Elected 2008

Pictured from left to right are Linda Dacey, Steve Yurek, and Paul Goldenberg.

Linda Dacey

Linda Dacey has been an active, contributing member of the mathematics community for over 30 years. She has made a profound impact at Lesley University by creating a Teacher of Secondary Mathematics Program, and developing the Department of Education Teacher of Mathematics guidelines for Grades 8 through 12.

Her far-reaching contributions at Lesley include the development and design of an on-line masters program in mathematics education. In the fall, Linda will chair the Lesley University General Education Task Force, which is a cross-college faculty study group that is being charged with reviewing and strengthening the General Education curriculum.

During the past two years she also served on the University Rank and Promotion Committee and as Chair of the Lesley College Fellowship Committee. Her peers as well as her students recognize Linda as an outstanding teacher. She is able to make the most hesitant student more comfortable and confident when engaging with mathematics concepts. She has mentored a wide range of Lesley students throughout her career, first-year students anxious about the transition to college, seniors considering graduate school, recent graduates seeking counsel around issues that arise in their classrooms, and doctoral students struggling with research questions.

Dr. Dacey's numerous publications, presentations, and in-service activities have influenced and enriched the teaching of mathematics in many classrooms across the country. Of particular note is her book Show and Tell: Representing and Communicating Mathematical Ideas in K-2 Classrooms and Math for All: Differentiating Instruction (K-2) co-authored with Rebeka Eston and Math for All: Differentiating Instruction (3-5) co-authored with Jayne Lynch. Both co-authors are former Lesley students highlighting the strong teacher-student relationship that Linda has developed.

Linda has been a dedicated educator focused on improving mathematics education for students and teachers alike in Massachusetts.

Paul Goldenberg

It would be a very tremendous and thoughtful undertaking to create a hat for Paul Goldenberg to wear that would illustrate the many diverse roles he has played in his 40 years as a professional educator. He has been a teacher, a teacher/coordinator, a research scientist, a senior scientist, an adjunct professor, an instructor, an assistant professor, and an editor and for just over the past 20 years he has served Education Development Center in Newton, most recently as Distinguished Scholar.

He has had numerous publications appearing in a variety of professional journals. "Think Math!", “Early Algebra”, “Mathematical Habits of Mind” and “Getting Euler’s Line to Relax'', are some of Paul’s literary contributions to mathematics education. “Think Math!” is a K--6 curriculum that holds great promise for bringing serious mathematics to elementary students all over the country.

Dr. Celia Hoyles of the London Knowledge Lab describes Paul as a brilliant teacher, communicator and mathematics educator who has inspired many students and teachers on an international level in his well-organized and successful workshops and conferences. Everyone who has had the privilege of working with Paul has always commented on his enthusiasm for mathematics education.

Deeply ingrained in Paul’s mathematical thinking is the development of learning in young children, research design and analysis, curriculum development, computer-based learning, and mathematics content. Paul is a pioneer in the educational use of technology in mathematics, linguistics, and special education.Years ago, he could see the importance of using Logo as an educational learning tool. His more recent work reflects the use of Sketchpad, and computer algebra systems as a medium for building mathematical ideas.

Paul is impressive with his capacity to motivate and inform adult mathematics educators with the same sensitivity, insight, and effectiveness that make his work with younger learners so effective. Watching Paul interact with a group of teachers, one is struck by neither the reaction he engenders in his audience, though audience is not really the right word. Paul makes them feel like co-participants.

Paul has been actively involved with NCTM with his work as co-editor of the Technology Tips column of the Mathematics Teacher, and he co-founded the Delving Deeper department of Mathematics Teacher that creates a space for teachers to publish their own mathematical investigations.

Throughout his career Paul has demonstrated that he is a dedicated and engaging teacher, an eager learner of mathematical ideas, and an educator who is continuously searching for new knowledge.

Steve Yurek

For over 30 years, Steve Yurek has been a genuinely dedicated, caring, motivating, effective and actively involved high school mathematics educator in Massachusetts. What makes Steve a giant in mathematics education is that his primary focus through most of his career has been with a very different and somewhat difficult group of learners, namely the high school vocational student. Steve’s accomplishments are mind boggling in that he has worked with and trained this caliber of student to enjoy mathematics, to be challenged by mathematics, be confident in their abilities and finally encourage and enable them to compete in the Worcester County Math League. This is a “Stand and Deliver” kind of accomplishment.

Steve has served as the President of WOCOMAL for 8 years, which is longer than any other individual has held that position. While at Assabet Valley Vocational High School, Steve conducted many staff development workshops that focused on technology with particular emphasis on spreadsheet and Geometer's Sketchpad use to enhance mathematics instruction.

Steve also has served on NEASC evaluation teams. He has been extremely active in many professional mathematics organizations for more than 20 years. Steve was the Sign Committee Chair of the ATMIM Spring Conferences from 1990-1996, as well as from 1998-2001. In addition, he also served as the Sign Committee Chair of the NCTM Regional Conference in 1998 and 2002. Most recently, Steve served as the Conference Co-Chair for the ATMNE/ATMIM Conference held in Springfield, November 2007. Steve has been an active member of the ATMIM board of directors. He has served as the membership chair and recently elected to the position of NCTM representative.

