Steve Schneider, WestEd, Math Center PI, has extensive management experience as the Senior Program Director of the Science, Technology, Engineering and Mathematics (STEM) program at WestEd, PI of two current IES mathematics curriculum development grants and three IES efficacy studies, and PI of the Center for Assessment and Evaluation of Student Learning (CAESL). Dr. Schneider directed the 2009 NAEP Science Framework and Test Item Specifications project and the 2014 NAEP Technology and Engineering Literacy Framework and Test Item Specifications project for NAGB.
Jodi Davenport, WestEd, Math Center Director of Research, Associate Director of the STEM Program at WestEd. Dr. Davenport's research interests lie in applying research in cognitive science to the creation of educational materials. Davenport is currently PI on grants from IES and NSF to research and develop educational technologies that support science and mathematics learning and assessment. For the Math Center, Davenport manages teams of researchers, educators, and production staff to modify the existing curriculum and carry out efficacy studies.
Kenneth Koedinger, Carnegie Mellon University, Math Center Co-PI, cofounder and board member of Carnegie Learning, Inc. and the CMU director of the Pittsburgh Science of Learning Center (PSLC). The PSLC is a $25 million National Science Foundation center running and analyzing realistic and rigorous experiments on human and machine learning. Dr. Koedinger's research has contributed new principles and techniques for the design of educational software and has produced basic cognitive science research results on the nature of mathematical thinking and learning. He is the author of 67 peer-reviewed publications, 6 book chapters, and 42 other papers, and has served as PI on 16 major grants.
Julie Booth, Temple University, Math Center Co-PI, Assistant Professor of Educational Psychology at Temple University. Dr. Booth's research interests lie in examining the process of change in children's thinking, especially in mathematics, and using that information to develop educational interventions to facilitate learning. She has previously conducted research examining the role of prior knowledge in students' learning of mathematical skills and designed interventions to improve that underlying knowledge as part of task-specific instruction.
Susan R. Goldman, University of Illinois at Chicago, Math Center Co-PI, Liberal Arts and Sciences Distinguished Professor and Distinguished Professor of Education and Co-Director of UIC's Learning Sciences Research Institute (LSRI). Dr. Goldman has conducted numerous empirical studies of students' learning in areas of mathematics, science and literacy employing both qualitative and quantitative methodologies. She is an Associate Editor of the Journal of Educational Psychology and Cognition and Instruction. Currently, Pellegrino and Goldman are co-PIs on grants from NSF and IES focused on the cognitive and instructional validity of assessment materials embedded in elementary mathematics curricula.
James Pellegrino, University of Illinois at Chicago, Math Center Co-PI, Liberal Arts and Sciences Distinguished Professor, Distinguished Professor of Education at UIC, and co-director of UIC's Learning Sciences Research Institute (LSRI). His research interests focus on children's and adult's thinking and learning and the implications of cognitive research and theory for assessment and instructional practice. Dr. Pellegrino has led several NAS/NRC study committees including the Committee on the Foundations of Assessment which issued the report Knowing What Students Know: The Science and Design of Educational Assessment. He was a member of the NRC/NAS/NAE Committee on Improving Learning with Information Technology and chaired the NRC/NAS Panel on Research on Learning and Instruction. He is a past member of the Board on Testing and Assessment of the National Research Council and a member of the National Academy of Education.
Martha Alibali, University of Wisconsin-Madison, Math Center Co-PI, Professor of Psychology, UW-Madison. Dr. Alibali's research interests include mechanisms of knowledge change in the development of mathematical reasoning, the role of visual scaffolding in instructional communication, and the role of gesture in perceptual and spatial thinking. Alibali's work is currently supported by IES and NSF grants. She is a fellow of the Association for Psychological Science and a governing board member of the Cognitive Development Society.
Mitchell J. Nathan, University of Wisconsin-Madison, Math Center Co-PI, Professor of Educational Psychology at UW-Madison. Dr. Nathan studies the cognitive, embodied, and social processes involved in reasoning, learning and teaching mathematics and engineering in classrooms and laboratory settings. Dr. Nathan has secured over $12M in external research funds and has over 80 peer-reviewed publications in education research and cognitive science. He is currently chair of the Learning Sciences program at Wisconsin and a founding officer of the International Society of the Learning Sciences (ISLS).
Neil Heffernan, Worcester Polytechnic Institute, Math Center Co-PI, Associate Professor in Computer Science. Dr. Heffernan works with teams of researchers, graduate students, and teachers to build the ASSISTment System, a web-based intelligent tutor that serves over 3,000 students as part of their normal math class. Dr. Heffernan has over 50 peer-reviewed publications. He has received over $8 million in funding on over a dozen different grants from the National Science Foundation, the U.S. Department or Education, the U.S. Army, the Spencer Foundation, the Massachusetts Technology Transfer Center, and the Office of Naval Research.
Shandy Hauk, WestEd, Math Center Mathematics Team Coordinator, Senior Research Associate at WestEd. Dr. Hauk is a mathematician who specializes in responsive mixed-methods research and assessment design for K-20 mathematics teachers’ pedagogical content knowledge development. Dr. Hauk is a researcher and leader for culturally responsive assessment development and teacher professional enhancement on two NSF-funded projects. Prior to joining WestEd, Hauk was an associate professor of mathematics and mathematics education and taught middle and high school mathematics.
Kimberly Viviani, WestEd, Math Center Curriculum Production Leader, Senior Program Manager at WestEd. Viviani specializes in curriculum development, including the development of educational software and associated print materials, particularly in mathematics and science.
Kathleen Lepori, WestEd, Math Center Management Coordinator, Senior Program Coordinator at WestEd. Lepori provides professional-level coordination by serving on management teams and overseeing various projects for the STEM Program Director and Project Directors.
Yvonne Kao, WestEd, Math Center Data Analysis Lead, Senior Research Associate at WestEd. In her research, she has used a range of approaches including randomized controlled and quasi-experimental studies, surveys, behavioral studies, fMRI, think-aloud studies, and computational modeling to study how elementary, middle, and high school students develop conceptual understanding in early algebra and geometry and to evaluate the effectiveness of both traditional and computer-based mathematics instruction. Dr. Kao is experienced in using statistical modeling to estimate the impacts of instructional interventions and is currently the data analysis lead for the The Math Center.