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«VITA Magdalene Lampert 10815 Boyce Road Chelsea, MI 48118 (734) 475-0889 EDUCATION Ed.D. Teaching, Curriculum, and Learning Environments. Harvard ...»

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VITA

Magdalene Lampert

10815 Boyce Road

Chelsea, MI 48118

(734) 475-0889

EDUCATION

Ed.D. Teaching, Curriculum, and Learning Environments. Harvard University, Cambridge,

MA, 1981.

Dissertation: How Teachers Manage to Teach: Perspectives on the Unsolvable Dilemmas

in Teaching Practice

M.Ed. Elementary Education and Child Development. Antioch New England Graduate School

of Education, Keene, NH, 1973

M.Ed. Secondary Curriculum and Instruction in Mathematics. Temple University, Philadelphia, PA, 1971 B.S. Mathematics. Chestnut Hill College, Philadelphia, PA, 1969 (cum laude)

PROFESSIONAL EXPERIENCE

UNIVERSITY POSITIONS

2006-present George Herbert Mead Collegiate Professor in Education 1993 - present Professor School of Education University of Michigan, Ann Arbor, MI Winter, 1998 F.C. Donders Professor of Mathematics and Informatics University of Utrecht Utrecht, The Netherlands 1992 - 1993 Professor 1986 - 1992 Associate Professor 1984 - 1986 Assistant Professor College of Education Michigan State University, East Lansing, MI

RESEARCH AFFILIATIONS

2002-present Research Associate Center for Proficiency in Teaching Mathematics University of Michigan, Ann Arbor, MI 2001-present Principal Investigator Learning in Teaching to Improve Practice Project University of Michigan, Ann Arbor, MI M. Lampert vita 2 revised 9/2006 1996-1999 Principal Investigator Teacher Development through Video Project University of Michigan, Ann Arbor, MI Winter, 1998 Visiting Scholar The Freudenthal Institute Utrecht, The Netherlands 1989-1996 Co-Principal Investigator Mathematics and Teaching Through Hypermedia Project University of Michigan, Ann Arbor, MI Michigan State University, East Lansing, MI 1984 - 1993 Senior Researcher Institute for Research on Teaching Michigan State University, East Lansing, MI Winter, 1992 Visiting Scholar Institute for Research on Learning Palo Alto, CA 1986 - 1988 Research Co-Director, Lab Sites Project Educational Technology Center Harvard Graduate School of Education, Cambridge, MA

–  –  –

Granted $46,716 (2006) by the Spencer Foundation to study Learning In, From, and For Practice in Relational Professions.

Granted $ 185,434 by the John S. & Cynthia Reed Foundation (2004) to continue the study of Learning in Teaching to Improve Practice: Individual Challenges and Organizational Resources.

Awarded the Exemplary Research in Teaching and Teacher Education Award from Division K of the American Educational Research Association, 2002.

Granted $205,603 by the John S. & Cynthia Reed Foundation (2001) to study Learning in Teaching to Improve Practice: Individual Challenges and Organizational Resources.

Granted $57,500 by the John S. & Cynthia Reed Foundation (2000) to study the implications of organizational learning research for teacher development.

Awarded Computerworld Smithsonian Laureate Medal for "Visionary Use of Information Technology in Education Academia," April 1999.

Granted $80,000 by the National Science Foundation (1998) to conduct a workshop on new technologies and the study of teaching.

Elected to the Board of Directors, National Academy of Education, September 1997.

Granted $150, 000 over a three-year period (1996-99) by the MacArthur Foundation to study the use of video in teacher development.

Elected to the National Academy of Education, September 1994.

Elected to the Board of Directors of the Spencer Foundation, October, 1994, reelected, January 2000.

Granted $1.5 million over a three year period (1992-95) by the National Science Foundation, to study Communication in and About School Mathematics (Deborah Ball, Co-PI).

Granted $1.3 million over a three year period (1989-92) by the National Science Foundation, to study Learning to Teach Mathematics for Understanding: Multimedia Case-Based Elementary Teacher Preparation (Deborah Ball, Co-PI).

Granted $345, 000 over a three year period (1989-92) by the Spencer Foundation to study the Practices of Teaching and Learning Authentic Mathematics for Understanding in School.

Awarded Raymond B. Cattell Early Career Award for Programmatic Research by the American Educational Research Association, 1991.

Elected to the Board of Visitors, Learning Research and Development Center, University of Pittsburgh, September, 1989.

Awarded Interpretive Scholarship Award for Relating Research to Practice by the American Educational Research Association, 1987.

Awarded Spencer Post-Doctoral Fellowship by the National Academy of Education to study Mathematics Teaching and Learning in The School Context (1986-1988).

Awarded Distinction, qualifying paper, Harvard University, 1979.

–  –  –

Awarded Honorable Mention, Woodrow Wilson Fellowship, 1969.

Awarded Honorable Mention, Danforth Fellowship, 1969.

Awarded Walsh Medal in Philosophy, Chestnut Hill College, 1969.