Steve is a tireless worker for professional organizations locally, regionally and nationally. He performs assignments in a timely, thoughtful and diligent fashion. He is very organized and completes a variety of tasks in a very efficient manner. His demeanor, when others became frazzled, invariably remained calm. As one may surmise by now, he routinely does more than was expected of him and frequently offered suggestions for improvement.

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Elected 2007

Pictured from left to right are Don Barry, Paula Sennett, Kay Merseth, and Chuck Garabedian.

Don Barry

Don Barry is currently a member of the faculty at Phillips Academy, Andover. Don’s experience in education began in 1973 as a teacher and eventually department head at Robert College in Istanbul, Turkey. For the past 27 years, Don Barry has been a mathematics teacher at the prestigious Phillips Academy.

For most of his professional teaching career Don has significantly impacted the growth of the American Regions Mathematics League, ARML, from a small region of the northeast to the current state of international growth. He coordinates and writes the problems that appear in the contest. Annually this contest impacts the lives of 2500 high school students across this country as well as Canada, Taiwan, Colombia, and the Phillipines. Most of these students spend months preparing for this nationally acclaimed team and individual competition. His task as ARML’s problem writer is to write fresh questions that will challenge the brightest and best prepared mathematics students. The problems require diversity in that they must exhibit a wide range of difficulty and be challenging for both the individual and team portions of this contest.

In Massachusetts, Don Barry’s name is on the short list of readers for the Massachusetts Association of Mathematics League’s annual Olympiad. He offers significant changes and fine tunes this contests that will be administered annually to approximately 3000 students state wide. It should be noted that the 2006 contest was written by post graduate students at Phillips Academy. These students are in an advanced mathematics class and this endeavor was a class project assigned by their instructor, Don Barry. Don’s problem writing skills were utilized to develop a terrific contest for students in the state as well as provide a wonderful learning experience for the students in his class.

Don has been a highly respected and sought after speaker for local, state, regional, national and international forums. He has made presentations at a number of ATMIM, ATMNE and NCTM meetings. He has provided a number of workshops and seminars for teachers in Massachusetts, New England, Canada, and Pakistan.

Throughout his career, Don Barry has been a prolific writer and contributor to mathematics education. He has authored two volumes of Phillips Prize Examinations (1983 and 2003). He has materials that math coaches can use when conducting practices for their teams as they prepare for the important competition. He wrote for the New England Association of Math Leagues contest book and co-authored the ARML contest book. He has authored articles that have appeared in The Mathematics Teacher, Quantum, Imagine, The Mathematics Magazine, and ARMLog. In all of these instances, many teachers and countless thousands of students have been impacted.

For his contributions and leadership in the American Mathematics Competition, Don has been the recipient of the Mathematical Association of America’s Edyth May Sliffe award. In addition, Don has been recognized as a Radio Shack Tandy Scholar. Don continues to be productive and engaging. His energy and vitality makes him a wonderful role model for new and aspiring educators. In addition to his seemingly endless involvement and influence as an engaging speaker and mathematics contest writer, he still finds time to look at other aspects of his role as a teacher to research and write about his findings about the earliest origins of the Pythagorean theorem in 7 early civilizations.

Don Barry is a highly respected mathematics teacher, mathematics coach and mentor who has developed into a highly respected, vibrant and innovative mathematics educator. His voluminous writings and contributions can be described as challenging and inspirational for a wide range of students.

Chuck Garabedian

Chuck Garabedian has brought service, honor and distinction to the mathematics community for 42 years, 36 of those years at Watertown High School and 25 of those years as the curriculum coordinator. During his tenure at Watertown, Chuck was highly respected for his energy, optimism and dedication to the improvement of teaching and learning of mathematics.

With a strong sense of hard work and committment, Chuck was able to secure funding for a host of new programs and professional development for his teachers. He was at the forefront of introducing graphing calculators into the classroom and making sure that all his teachers were trained in this new technology. Chuck was also instrumental in helping area school districts with this new technology by providing them with seminars and workshops.

Chuck was also a pioneer in lesson study, which is a method of curriculum revision, lesson planning and evaluation of classroom instruction for teachers at all levels of the educational spectrum. Through a variety of workshop and seminar presentations, Chuck was able to diseminate his work to other school districts.

Chuck has had considerable experience in training and developing teachers while serving as an instructor of Mathematics Methods at both Tufts University and Boston College. Chuck was also involved in the design and implementation of a five-year, 15 million dollar NSF project that provided a high quality professional development and master’s degree program in mathematics for urban secondary teachers. In this program, Chuck worked with mathematics and engineering faculty from both Boston University and UMass Lowell.

Chuck has been an active member of ATMIM, ATMNE, NCTM, the Eastern Mass Association of Math Department Heads and BAMS. He has served on the board of directors of several of these organizations. In this region and for a significant period of time, Chuck has been an influential leader in mathematics education. He has found the time and energy to support, encourage and applaud the efforts of the unrecognized classroom teacher. All of those who have had the opportunity to interact with him have reaped the benefits of his consistent effort and determination to improve mathematics education.

Kay Merseth

Kay Merseth’s career in mathematics education spans 39 years. In a span of 11 years, Kay had been a junior high school mathematics teacher, a high school mathematics teacher, a K-9 assistant mathematics coordinator and, a K-12 mathematics coordinator. She has been an adjunct assistant professor, the founding director of the Roderick MacDougall Center for Case Development and Teaching, a lecturer, dean and director of the Harvard Graduate School of Education School Leadership Program, Director of Research at the Harvard Children’s Initiative, and currently serves as the Director of Teacher Education Programs and Senior Lecturer at the Harvard University Graduate School of Education.

