUP INVITATIONS: Research Partnership: Institute for Social Research at the University of Michigan Measures of Effective Teaching Project: (see: Understanding Teaching Quality Study (funded by The Gates Foundation, Educational Testing Service, and RAND) Research Partnership: Educational Testing Service and University of Michigan School of Education Teacher Knowledge Assessment System (measures of teacher knowledge) Smarter Together/ Complex Instruction Working Group Hosted at the University of Georgia, in collaboration with the University of Arizona and Michigan State University The 3 day conference focused on preparing prospective elementary teachers to teach mathematics. Specifically, the goal was to learn about using Complex Instruction, an equityoriented group work pedagogy, to support prospective teachers in engaging their marginalized students in mathematical tasks. Teach Math Dissemination Conference/ Working Group Jointly hosted by the Michigan State University and the University of Arizona in collaboration with the University of Washington. The purpose of this meeting is to compare results of trying aspects of the research team s curriculum designed for use in elementary mathematics methods courses to help preservice teachers learning to connect to children s mathematical thinking and children s home and community-based funds of knowledge in mathematics instruction. Dr. Imani Masters Goffney Curriculum Vita 13