Senior Mathematics Educator
PROFESSIONAL DEVELOPMENT TEAM
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Susan B. Empson (PI) is the Richard Miller Endowed Chair in Mathematics Education and co-director of the Institute for Reimagining and Researching STEM Education at the University of Missouri. She has been involved as a researcher with CGI since 1989 and is a co-author of Children’s Mathematics: Cognitively Guided Instruction. Her research on the learning and teaching of fractions is the topic of her recent book, Extending Children’s Mathematics: Fractions and Decimals, co-authored with Linda Levi. Empson’s work has been supported by the National Science Foundation and the Spencer Foundation, and published in such journals as Cognition and Instruction, Journal for Research in Mathematics Education, Teaching Children Mathematics, and Journal of Mathematics Teacher Education. She earned her PhD in Mathematics Education at the University of Wisconsin-Madison. Before going back to graduate school, she was a high school mathematics teacher in New York City and in the Peace Corps, in Morocco.
Vicki Jacobs (Co-PI) is the Yopp Distinguished Professor of Mathematics Education at the University of North Carolina at Greensboro. Her research and professional development interests focus on children’s mathematical thinking and how to support teachers in using children’s thinking during instructional decision making. Recent publications highlight teachers’ professional noticing of children’s mathematical thinking and include a co-edited book, Mathematics Teacher Noticing: Seeing Through Teachers’ Eyes, which compiles noticing work in mathematics education. In her most recent NSF-funded project, Studying Teachers’ Evolving Perspectives, she collaborated with Randy Philipp to investigate how K–3 teachers can evolve during sustained professional development focused on children’s thinking. Jacobs earned her PhD from the University of Wisconsin–Madison, has been involved with Cognitively Guided Instruction (CGI) for more than two decades, and particularly values the opportunities she has had to engage in long-term collaborative relationships with teachers and school districts.
Jennifer Knudsen is a Senior Mathematics Educator at SRI International. Over the last 25 years, she has led work in the design of curriculum and professional development for a number of projects, often including digital technology, many of which were funded by the National Science Foundation. She directs Bridging Professional Development, in which middle school mathematics teachers learn to support their students’ participation in argumentation. In addition to writing curriculum, she has coauthored works in the Journal of the Learning Sciences, The Yearbook of the National Society for the Study of Education, and Play and Culture Studies. Her most recent article is Advice for Argumentation in Mathematics Teaching in The Middle School. She was a high school mathematics teacher in New York City Public Schools and at government school in Kenya.
Linda Levi is the Director of Cognitively Guided Instruction (CGI) Math Teacher Learning Center (https://www.cgimath-tlc.org/). She supports a group of Professional Development Leaders who offer CGI professional development for K–6 teachers and teacher leaders nationwide. Each of the CGI PD sessions is designed so that teachers meet the specific needs of their own students and make connections between research on children’s thinking and their own State Math Standards. Linda has been a member of the CGI research and development team since 1989. She is a co-author of Children’s Mathematics: Cognitively Guided Instruction, Thinking Mathematically: Integrating Arithmetic and Algebra in Elementary School, and Extending Children’s Mathematics: Fractions and Decimals.