–  –  –

BOOKS, ARTICLES AND BOOK CHAPTERS

Lampert, M. (2004). When the problem is not the question and the solution is not the answer:





Mathematical knowing and teaching. In Classics in Mathematics Education Research, edited by T.P. Carpenter, J.A. Dossey, and J.L. Koehler (Reston, VA: National Council of Teachers of Mathematics, 2004). [Originally appeared in American Educational Research Journal, 27, 1, pp. 29-64 Lampert, M. & Cobb, P. (2003) Communication and learning in the mathematics classroom. In J.

Kilpatrick & D. Shifter, Eds. Research Companion to the NCTM Standards. Reston, VA:

National Council of Teachers of Mathematics, pp. 237-249.

Lampert, M. (2002) Appreciating the complexity of teaching and learning in school. In Anna Sfaard and Kay McClain, Eds. Analyzing Tools: Perspectives on the Role of Designed Artifacts in Mathematics Learning. Special Issue, Journal of the Learning Sciences, 11 (2-3), 365-369.

Lampert, M. (2001) Teaching Problems and the Problems in Teaching. New Haven, CT: Yale University Press.

Lampert, M. (2000) Knowing teaching: The intersection of research on teaching and qualitative research. Harvard Educational Review, 70 (1), 86-99. (Also published in B. Brizuela, J.P.

Stewart, R.G. Carillo, and J.G. Berger (Eds.) Acts of Inquiry in Qualitative Research.

Cambridge, MA: Harvard Educational Review, 2000.) Ball, D.B.& Lampert, M. (1999) Multiples of evidence, time, perspective: Revising the study of teaching and learning. In E.C. Lagemann & L.S. Shulman (Eds.) Issues in Education Research: Problems and Possibilities. NY: Jossey-Bass, pp. 371-398.

Lampert, M. & Ball, D. (1999). Aligning teacher education with contemporary K-12 reform visions. In L. Darling-Hammond and Gary Sykes, eds., Teaching as the Learning Profession: Handbook of Teaching and Policy. NY: Jossey-Bass.

Lampert, M. (1999) Knowing teaching from the inside out: Implications of inquiry in practice for teacher education. In Gary A. Griffin (Ed.), On Teacher Education: 1999 Yearbook. Chicago, Ill.: National Society For The Study Of Education.

Lampert, M. (1998). Studying teaching as a thinking practice. In J. Greeno and S.G. Goldman (Eds.) Thinking Practices. Hillsdale, NJ: Lawrence Erlbaum and Associates.

Lampert, M. & Ball, D. (1998) Teaching, Multimedia and Mathematics: Investigations of Real Practice. NY: Teacher's College Press.

–  –  –

Lampert, M. (1998). Why study mathematical talk and school learning? In Lampert, M. & Blunk,

M., (Eds.), Talking Mathematics: Studies of Teaching and Learning in School. NY:

Cambridge University Press.

Lampert, M. (1998). Mathematical talk: What is there to teach and how might it be learned? In Lampert, M. & Blunk, M., (Eds.), Talking Mathematics: Studies of Teaching and Learning in School. NY: Cambridge University Press.

Lampert, M. (1997). Understanding and managing classroom dilemmas in the service of good teaching. In Nicholas Burbules and David T. Hansen, eds., Teaching and Its Predicaments, Westview Press, pp. 145-162.

Lampert, M. (1997). Teaching About thinking and thinking about teaching, revisited. In Virginia Richardson, ed., Constructivist Teacher Education. London: Falmer Press, pp. 84-107.

Lampert, M.; Rittenhouse, P. & Crumbaugh, C. (1996) Agreeing to disagree: Developing sociable mathematical discourse. In Olson, D. & Torrance, N. (Eds.) Handbook of Education and Human Development. Oxford, Blackwell's Press, pp. 731-764.

Lampert, M. (1994) Teaching that connects students' inquiry with curricular agendas in schools.

In D. N. Perkins, J. L. Schwartz, M. M. West and M. S. Wiske, (Eds.). Software Goes to School Teaching for Understanding with New Technologies (pp. 213-232). NY: Oxford University Press.

Lampert, M. (1994) Why use interactive media in teacher preparation? Innovator, Volume 25 (1).

Lampert, M., Heaton, R., & Ball, D. (1994) Using technology to support a new pedagogy of mathematics education, Journal of Special Education Technology (special issue on technology and teaching), Volume 12 (3).

Heaton, R. & Lampert, M. (1993) Learning to hear voices: Inventing a new pedagogy of teacher

education. In M. McLaughlin, J. Talbert, & D. Cohen (Eds.), Teaching for Understanding:

Challenges for Practice, Research and Policy. NY: Jossey-Bass.

Lampert, M. (1993) Teachers' thinking about students' thinking about geometry. In J.L.

Schwartz, M. Yerushalmy, & B. Wilson (Eds.), What is this a case of? A "Geometric Supposer" Reader. Hillsdale, N.J.: Erlbaum.

