In Fall 2014, I will be teaching Math 113 (Math for Elementary Teachers) and Math 411 (Introduction to Abstract Algebra).
Analysis and verification of concurrent and distributed computer systems; requirements engineering; applications of analysis and verification techniques to human-intensive systems such as medical processes and elections; verification methods for high-performance computing systems; software architecture; cohomology and representation theory of finite groups
My publications are listed by topic (more or less) and chronologically in the links below, along with links to electronic versions of some of them. These online copies are made available as a means to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are maintained by the authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each copyright holder. In most cases, these works may not be reposted without the explicit permission of the copyright holder.
The goal of the planning grant was to understand the particular problems of the western Massachusetts region, where the production of teachers licensed in mathematics is very low and where many move to the eastern part of the state. There is, however, a long history of interaction and cooperation among the colleges and universities in the region, and with local school districts. In March, we submitted a proposal for a 5-year MSP Targeted Partnership grant. The PIs on that proposal, in addition to me, are Neal Abraham, the Executive Director of Five Colleges, Incorporated; my colleague Farshid Hajir at UMass; Deborah Schifter, Principal Research Scientist at the Education Development Center, Inc.; and Christine Sweklow, Assistant Superintendent of the South Hadley Public Schools. Some of the other people who have important roles in this project are Harriet Pollatsek (Mount Holyoke), Susan Jo Russell (TERC), and Traci Higgins (TERC).
In Spring 2014, we ran two very successful vertically integrated (K-16) Professional Learning Communities focused on algebraic thinking and the Common Core practice standards. Each PLC was co-facilitated by a team consisting of one mathematics educator and one K-12 teacher. This fall, we are again organizing two PLCs, which will facilitated by teams of including higher education faculty and elementary and secondary teachers.