Kay has made significant contributions to mathematics education locally, regionally and nationally. She is best known for three innovative programs; the first being founding and directing the MidCareer Math and Science Program at the Harvard Graduate School of Education. Secondly, Kay is responsible for directing the Regional Math Network which involved collaboration among 17 businesses, 11 school districts including the City of Boston and Harvard University. This massive endeavor led to three published curriculum units. Thirdly, Kay was instrumental in the formation of the Mathematics Case Development Project which involved 12 secondary school mathematics teachers, mathematicians, and math educators to develop 22 sets of mathematics case materials, 11 of which have been published by Teachers College Press and are widely used in professional development for mathematics teachers at the secondary level. She is currently ready to submit for publication a second casebook for middle school math and special education teachers. Kay has been a prolific writer of grants to obtain funding for special mathematics projects. To date, she has written 48 grant proposals worth over 16 million dollars that have been specifically earmarked for improving mathematics teaching.

Kay has made presentations at meetings conducted by the American Education Research Association, the American Association of Colleges of Teacher Education, the Holmes Group Center for Faculty Development and the Board of Regents of Higher Education. In addition, she has been a keynote speaker and seminar leader at various sessions of the National Research Council as well as the National Academies in Washington DC.

Kay has made a huge impact on teacher education with her numerous published articles, books and programs. Among the many are: Windows on Teaching; Cases of Secondary Mathematics Classrooms; Studies of Excellence in Teacher Education: Preparation in a Five-Year Program; General Math and the Geometry Teacher’s Edition for the Houghton Mifflin Company and a chapter in the NCTM 1978 Yearbook on Developing Computational Skills.

Kay’s current dedication is to recruit, train, and retain Boston’s next generation of mathematics and science teachers. To illustrate Kay’s focus in this endeavor, a man in mid-career left his research mathematics position to train under Kay to become a high school mathematics teacher in the Boston Public Schools. Without prompts, he sang Kay’s praises as he talked about his work with some very troubled inner city youths and success he was having in helping them enjoy and understand mathematics. This is just one of many snapshots of success stories that can be credited to Kay’s expertise in mathematics education.

Paula Sennett

For over 35 years, Paula Sennett has been the consumate professional mathematics educator. From her appointment as the Coordinator of Mathematics for the Silver Lake Regional School District to her recent work as a consultant for Pearson/Prentice Hall, Paula has enthusiastically and distinguishedly served the mathematics community.

Her experience as an administrator, teacher of middle and high school mathematics, and staff developer has provided a multitude of teachers in the region with classroom, state of the art innovations and a clear message for committment and continued professional growth experience. Paula has demonstrated success in developing and enhancing teachers’ ability to teach the mathematics required for success in an increasingly complex and technological society.

Paula Sennett has been an active member of the Southeastern Massachusetts Mathematics Chairpersons Association as well as many other professional organizations including the Computer Science Collaborative at Bridgewater State College, ATMIM, ATMNE, MACS and CESAME. She has contributed significantly to all of her professional organizations both as a contributing member of the board of directors and has made presentations to the membership of these organizations on a regular basis. She has become a well-known and highly respected speaker and trainer in the area of standards based instruction in K-12 mathematics.

In addition to providing direction to her own school district and consulting in a variety of school districts in the area, Paula also has worked for a number of years as an adjunct professor at Bridgewater State College. Her major contributions were in developing and teaching courses for diverse teaching staffs of many Massachusetts’ inner city schools and enhancing their ability to teach in a standards-based environment. In 2003, Paula received a plaque honoring her for “Contributions to the growth of ideas and resources at Bridgewater State College”.

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Elected 2006

Pictured from left to right are Frank Fitzgerald, Erica Voolich, Betty Kantrowitz, and Jonathan Choate.

Jonathan Choate

For 39 years, Jonathan Choate has been an outstanding mathematics educator at the Groton School. He has been recognized as a leader in curriculum development and modeling teaching styles and strategies. For a quarter of a century, Jon has been an innovator and contributor in the areas of algebra for the twenty-first century, web feats, fractals and chaos, modeling in the K-12 curriculum and technology and dynamic systems. He has been a leader in the NSF project, Technology and Dynamical Systems, at Boston University. Jon is a much sought after speaker for local, regional and national conferences sponsored by ATMIM, ATMNE and NCTM. Jon is a prolific author with 6 publications to his credit. He has provided service and expertise to a number of professional organizations such as the Bank Street College, TERC and the Independent School Association of Massachusetts. Jon has been a state winner of the Presidential Award for Excellence in Teaching.

Dr. J. Franklin Fitzgerald

Frank Fitzgerald has been actively involved in mathematics education for 53 years. He has served as a major advisor, and as a research director at BU. His demand for rigor in mathematics and statistical design, his love of mathematics, his dedication to mathematics education, and his editorial talents, influenced many mathematics educators. For 31 of his 47 years at Boston University, Frank was program coordinator for mathematics education in the School of Education. He is a life member of NCTM and NEA. Frank served as President of ATMIM, as well as President of ATMNE. He was chairman of several committees and program chairman for several NCTM conferences. More recently, Frank has served as a reader for AP Calculus examinations and, for the past 6 years, has been a mathematics consultant to the Boston Public Schools.

