High School Assistant

CRISTINA G MEZ

E DUCATION

University of Wisconsin-Madison Madison, WI 1995-2000

PhD in Curriculum and Instruction. Major in Mathematics education.

Minor in Educational Administration focused on higher education.

Dissertation Learning in practice: engagement, alignment, and

imagination in a secondary mathematics teacher community . The study

focuses on the struggles of a group of teachers and researchers during a

two-year period trying to form a community focused on student

understanding of algebraic concepts. The study was developed in an

urban setting with bilingual high school teachers.

Universidad de los Andes Bogot, Colombia 1982-1986

Graduate courses in mathematics.

Universidad Pedag gica Nacional Bogot, Colombia 1978-1982

Bachelor of Science in Mathematics.

O THER COURSES

University of Wisconsin-Madison Madison, WI 1999

Certification on Cognitively Guided Instruction by the National Institute

for Professional Developers.

University of Los Andes Colombia 1995

Certification on Strategic planning in information technologies by the

Department of computer sciences.

E XPERIENCE

Ithaca College Ithaca, NY 2007-Present

Assitant Professor

Taught math courses at college level, taught methods courses, supervised

student teachers in the childhood and secondary teacher education

programs, taught teacher education courses. Administrative work in the

teacher education program. LiveText coordinator.

Ithaca College Ithaca, NY 2006-2007

Lecturer

Taught math courses at college level.

NSF Washington, DC Summer 2006

Panel Reviewer

Reviewed proposals submitted to the CCLI program, Phase 1, and

served in the panel July 5-6.

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SUNY-Cortland Cortland, NY 2005-2006

Visiting Assistant Professor

Taught methods courses in mathematics education for elementary at the

College of Education.

Taught graduate courses in education.

Taught math courses for preservice teachers at the Math Department.

NSF Washington, DC Summer 2005

Panel Reviewer

Reviewed proposals submitted to the CCLI program, Phase 1, and

served in the panel July 25-26.

The University of Alabama Tuscaloosa, AL 2002-2005

Assistant Professor

Taught methods courses in mathematics education for elementa ry and

secondary teachers at the College of Education.

Taught mathematics courses for elementary preservice and inservice

teachers at the Mathematics Department.

Supervised student teachers in the secondary math program and in the

elementary teacher education program.

Taught graduate courses in mathematics education.

Worked with faculty from the Math Department designing a new

sequence of 3 courses for elementary teachers, writing curriculum

materials, training faculty for teaching the course.

Worked as NCOLR research faculty associate, developing online course

materials and conducting research on online learning.

Organized the Math Carnival at Northington Elementary School and

Oakdale Elementary School.Organized the Family Math Fair at

Northington Elementary School.

Treasurer of the Alabama Council of Teachers of Mathematics.

President of the West Alabama Council of Teachers of Mathematics.

Associate member of the Graduate Faculty.

West Virginia University Morgantown, WV 2000-2001

Assistant Professor

Prepared the NCATE report for the mathematics programs in

elementary and secondary education.

Taught graduate courses in mathematics education.

Taught mathematics methods courses for elementary and for secondary

teachers at the Educational Theory and Practice Department.

School liaison for East Fairmont High School as part of the Benedum

Collaborative.

Higher Education Advisor for the WV State Department of Education

Project MERIT (Mathematics Education Reform Initiative for

Teachers).

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Faculty advisor for the Student Education Association.

University of Wisconsin-Madison Madison, WI 1999-2000

Teaching Assistant

Taught mathematics methods course for elementary teachers at the

Curriculum and Instruction department.

Participated in the PK-16 initiative in professional development in

instructional technology for teachers.

University of Wisconsin-Madison Madison, WI 1998-1999

Project Assistant

Participated as researcher in the secondary design collaborative for the

National Center for Improving Student Learning and Achievement in

Mathematics and Science. This center is part of the Wisconsin Center for

Educational Research.

University of Wisconsin-Madison Madison, WI 1997

Teaching Assistant

Taught algebra courses at the Mathematics department.

Participated as instructor in the College Access Program, offered by the

School of Education to disadvantaged students to prepare them for

college.

University of Los Andes Bogot, Colombia 1989-1995

Researcher

Participated as researcher in different projects related with mathematics

education. Within a project in curricular design for a graphic calculator-

aided pre-calculus course, my research was focused on the influence of

the use of graphic calculators on teachers' beliefs.

Participated in the design and implementation process of professional

development courses for mathematics teachers. Wrote materials for

those courses.

Participated in the organization of the First National Symposium in

Mathematics Education in Colombia. The event took place at the

Universidad de los Andes, with Professor Jeremy Kilpatrick, from

Georgia University, and Professor Luis Rico, from the Universidad de

Granada, as principal lecturers.

Collaborated as editor in the journal for mathematics teachers called

"Revista EMA".

Performed administrative duties related with the management of the

center of research on mathematics education called "una empresa

docente".

