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STEM Education & Teacher Development - People

 
 Photo of Beste Gucler. Beste Güçler, Assistant Professor (PhD - Michigan State University).  Beste’s present work explores how mathematical discourse develops over history and in undergraduate calculus classes with a focus on the concept of limit. In particular, she investigates how the elements of instructors’ mathematical discourse compare and contrast with those of the students’. Her general research interests include conceptual and historical development of mathematical concepts; the teaching and learning of calculus at the undergraduate level; and the connections between mathematics education and social justice issues (e.g. ability tracking, characteristics of remedial mathematics courses, students’ occupational decision-making based on their success in mathematics)  [email]
Photo of Stephen Hegedus. Stephen Hegedus, Graduate Program Director - Math Ed Ph.D., Professor (PhD - University of Southampton, UK). Stephen's present work is in the development and study of dynamic software environments with associated curriculum focusing on classroom connectivity and haptic (force-feedback) technology. This work also involves the professional development of pre and in-service teachers and large-scale integration of innovative technologies into K-12 curriculum. He has directed a Mathematics and Science Partnership in Massachusetts improving teacher content knowledge and growth within an entire district of grade 4-8 teachers. His research interests also include semiotics specifically the co-evolution of symbolic thinking and digital technologies, and the role of metacognition in advanced mathematical thinking. Stephen is also the founding Director of the Kaput Center for Research and Innovation in Science, Technology, Engineering and Mathematics (STEM) Education, a University Center at the University of Massachusetts Dartmouth.  [email]
Photo of Chandra Orrill. Chandra Orrill, Chair and Associate Professor (PhD - Indiana University). Chandra is interested in teachers' mathematical knowledge and how to support teachers' mathematical learning. Most of her research focuses on middle school teacher's knowledge related to multiplicative reasoning. Chandra was recently awarded a CAREER grant by the National Science Foundation to develop a better understanding of the relationship between teachers' organizations of proportional reasoning understandings and the ways they teach proportions in their classrooms. She has also been PI and Co-PI on other NSF-funded efforts to better understand teachers' knowledge and its relationship to practice. Chandra has also led many professional development efforts for elementary and middle school teachers as well as for professional developers.  [email]
 Stephen Witzig Stephen Witzig, Assistant Professor (PhD - University of Missouri). Stephen studies the development of teachers' specialized knowledge for teaching science. Specifically, he is interested in the sources of teachers' content and pedagogical knowledge as well how experience shapes their knowledge. In addition, he conducts research on student learning. Stephen's research methods are qualitative in nature. [email]
Staff

 

Lindsey Cabral, STEM Education & Teacher Development Secretary (B.S. - UMass Dartmouth).   [email]                                                                                          
Lecturers
Amy Cabral, Lecturer. An Early Childhood Educator for 15 years, Amy has worked in both the private and public school systems. She has worked as a Special Education Service Liason for Early Intervention and area school districts, and as a teacher for most elementary grades. With her experiene in the field and interest in curriculum development, she is currently working to design Science curriculum for elementary grade levels based on National Science Standards.
Catie Marchessault,  Lecturer (M.A.T. - UMass Dartmouth).  Catie is a Secondary Math Teacher at Dartmouth High School and a UMASS Dartmouth alumnus.  She has participated in various research projects with the Kaput Center and continues to explore avenues of investigating and analyzing teaching practices and student interaction.  She is particularly interested in exploring how dynamic software environments change the way students understand, express, and think about mathematics.
Michael Ward, Lecturer (Masters - Providence College & Northeastern University). Mike has twenty eight years in public education. He has worked in urban, suburban, and rural school districts, as a Director of Instructional Services, a District Math Content Coordinator, Assistant Principal, and Director of Business.  As a classroom teacher for 20 years, he taught virtually every mathematics course available at the high school level through AP Calculus.
David Welty, Lecturer. David is currently a Fairhaven High School supervisor of curriculum, instruction, and assessment. In addition, he is the Science Education Specialist for the Oceans Academy through the Ocean Explorium at the New Bedford Seaport. He is currently working on instruction strategies for visualizing the abstract world of the molecular world and improving student observation skills of Nature through Nature Journaling.

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