Betty Kantrowitz

Betty taught at Newton South High School for 22 years. Her love of mathematics and great teaching ability has benefited thousand of students. While at Newton South, Betty taught just about every course from a basic algebra to AP Calculus. Betty was always at the forefront of curriculum development. She kept current with the latest views in mathematics education and carefully blended them into the curriculum so that students would reap the benefits of her expertise. For the majority of her time at Newton South, she was the math team coach. The team consistently was a force statewide and regionally. From 1991 through 2004, she has provided countless workshops and seminars at meetings conducted by NCTM, ATMIM, and ATMNE. The range of topics span from student projects and portfolios to technology in the classroom.

Erica Voolich

Erica, a grade 7 and 8 mathematics teacher at the Solomon Schechter Day School in Newton, has been involved in many aspects of teaching and learning for over 30 years and is the quintessential mathematics educator. Her work habits and experience span a broad spectrum of mathematics education. Her experience in mathematics education includes teaching at a variety of levels from elementary to college. Erica has been a prolific author of books and articles for a variety of professional companies and organizations. Using the funds obtained from being a Presidential Awardee, she developed the Somerville Mathematics Fund. As president of this grass roots organization, she has raised scholarship money for students who wish to pursue a career in mathematics and/or science.

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Elected 2005

Pictured from left to right are Anne Collins, Jim Kaput, and Maria Marolda. Absent from picure: Ruth O’Malley

Anne Collins

Anne Collins has been actively and enthuastically involved as a mathematics educator in Massachusetts for more than thirty years. She has served the mathematics community as a classroom teacher at the elementary, middle, and secondary levels. But that is only the top of the iceberg. Anne has assumed a variety of statewide leadership positions such as President of ATMIM and also as the state’s mathematics coordinator. At Boston College, Anne is the director of the Partnerships Promoting Student Achievement in Mathematics. Her impact on mathematics education is immeasurable and her energy in the delivery of sound mathematical practices is boundless. In this role, Anne uses a broad array of skills and expertise to help the “teacher in the trenches” be a modern day disciple for improving the quality of mathematics education in this state. Through this program of professional development activities with Anne at the helm, school districts have shaped their curriculum needs and established a vision for school improvement. Anne has been a much sought after workshop presenter at the local, regional and national levels. She currently serves the mathematics community as a professor, a consultant , and professional development provider to schools, districts, projects; an author for the news media, professional journals, and instructional technology materials. In addition to being the high energy, devoted and dedicated person that she is, Anne has also played a role as the Principal Investigator of a Raytheon Company Foundation grant and Noyce Foundation grant to implement standards-based mathematics content and teaching styles in selected middle schools in this state. As previously stated, Anne is a bundle of energy but she does have a weakness and now it will become public. Anne cannot say “No”. As Peg Kenney so poignantly remarked, “Anne’s vision is to help make mathematics instruction better in whatever way she can for all students in Massachusetts.” No doubt about it, Anne’s vision is 20-20.

Jim Kaput  (1942 - 2005)

Jim Kaput, is a mathematics professor at UMass Dartmouth and he has been actively involved as a mathematics educator for over 35 years. Around the SouthCoast area of Massachusetts, Jim is known as the ‘math educator guru’. Many of his former students are now teachers in southeastern Massachusetts schools. A hallmark of Jim’s approach to mathematics education is his research projects on how students learn mathematics. This research conducted by Jim has been shared with colleagues in the math education profession at professional conferences and workshops here and abroad. In addition, a number of his many publications have also reflected on how students learn mathematics. Jim has been involved in many of UMass Dartmouth’s outreach programs. He is co-director of the Teaching and Learning Center as well as the Chancellor’s representative on the Regional Superintendents’s Collaborative. Jim is also the founding CEO of SimCalc Technologies, which offers dynamic simulations with graphing calculator software. In his spare time, Jim has also been instrumental in designing and developing course outlines for a MAT program at UMass Dartmouth. Jim serves on several editorial boards that serve the American Mathematical Society and the Mathematics Association of America. He has authored several books and contributed chapters and papers to NCTM publications. He has been involved with the MathLine Project - Algebra Strand for PBS and Mathematics of Change Project at TERC. Although Jim has influenced mathematics education on a national and international level, he still finds the time and energy to support, encourage and applaud the efforts of the unrecognized classroom teacher. It is easy to see why Jim is the recognized leader of mathematics educators in the Southeastern corridor of Massachusetts. His many supporters have reaped the benefits of his consistent effort and determination to improve mathematics education everywhere.

Maria Marolda

Since the mid 60’s, Maria Marolda has been actively involved as a mathematics educator. She has served the mathematics community well as a teacher and as an assistant mathematics coordinator in the Newton Public Schools. Many school districts in the state can boast of faculty members who have been mentored by Maria while she served as a teacher trainer at Simmons College. Maria has been involved and recognized locally, regionally and nationally for her work and insight relating to neurology, neuropsychology, and mathematics learning. A great deal of her findings have been with mathematics curriculum issues and integrating the learning style needs of students and their connections with the NCTM standards. Her contributions to mathematics education has carried her to work with over 50 school districts statewide as well as with communities in such states as Connecticut, New York, Illinois and Ohio. Maria has been serving as a mathematics specialist at Harvard’s Children’s Hospital and is a sought after and articulate presenter for a number of workshops and lectures for student groups and university professionals. At the hospital, she is responsible for testing children for specific disabilities in mathematics, conferring with medical, psychological, and educational specialists to formulate general diagnosis and recommendations. Maria has published materials of value for mathematics educators through Cuisenaire, Macmillan McGraw Hill as well as for NCTM. Maria has had a very productive and challenging career. Her mission has been dedicated to understanding mathematics learning and development and assessing mathematics skills in children. Maria Marolda’s performance as a mathematics educator is a testimony and the epitome of achieved success through self-confidence, personal high motivation, hard work, perseverance and dedication.