Lampert, M. (1992). Practices and problems in teaching authentic mathematics in school. In F.

Oser; A.Dick, & J.-L. Patry (Eds.), Effective and Responsible Teaching: The New Synthesis.

NY: Jossey-Bass, pp. 295-314.

Lampert, M. (1992). Teaching and learning long division for understanding in school. In Leinhardt, G., Putnam, R., & Hattrup, R. (Eds.), Disseminating new knowledge about mathematics instruction. Hillsdale, N.J.: Erlbaum.

Lampert, M. (1991) Looking at restructuring from within a restructured role. Phi Delta Kappan, May 1991, pp. 670-674.

Lampert, M. (1991). Connecting mathematical teaching and learning. In E. Fennema, T.P.

Carpenter, & S. J. Lamon (Eds.), Integrating research on teaching and learning mathematics (pp. 121-152 ). Albany, NY: State University of New York Press.

–  –  –

Putnam, R., Lampert, M., & Peterson, P. (1990) Alternative perspectives on knowing mathematics in elementary schools. In C. Cazden, (Ed.), Review of Research in Education, Vol. 16 (pp. 57-150). Washington, D.C.: American Educational Research Association.

Lampert, M. (1990). When the problem is not the question and the solution is not the answer:

Mathematical knowing and teaching. American Educational Research Journal, 27( 1 ), 29-64.

(Translated into Japanese and published as “Creating authentic learning” in Learning as a Cultural Practice, edited by Manabu Sato and Yutaka Sayeki, University of Tokyo Press, 1995.

Also published in Proceedings, Tenth Annual Meeting of the North American Chapter of Psychology of Mathematics Education, 1988.) Lampert, M. (1990 ). Connecting inventions with conventions: The teachers' role in classroom communication about mathematics. In L. Steffe and T. Wood (Eds.) Transforming Early Childhood Mathematics Education, (pp. 253-265). Hillsdale, NJ: Erlbaum.

Lampert, M. (1989). Research into practice: Arithmetic as problem solving. Arithmetic Teacher, 36 (7), 34-36.

Lampert, M. (1989). Choosing and using mathematical tools in classroom discourse. In J.

Brophy, (Ed.), Advances in Research on Teaching. Vol. 1, (pp. 223-264). Greenwich, CT: JAI Press.

Lampert, M. (1988). What can research on teacher education tell us about improving the quality of mathematics education? Teaching and Teacher Education: An International Journal of Research and Studies, 3(4), 157-170.

Lampert, M. (1988). Comparing fractions: Using missing pieces. Elementary Mathematician, 2(1), 11-12.

Lampert, M. (1987). Mathematics teaching in schools: Imagining an ideal that is also possible. In Mathematical Sciences Education Board, The teacher of mathematics: Issues for today and tomorrow: Proceedings of a conference (pp. 37-42). Washington, D.C.: National Research Council.

Lampert, M. (1986). Knowing, doing, and teaching multiplication. Cognition and instruction, 3, 305 - 342.

Lampert, M. (1986). Teaching multiplication. The Journal of Mathematical Behavior, 5, 241-280.

Clark, C., & Lampert M. (1986 ). The study of teacher thinking: Implications for teacher education. Journal of Teacher Education, 37 (5), 27-31. (Also published in M. Crahay and D.

LaFontaine (Eds.), L'Art et la Suevie de L'Enseignement (pp. 185-200). Luxembourg, Belgium: Editions Labor.) Lampert, M. (1986). Teachers' strategies for understanding and managing classroom dilemmas.

In M. Ben Peretz, R. Bromme, and R. Halkes (Eds.), Advances of Research on Teacher Thinking (pp. 70-83). Lisse: Svets and Zeitlinger.

Lampert, M. (1985). Mathematics learning in context: "The Voyage of the Mimi". The Journal of Mathematical Behavior. 4, 157-168 Lampert, M. (1985). How do teachers manage to teach?: Perspectives on problems in practice.

Harvard Educational Review, 55(2), 178-194. (Also published in Schooling and Teaching:

New Directions and New Challenges, Cambridge, MA: Harvard Educational Review, 1986;

in Teachers, Teaching, and Teacher Education, Cambridge, MA: Harvard Educational Review, (pp.106-123), 1987; and in For Teachers about Teaching, Cambridge, MA: Harvard Educational Review (pp.18-35), 1988.) M. Lampert vita 8 revised 9/2006 Lampert, M. (1984). Teaching about thinking and thinking about teaching. Journal of Curriculum Studies, 16(1), 1-18. (Also published in P. Taylor (Ed.), Recent Developments in Curriculum Studies (pp. 233-259). Windsor Berks, UK: NFER Nelson Publishing Co. Ltd., 1986.) Lampert, M. (1979). A review of Play as Development, A.L. Butler, et al., Young Children, 24(3), 72.

Lampert, M. (1978). Connecting words with real ideas. Young Children, 33(2), 20-25.

TEXTBOOK AND TEACHER'S GUIDE



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