Deepening Mathematical Understanding for Elementary Teachers - Faculty
Jackie Cooke, MS, has been an elementary teacher since 1981. Currently she works as a 2/3 blend teacher in Oregon's Gresham-Barlow School District. She serves as co-editor for The Oregon Mathematics Teacher (TOMT), the professional journal of the Oregon Council Teachers of Mathematics (OCTM) and the webmaster for that organization as well. In her spare time, she works as a math consultant and mathematics curriculum writer. She has won several teaching awards, including the 1998 PAESMT, and was Oregon's 2007 Teacher of the Year.
Swapna Mukhopadhyay, PhD, associate professor, Graduate School of Education, Portland State University, is a mathematics educator focusing on issues of critical mathematics education and cultural diversity. The thrust of her work is in realizing that mathematics is a socially constructed mental tool that is accessible to all. In her formulation, Ethnomathematics, as a discipline, provides an intellectual space for future research and designing curriculum, an act that is synonymous to activism. She is strongly influenced by Freire and other scholars who have aptly stated that the intellectual activity of those without power is always characterized as non-intellectual. She believes in alternative forms of knowledge and in validating the voices of people who are generally silent or deliberately not heard. For the last few years she has organized public lecture series on alternative forms of knowledge construction in mathematics at Portland State University. She is currently completing a book on culturally responsive mathematics with Brian Greer, Sharon Nelson Barber, and Arthur Powell. She, along with her colleagues, is also working on another book entitled Words and worlds: Modeling verbal descriptions of situations.
Nicole Miller Rigelman, Ed.D.,is an associate professor in the Department of Curriculum and Instruction. Shereceived her doctorate from Portland State University and currently teaches mathematics education courses for preservice and inservice teachers. Prior to receiving her doctorate, Dr. Rigelman taught middle school mathematics and later served as a K-12 mathematics curriculum specialist. She serves on several state mathematics advisory boards and was a member of the National Council of Teachers of Mathematics (NCTM) assessment task force, the Association of Mathematics Teacher Educators (AMTE) teaching resources task force and is co-leading the AMTE’s Elementary Mathematics Specialists' initiatives with her colleague Dr. Maggie McGatha from University of Louisville.
Dr. Rigelman was involved in a National Science Foundation funded, math science partnership grant where she served as facultyfor theCollegial Leadershipcourse and supported teachers in their implementation of high-level mathematical discourse in their classrooms. She is the principal investigator on the Connect2MATH-Connect2SCIENCE math science partnership grant focused on engaging teachers and students in inquiry-based math and science instruction and assessment practices as well as the integration and collegial examination of those subject areas. Her current research interests lie in mathematics teacher preparation and professional development, influence of curriculum materials on student and teacher learning, and standards implementation and assessment.
Roxanne Malter, MS, has taught middle and secondary school mathematics in the Portland area for over 35 years. In addition to teaching workshops for the Portland Public School District, she has been a mathematics assessment trainer for the Oregon Department of Education, and has been a workshop leader for The Math Learning Center. Roxanne currently serves on the Executive Board of the Oregon Council of Teachers of Mathematics (OCTM) and presents assessment workshops for the Professional Development Cadre of OCTM.