Ruth O’Malley

For over 40 years, Ruth O’Malley has been a devoted mathematics educator in the State of Massachusetts. Ruth has been a career teacher and Mathematics Department Chair at Palmer High School, Palmer MA. Her legacy has been as a workhorse for improving the teaching and learning of mathematics in the Commonwealth and beyond. She has served mathematics education with distinction and tireless dedication, her leadership helping to cultivate MATHWEST into a viable professional organization for teachers of mathematics in Western Massachusetts, including serving as a charter member and as its president during a critical growth period in that organization. She also was a member of the Board of Directors of the Massachusetts Mathematics Initiative, the State Wide Action Team and the Advisory Board of the Regional Alliance all of which contributed to the development of the first Massachusetts Mathematics Framework. Ruth rarely missed a meeting of any organization or committee and almost always added a critical and valuable “view from the field” to any discussion. That tradition carried over to her tenure as President of the Association of Teachers of Mathematics in New England. For both MATHWEST and ATMNE she also served as NCTM Representative. Not so well known but equally important was her volunteer work with WGBY (sister station in Springfield to WGBH in Boston) were she made many behind the scenes contributions to both mathematics education and education in general. Ruth O’Malley was neither flashy nor a flash in the pan, but she has indeed made an extraordinary contribution to the advancement of mathematics education and mathematics teaching in Massachusetts and beyond.

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Elected 2004

Don Bloom

Don Bloom has been a mathematics educator for 41 years, 37 in an exemplary career at Worcester Academy. He has been a member of ATMIM, ATMNE, A²PMT, and CM²T. His role at Worcester Academy has been as both a teacher and as a Department Chair. Don has taught every mathematics course at Worcester Academy from Grade 7 Pre-Algebra to BC Calculus. Currently Don is the assistant coach of the Western Massachusetts ARML team. His primary role with this team is to teach high level topics, develop highly competitive contest taking strategies as well as demonstrate solutions to advanced mathematics problems. Don has served the College Board as an AP Calculus reader and grader. In 1988 Don was the author of the problems for the student conference at the NCTM Boston regional conference and in 1989 he created the New York State Mathematics League Contest. Many times Don is called upon to review questions that will appear on local, state, and regional mathematics competitions because he is a meticulous and careful reader who ensures that problems and solutions are carefully presented and solved. Don Bloom has been an asset to the educational environment at Worcester Academy as well as mathematics education across the Commonwealth. Don has been the math team coach at Worcester Academy since 1967 and has served MAML as Contest Director and President. Don has been a presenter for ATMIM at various conferences held across the state. Among his presentations has been “Problem Solving” at the Kennedy Library and “Graphing Transformations” at Bentley College. He is recognized as a master teacher, a role model and mentor, for all teachers. He demonstrates tremendous enthusiasm and boundless love for mathematics. He is always looking for new, interesting and challenging applications to enrich the lives of his colleagues and fellow teachers alike. He challenges all students whom he encounters to reach farther and to further develop their knowledge, whet their mathematical appetite, and expose them to a wealth of skills and strategies. His personal philosophy can be summed up in a statement he once made to those who were going to observe him teach a class, “You will see theoretical exposition and practice to strengthen understanding, review and repetition to firm up knowledge, humor and cajolery to capture and deepen interest, and combined written and oral presentations to enter a students’ mind through more than one sense.” Despite his successes, Don has stated, “Learning to teach mathematics takes a lifetime.”

Al Cuoco

Al Cuoco has had a distinguished career as a mathematics educator. The first part of his career has been as a teacher for 14 years and as department chair for 10 years in the Woburn Public Schools. His second calling has been as a creative curriculum developer and innovative source of professional development for educators throughout the state through the Education Development Center in Newton. Many mathematics teachers have reaped the benefits of Al Cuoco’s continuous stream of curriculum and professional development materials that provide high school students and teachers alike with experiences that exemplify mathematical ways of thinking, active learning of mathematics, and connections both within mathematics and with other disciplines. Through the Leadership in Mathematics project and the PROMYS for Teachers Program, Al has emphasized problem solving and mathematical exploration while, at the same time, maintaining rigor and the major components of mathematics that distinguish it from other fields of science, that is, deductive reasoning. As project director for these and other programs, he has insured that many of the beneficiaries are teachers and students from Massachusetts’s schools. At EDC, Al has served as Senior Scientist and Director of the Center for Mathematics Education. He has been the Principal Investigator and Project Director on numerous projects. Some of these are Making Mathematics and Developing Mathematical Research Skills, an online resource for students and teachers working on open-ended research projects;, Mathematical Methods in High School, a text for an alternative 4th year high school course, and Building Regional Capacity, a three-year program that assisted middle and high school mathematics teachers in becoming building leaders and study group facilitators. Al has been a prominent speaker at conferences sponsored by NCSM, NCTM, MAA or ASM, addressing local or regional student groups as well as teachers. Al has been a prolific author of articles pertaining to mathematics and the teaching of mathematics as well as of mathematics textbooks. His Connected Geometry text has been used and enjoyed by students and teachers alike. Al has been involved in the reform effort in Massachusetts both during the development of Achieving Mathematical Power, the first statewide mathematics frameworks and the revision of those frameworks. Al is also actively involved with the mentoring process for high school mathematics teachers. He is one of the key investigators in the NSF program called Focus on Mathematics. This program is a partnership among Boston University EDC, UMass-Lowell, and 5 urban districts within Massachusetts. Al is also a leader in another NSF initiative called Mathematical Themes in which groups of math educators are gathering to write, pilot, and edit a new secondary math curriculum. His favorite publication is his 1991 article in the American Mathematical Monthly, described by his wife as "an attempt to explain a number system no one understands with a picture no one can see."