Conducted different projects in multimedia related with information

systems for corporations.

University of Los Andes Bogot, Colombia 1984-1995

Lecturer

Taught different math courses at college level. Those course included:

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Differential calculus, Integral calculus, Linear algebra, Algebra and

trigonometry, Geometry for architecture, Basic mathematics, Structural

mathematics, Basic statistics, Pre-calculus, and Analytic geometry.

Participated in the design-process of different courses such as Algebra

and trigonometry, Geometry for architecture, Basic mathematics, and

Pre-calculus. Wrote materials for those courses.

Instituto Pedag gico Nacional Bogot, Colombia 1983-1984

High School Math Teacher

Taught mathematics courses in high school including algebra,

trigonometry, calculus.

Participated as cooperating teacher for student teachers.

I NTERESTS

Principal area of interest: mathematics teachers pedagogical content

knowledge and teacher learning of mathematical concepts needed for

teaching mathematics for understanding.

Online learning environments based on sociocultural and constructive

views of learning.

Content areas of interest:: worked specially with concepts of elementary

school mathematics and algebraic reasoning in middle school.

Other interest: equity issues in mathematics education, access to quality

mathematics.

C ONFERENCE P RESENTATIONS

Cornell Educators Day Ithaca 2009

Fractions in Everyday Mathematics

TMU Mathematics Institute Albany 2007

Calculators in the classroom

AMS MAA Joint meeting San Antonio 2006

Content courses for preservice teachers.

Engaging math faculty in teacher preparation.

Psychology of Mathematics Education-NA Roanoke 2005

Engaging math faculty in teacher preparation.

NCTM Southern Regional Conference Birmingham 2005

Data analysis in early grades

PDS National conference Orlando 2005

Authentic teaching in teacher education courses: what is that?.

Alabama Association of College Teachers of Mathematics Dothan 2005

Preparing prospective elementary school teachers in mathematics.

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AMS MAA Joint meeting Atlanta 2005

The problems of posing problems with fractions.

Teaching visualization skills in a geometry course for elementary school

teachers.

Data analysis and statistics for practicing teachers: understanding

student s statistical ideas.

Alabama Council of Teachers of Mathematics Montgomery 2004

Data analysis in early grades.

National Council of Teachers of Mathematics Philadelphia 2004

Worthwhile task for teacher candidates.

The Holmes Partnership Eighth Annual Conference San Diego 2004

Students, parents, one and all.

Alabama Council of Teachers of Mathematics Montgomery 2003

Alternative assessments: interviewing students.

Alambama Council of Teachers of Mathematics Montgomery 2002

Developing proportional reasoning in elementary school.

Psychology of Mathematics Education-NA Athens, GA 2002

The struggles of a community of mathematics teachers: developing a

community of practice.

Psychology of Mathematics Education Norwich 2002

The struggles of a community of mathematics teachers: developing a

community of practice.

III Institute for Project MERIT Canaan Valley2001

Making sense: teaching mathematics for understanding.

II Institute for Project MERIT Charleston 2001

Assessment in middle school mathematics.

Higher Education Symposium Charleston 2001

Mathematics teachers professional development: an experience with case

studies.

America Educational Research Association Seattle 2001

An eco-systems approach to professional development and systemic

reform. Symposium presented with Walter Secada, Jonathan Brendefur,

and Jeanie Behrend.

International Congress on Mathematical Education Japan 2000

The struggles of a community of mathematics teachers: developing a

community of practice in an urban bilingual high school.

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American Educational Research Association U.S. 2000

Examining relationships between students solution strategies, algebraic

reasoning, and achievement.

American Educational Research Association Canada 1999

Organizational resources in support of teaching for understanding in

mathematics and science: the context of mathematics reform in a

bilingual high school.

Student understanding and teaching strategies of mathematics: Analysis

of student construction of ratio understanding in a classroom setting.

The interrelationships among mathematics teachers knowledge/beliefs,

classroom environment, and student experience that promote student

understanding in algebra: Students understanding of algebraic rate of

change across representations.

Psychology of Mathematics Education Spain 1996

Precalculus and graphic calculators: the influence on teacher s beliefs.

II International Symposium in Mathematics Education Colombia 1994

More about infinity.

Iberoamerican Congress on Math Education Brazil 1994

Precalculus and graphic calculators: the influence on teacher s beliefs.

Didactigramas matematicos

Experiences in teacher professional development.

Iberoamerican Congress in Educational Technology Portugal 1994

Didactigramas Matem ticos.

I Foro de Inform tica Educativa RIBIE-Col Colombia 1994

Didactigramas Matem ticos.

Ciclo de conferencias del Club EMA Colombia 1993

Problem solving and learning mathematics.

International Congress on Mathematics Education Canada 1992

Modeling a real situation: MARS in geometry.

