Math for All Participant Book (3–5) (ePub)

the early 90’s. She was Chair of Computer Programs in the Graduate School. Previously, she worked for many years as a public school teacher in grades 4 through 6, and went on to become a middle school math teacher and math coordinator. Dr. Dubitsky holds an Ed.D. in Mathematics, Statistics, and Computing Education from Teachers College, Columbia University.

Dr. Marvin Cohen is a Senior Faculty member (Niemeyer Chair, 2005) at Bank Street College of Education and a member of the Mathematics Leadership Program (MLP) faculty. He teaches both mathematics pedagogy and content classes and advises in the MLP. Dr Cohen, with his colleagues, helped to develop the ten video case studies that are the foundation of this Math for All curriculum, aimed at increasing access to meaningful mathematics for all children K-5. Dr Cohen was “Scholar in Residence” at the Ben Franklin International School in Barcelona Spain in the spring of 2010.

Dr. Cohen has also been Director of Instructional Technology at Bank Street and has been director of a variety of technology-based projects that focus on building a technology-using environment at Bank Street. He has coordinated collaborations with Vanderbilt University and the University of Virginia. He was a co-designer of the Mathematics Learning Forums (Annenberg, 1994), a distance education project and was a co-founder of Bank Street's Center for Minority Achievement (a middle school reform project) and the Mathematics Leadership Program.

Dr. Karen Marschke-Tobier (1942-2008), was the Director of the Early Childhood Special Education Program and a faculty member of the Graduate School at Bank Street College of Education. In addition to her appointment at Bank Street, Dr. Marschke-Tobier worked as a child therapist in private practice and served as a psychology consultant at the Corlears School for 20 years. She received her training in child psychoanalysis at the Hampstead Child Therapy Clinic in London run by Anna Freud. Dr. Marschke-Tobier also had experience as an early childhood teacher, Head Start consultant, and school social worker. Her special interests included the influence of emotions and the role of play in development and learning as well as school and family connections. Throughout her career she remained deeply committed as an advocate for children, the environment, and public education as a means of fostering change.

Dr. Harold R. Melnick is a faculty member of the Leadership in the Math Education program at Bank Street College of Education in NYC. He teaches courses in Math Education for new and tenured teachers and for math coaches. Dr. Melnick began his career as an elementary school teacher in the New York City public schools where he studied in and taught Madison Project courses for NYC teachers across the city. Today he enjoys working as a mathematics professional developer in public and private schools both in the U.S. and internationally. His focus is on developing professional learning communities in schools, enlarging teacher’s pedagogical content knowledge as they teach mathematics and on helping teachers reflect on their own beliefs about mathematics teaching and its affect on student learning. Currently he is engaged in consulting for the NYC Dept. of Education’s Early Childhood Assessment in Math Professional Development effort. Dr. Melnick holds a Ph.D. in Mathematics Education from the Union Institute and a Masters Degree from Bank Street College.

Linda Metnetsky is a faculty member of Bank Street Graduate School of Education and advisor with the Leadership in Mathematics Program. At present Linda teaches Math for Teachers, Diagnosis in Mathematics, and Integrated II. She worked extensively in New York City public schools as a math coach and in other professional development capacities at the local and district level. She continues to work with a small public school supporting teachers in their professional development in mathematics. In addition to her involvement in the “Math For All” NSF Research Grant, she works with New York City math coaches to train teachers in ECAM, an early childhood assessment tool, and is working to create a portfolio system, a tool for formative assessment, for elementary schools.