Dave Daniels

Dave Daniels has been characterized by many of his colleagues as one of the most enthusiastic and intellectually curious individuals one could ever hope to meet. He has been credited for referring to formulas and ideas as "mathy," and always finds a way to go beyond the surface level of a problem to provide an interesting twist or a mind-bending challenge. Dave has had a distinguished career of 36 years at Longmeadow High School. Twenty one of those years were spent as the Mathematics Department Chair. While serving as Chair, Dave demonstrated his teaching versatility by teaching the BC Calculus course as well as the lowest level of Algebra 1. He found new and exciting ways to help students increase their understanding of mathematics, and his love of the subject was highly infectious. Dave constantly referred to "habits of mind," which students need in order to continue to succeed in their pursuit of math excellence. For the past 5 years, Dave has served the College Board as an AP Calculus reader/grader. In 2000, Dave retired from Longmeadow but he has not retired as a mathematics educator. Dave has been busy teaching calculus as an adjunct professor at Western New England College. In addition, he also teaches at the MacDuffie School, an independent private school in Springfield. It is obvious that Dave is not ready to stop teaching kids how to do math! Dave was the Program Chair for the 1993 ATMNE Springfield Conference. For 15 years, Dave served as President of the Western Massachusetts Math League as well as serving the state as a past Contest Director and President of MAML. Dave has been a “teacher of teachers” for many years. He has conducted weeklong workshops at the Phillips Exeter Math Conference. Too numerous to mention are the vast number of workshops and presentations he has made at a local level and for ATMIM, ATMNE, and NCTM conferences. Dave has been a popular and visible presenter. Most of his presentations are “standing room only” where crowds of teachers are gathered to be inspired and entertained. He has traveled during the summer as part of a three-member team that gives a weeklong workshop sponsored by the Woodrow Wilson National Fellowship Foundation. Dave has worked on a Massachusetts Comprehensive Assessment System committee to develop the Grade 10 exam. Dave has done consulting work for Glencoe Publishing Company, worked as an author for Addison Wesley’s Algebra II textbook and written test items for ACT. In addition Dave has had several articles published in the “Mathematics Teacher”, a NCTM publication. Dave has been honored as a Tandy Technology Scholar in 1994 and a Presidential Award winner in Mathematics in 1988.

Dr. Carol Findell

Dr. Carol Findell has served the mathematics education community in the northeast for over 40 years with better than 20 years as a mathematics educator in Massachusetts. Throughout her career Carol has been characterized as an outstanding teacher of children and of pre-service and in-service teachers, a prolific author of instructional materials, a superb collaborator on research activities, and a most capable leader in the university as well as in professional organizations. Carol’s teaching career has taken her from Wellesley High School where she served as a mathematics teacher to Lesley College as a mathematics instructor and then on to Boston University where she initially served as a teaching assistant and finally to her current position as an Associate Professor and Program Coordinator in Mathematics Education at the School of Education. Carol has received rave reviews about her teaching from her university students and colleagues. She is a superb educator, modeling the attributes of a fine teacher. She is respected and admired by all for the enormous time that she spends with both undergraduate and graduate students to be sure that they have deep understanding of the central concepts of mathematics, that they are successful in their study of mathematics. Carol challenges her students mathematically, nurtures their interests in teaching mathematics, and helps to secure their dedication to the teaching profession. In addition, Carol has designed and taught courses for the professional development of teachers in many school districts in the Boston metropolitan area, as well as school systems throughout the northeast. She authored professional development courses for teachers, and was videotaped teaching those courses. These tapes have been aired by WGBH and are being made available to other educational television stations in the U.S. Carol is a prolific author. Her materials focusing on algebra and problem solving have had a major impact on instructional programs throughout the United States. She served as lead author or co-author of the Groundworks Series focusing on algebraic thinking, measurement sense, and number sense that was published by McGraw Hill. She edited the Student Math Notes for NCTM and has served as the lead problem writer for Figure This, a major project of NCTM to increase public awareness of the importance of mathematics education. She is currently co-author of the eight-book Pre-kindergarten through Grade 2 Navigation series that accompanies the Principles and Standards for School Mathematics, and published by NCTM. She is a contributing author and co-editor of a monograph on algebraic thinking that is part of the NCSM monograph series focusing on leadership issues in mathematics education. Carol has also worked on several funded projects that involved the development of prototype instructional materials. All of her writing is illustrative of her deep understanding of mathematics, of ways in which to help students acquire key concepts, and of her creative talent for placing mathematics in settings that are most engaging.