P UBLICATIONS

Gomez, C., & Quigley, K., (2006). Becoming highly qualified. Teaching

Children Mathematics, 13(4), 232-235.

Gomez, C., Laurie, C., & Hsia, W. (2006). Content courses for preservice

teachers. Abstracts of papers presented to the American Mathematical Society,

USA, 27, 252.

Laurie, C., Gomez, C., & Hsia, W. (2006). Engaging math faculty in

teacher preparation Abstracts of papers presented to the American Mathematical

Society, USA, 27, 312.

Gomez, C., Laurie, C., & Hsia, W. (2005). The problems of posing

problems with fractions Abstracts of papers presented to the American

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Mathematical Society, USA, 26, 237.

Laurie, C., Gomez, C., & Hsia, W. (2005). Teaching visualization skills in

a geometry course for pre-service elementary school teachers. Abstracts of

papers presented to the American Mathematical Society, USA, 26, 262.

Hsia, W., Gomez, C., & Laurie, C. (2005). Data analysis and statistics for

practicing teachers: understanding student s statistical ideas. Abstracts of

paper presented to the American Mathematical Society, USA, 26, 292.

Gomez, C. (2002). The struggles of a community of mathematics

teachers: developing a community of practice. Proceedings of the 24th annual

meeting of the North American Chapter of the PME, Vol. 3, (pp. 1616-1619).

Athens, GA.

Gomez, C. (2002). The struggles of a community of mathematics

teachers: developing a community of practice. In Proceeding of the 26th

International Conference for the Psychology of Mathematics Education, Vol. 3 (pp.

9-16). Norwich: University of East Anglia.

Gomez, C., Rousseau, C., Steinthorsdottir, O., Valentine, C., Wagner, L.,

Wiles, P. (2002). Multiplicative Reasoning: developing student s shared

meanings. In B. Litwiller (Ed.) NCTM Yearbook: Making Sense of Fractions,

Ratios and Proportions (pp.213-223). Reston, VA: NCTM.

G mez, C. & Steinth rsd ttir, O. (2001). Enacted curriculum and

mathematics: students opportunity to learn. In S. Cueto &W. Secada

(Eds.). Mathematics Learning and Achievement in Quechua, Aymara and Spanish

Boys and Girls in Bilingual and Spanish Schools in Puno, Peru. (pp. 53-78).

Report for the World Bank.

Gomez, C. (2000). Learning in practice: engagement, alignment, and imagination

in a secondary mathematics teacher community. Unpublished doctoral

dissertation. University of Wisconsin-Madison.

Gomez, C. (2000, April). Examining relationships between students solution

strategies, algebraic reasoning, and achievement. Paper presented at the AERA,

New Orleans, LA. ERIC ED443716.

Gomez, C., Steinth rsd ttir, O., Uselman, L. (1999, April). Student s

understanding of rate of change: use of different representations. Paper presented at

the AERA, Montreal, Canada. ERIC ED430807.

Gomez, C. (1998). Rational numbers and proportional reasoning: a

curricular program based on the NCTM standards. Revista EMA: Research

and innovation in mathematics education, 3(2), 112-132.

Gomez, P., Mesa, V., Gomez. C., Carulla, C., Valero, P. (1996).

Problematic situation in precalculus: the study of functions using explorations with

graphing calculators. Grupo Editorial Iberoam rica, M xico.

Gomez, P. & Gomez, C. (1994). Didactigramas Matem ticos. Revista de

Inform tica Educativa, 7(1), 93-116.

Gomez, P. & Gomez, C. (1992). Formal systems, informally. una empresa

docente, Bogot, Colombia.

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F UNDED G RANTS

Preparing Prospective elementary school teachers in mathematics:

Dissemination to community colleges. (2005). Grant submitted to

Mathematical Association of America program, Preparing

Mathematicians to Educate Teachers ($4,000).

Data Analysis and Statistics for Practicing Teachers: understanding

student s statistical ideas. (2004). Grant submitted to the Alabama State

Department of Education ($54,768).

Preparing Prospective elementary school teachers in mathematics.

(2004). Grant submitted to Mathematical Association of America

program, Preparing Mathematicians to Educate Teachers ($4,000)

Teacher learning about children s thinking of mathematics (2003). Grant

submitted to the College of Education Research Grant ($2,000.00).

O THER ACTIVITIES

Reviewer of proposals for the Course, Curriculum, and Laboratory

Improvement (CCLI) NSF program, July 2005 and July 2006.

Designer and instructor for the professional development courses for the

Teaching Middle Grades Mathematics for Understanding (TMU)

program from the City School District of Albany, the Schenectady City

School District and the State University of New York at Albany. This

program is supported by a Mathematics-Science Partnership Grant from

the New York Sate Department of Education, 2005-2007.

M EMBERSHIP

American Mathematical Society

International Group for the Psychology of Mathematics Education

North American Chapter of the PME

American Educational Research Association

National Council of Teachers of Mathematics

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