My responsibilities in mathematics education include
á Appointment as a Regents Professor
á Teacher of masterŐs and doctoral courses on curriculum and on research
á Supervisor of prospective secondary mathematics teachers
Before joining the faculty at Georgia in 1975, I taught at Teachers College, Columbia University. I hold an A.B. and M.A. from the University of California at Berkeley, an M.S. and a Ph.D. from Stanford University, and an honorary doctorate from the University of Gothenburg in Sweden. I was appointed Regents Professor at Georgia in 1993. I have taught courses in mathematics education at several European and Latin American universities and have received Fulbright awards for work in New Zealand, Spain, Colombia, and Sweden. I was a charter member of the U.S. Mathematical Sciences Education Board and served two terms as Vice President of the International Commission on Mathematical Instruction.
I co-edited the series Soviet Studies in the Psychology of Learning and Teaching Mathematics from 1969 to 1975 and was editor of the Journal for Research in Mathematics Education from 1982 to 1988. Among other editorial work, I edited the chapters on curriculum for the 1996 International Handbook of Mathematics Education and the chapters on research for the 2003 Second International Handbook of Mathematics Education. I also co-edited the 1998 publication Mathematics Education as a Research Domain, the 2003 publication A Research Companion to Principles and Standards for School Mathematics, and the 2003 publication A History of Mathematics Education. My articles include a chapter on the history of research in mathematics education in the 1992 Handbook of Research on Mathematics Teaching and Learning and a co-authored research report on an innovative precalculus course in the 1996 Volume 3 of Bold Ventures: Case Studies of U.S. Innovations in Mathematics Education. My research interests include mathematics curricula, research in mathematics education, and the history of both.
I chaired the National Research Council committee that produced the 2001 report Adding It Up and also served on the RAND Mathematics Study Panel, which produced Mathematical Proficiency for All Students in 2002. Both reports address the development of proficiency in teaching mathematics—a theme of the Center for Proficiency in Mathematics Teaching (CPTM), in which I serve as a principal investigator. CPTM is a collaborative research center funded by the National Science foundation. The research partner of the University of Georgia is the University of Michigan.