In addition to her leadership role as a program the mathematics program coordinator at the School of Education, Carol has served on the Board of the National Council of Supervisors of Math as regional director for the Northeast U.S. As director, Carol has organized workshops and programs to update leaders in the mathematics communities. As part of the Spotlight Series that appears in the NCSM newsletters, Carol has interviewed local leaders in mathematics education about their leadership talents, and has carefully turned those interviews into articles about the contributions of our gifted peers. The newsletters reach more than 3200 mathematics education leaders in North America. Carol has been an active member of ATMNE, ATMIM, NCSM, NCTM and the MAA for many years. She is a highly regarded speaker, having given talks throughout the United States and Canada, for her professional organizations. Recently, Carol was recognized for her contributions to mathematics education in New England with the Balomenos Award for her outstanding service to the profession. When asked to describe the impact that Carol Findell had on her career, a former student said, “Dr. Findell is a gifted teacher. She has a way of getting her students excited in every mathematical challenge. Any student that attended any of Dr. Findell’s classes experienced an extraordinary opportunity to see a master teacher. She made us all aware the beauty of mathematics in our world. Dr. Findell’s ideas have influenced how I look at mathematics education. She has helped me to understand what it means to be a leader in mathematical education. Either as a student or as a peer I am enlightened with new knowledge and inspired by Dr. Findell to work even harder to promote better mathematical education.”

Susan Friel

Susan Friel’s career is a testimony and the epitome of achieved success through self-confidence, personal high motivation, hardwork, perseverance and dedication. Susan’s career began as a teacher of all subjects in the Braintree and Lexington Public Schools and then to a position as lecturer at the Metropolitan College of Boston University. Now there was no holding Susan back; her career path took her to Lesley College where she held a variety of positions and responsibilities. While at Lesley College she advanced to the position of Professor of Mathematics and Computer Science. Later she became Vice President and Dean of the Undergraduate School and then assumed the position of Director of the Center for Mathematics, Science and Technology in Education. Also while at Lesley, she conducted weeklong courses in Computer Literacy and also taught a wide range of mathematics courses at both the undergraduate and graduate level. Massachusetts’s loss has become North Carolina’s gain. While at the University of North Carolina Susan has served as Associate Professor and Facilitator of Mathematics Education K-8; she has developed and taught numerous mathematics courses for elementary and middle school teachers; she has served as the developer and leader of the Durham Cohort of K-8 Teachers enrolled in the M.Ed Program, and she has been the Director of the UNC Mathematics and Science Education Statewide Network of Professional Development for K-12 mathematics and science teachers. In over 20 years as a mathematics educator in Massachusetts, Susan worked to improve the cause of mathematics education in our state while serving on numerous ATMIM Boards, and was a moving force on a variety of projects, and conferences. Susan made positive impact as teacher, presenter, and leader. Susan has boundless energy for whatever project she undertakes whether it is preparing a newsletter or co-chairing a program committee for a NCTM Conference. She has a broad array of skills and expertise so that whatever she undertakes is well organized, capably executed, and successful. She is articulate, committed, and has a vision for the improvement of mathematics education combined with the talent to achieve the goals that emanate from her vision. Susan was responsible for developing a solid mathematics education program at Lesley College. She promoted not only mathematics education there but in particular was a strong advocate for including technology in all levels of mathematics education. She and Ricky Carter were pioneers and led many workshops that introduced Logo and other technology to area teachers. Susan was also one of the early advocates for statistics education for all students from the early years onward. In fact, the reason she left MA for NC was to lead a Teach-Stats Network in NC. Susan and a small group of mathematics educators across the country saw the need to band together to labor for a cause. The efforts of this group led to the founding of the Association of Mathematics Teacher Educators. This organization is now thriving and has particularly benefited all who have a commitment to pre-service teacher education in the nation&rsquos; colleges and universities. The work that has kept Susan the busiest and for which she has achieved a national reputation is her role as author and Co-PI of National Science Foundation grants to produce, field test and disseminate standards-based mathematics content and pedagogy that culminated in the highly successful grades 6- 8 Connected Mathematics Program. Susan has maintained active participation in NCTM and NCSM having served those organizations since her time in Massachusetts in numerous capacities. In particular she is currently the middle school editor for the NCTM Navigations Series. In summary, Susan Friel is a highly respected mathematics educator who has achieved as a vibrant, innovative teacher in the classroom, as a strong leader in professional organizations, as author and contributor of cutting edge materials for students. All of this work began and grew steadily while Susan was a mathematics educator in Massachusetts.

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Elected 2003

Margaret (Peg) Bondorew

Peg Bondorew is an exemplary candidate for induction into the Massachusetts Mathematics Hall of Fame. Peg has served the mathematics community in a variety of roles for over 30 years. Peg has worked as an Elementary Mathematics Specialist in the Lexington Public Schools. Later while still a member of the Lexington Public Schools, Peg taught at the Diamond Junior High School. Her outstanding accomplishments and achievements were recognized by administrators and peers and she was nominated and selected as the national winner from Massachusetts for the Presidential Award for Excellence in Teaching Mathematics. It should be noted that Peg was Massachusetts’ first recipient of this prestigious award. Peg has always promoted excellence in the teaching and learning of mathematics. She is an active participant in the organization of PAEMST awardees. She continues to promote the program by identifying and nominating worthy candidates. Peg’s accomplishments are diverse and far-reaching. When the Commonwealth of Massachusetts received the NSF Grant that funded Project PALMS, Peg was hired as the statewide mathematics coordinator with the Department of Education. This position had been absent from the DOE for many, many years. In her role as state coordinator, Peg oversaw the process and development of the original mathematics frameworks, Achieving Mathematical Power. Under her leadership this framework was adopted by the Board of Education in 1995. While serving as the mathematics coordinator Peg worked as the liaison between the State Department of Education and NSF, NCTM, and ASSM. She has been a forceful spokesperson for teaching mathematics to all children. She has represented our state at national meetings and has earned the respect of her colleagues in other state departments of education. Peg has spent the last seven years as the mathematics director for CESAME (Center of Enhancement for Science and Mathematics) at Northeastern University. She is responsible for organizing and promoting hundreds of professional development opportunities for mathematics teachers in New England. Peg has been a leading spokesperson and has worked with tremendous energy to assist school districts in Massachusetts in the implementation of standards-based curricula. She has organized and coordinated summer institutes and professional development workshops for teachers and administrators. She has provided support in every possible way to help others provide a quality mathematics education for all students. Peg presents workshops throughout the state at meetings of professional organizations and provides professional development for school districts. She never hesitates to take on a challenge. She is currently the President of the Association of Teachers of Mathematics in Massachusetts. She has been a member of the BAMS, ATMIM, ATMNE, NCTM, NCSM and ASSM for over 30 years. Peg has dedicated her professional career to improving the teaching and learning of mathematics. Her willingness to help, guide, and mentor others has earned for her a position in the Massachusetts Mathematics Educators Hall of Fame.

Al Galante

Al is a 37 year member of the Randolph School System. Throughout his career, Al has repeatedly demonstrated his dedication and commitment to his students, his school, his community, and the mathematics community. He has demonstrated leadership in the state and region for the past 25 years. His contribution to mathematics league competitions at both the state and New England region level over the years has been nothing short of amazing. His involvement and contributions include: the administration of the meets, writing and screening questions, and the organizational logistics of these competitions. His dedication over the years has helped provide many of the regions outstanding mathematics students with a valuable and rich experience. Al has been a coach of the State Math Team for many years and has regularly run math practices at Canton High along with Marty Badoian in preparation for the national ARML competition. Al has contributed to the success of our State Math Olympiad Contest and has served on the Board of Directors of MAML for many years. For many years, Al has also served as a member of the Board of Directors of both ATMNE and ATMIM. He has ablely served as past president of ATMIM and has been a valuable contributor as a committee chairperson at various regional mathematics conferences sponsored by ATMIM, ATMNE and NCTM. For many years, Al has also taught mathematics classes at Bentley College as an adjunct professor. Truly, Al is a teacher, mentor, and leader in mathematics education in the state and the region. His love of mathematics and problem solving is clearly obvious to all who know him. Al has dedicated his life to improving mathematics education for students and teachers, and has led by example. Al’s true professionalism and giving himself regularly to improve and enrich the lives of others has earned him a position in the Massachusetts Mathematics Educators Hall of Fame.

Dorothy Galo

Dot Galo has been a professional educator in the Hingham Public Schools for over 30 years where she has embraced many roles. While in Hingham, Dot has been a teacher, assistant principal, a K-12 Director of Mathematics, an Assistant Superintendent and currently serving as Superintendent. Her involvement in mathematics has been deep and committed. After her appointment as Assistant Superintendent, she continued in the dual role of also managing the mathematics program from Grades K through 12. Dot Galo was a founding member and later president of the Association of Teachers of Low Achievers in Mathematics (ATLAVOS). This organization was focused on being a resource of activities and ideas to help low achieving students become better and successful learners in school. Given the recent advent of MCAS and NCLB, Dot Galo was a generation ahead of her time. Throughout her career, Dot has been involved in many professional organizations such BAMS, A2PMT, ATMIM, ATMNE, NCTM and NCSM. Her involvement in A2PMT was instrumental in laying the foundation for a very successful advanced placement mathematics program in the Hingham Schools. Dot also started a Great Books and Math Plus program for Hingham’s elementary school students who needed challenging extensions beyond the usual curriculum offerings. For many years, Dot has been the coordinator of programs for gifted and talented students in Hingham. This program still exists with Dot Galo at the helm. Dot is an ardent supporter of student participation in mathematics competitions and contests such as Continental Math League and New England Math League. She believes that winning is secondary to participation. First and foremost for her is exposure to challenging problems and providing opportunities for all students who express a willingness to work hard and improve their problem solving skills. Dot has made extraordinary contributions to the advancement of mathematics education through her involvement and accepting of leadership positions in ATMIM and ATMNE. She supports and encourages and participates in a variety of professional development endeavors and is a frequent presenter at professional workshops and meetings setting a standard for good models of mathematics education for schools in Massachusetts. Dot’s hard work and dedication to mathematics education has earned her a position in the Massachusetts Mathematics Educators Hall of Fame.

Dr. Carole Greenes

Carole Greenes, a mathematics professor at Boston University, has been involved in Mathematics Education at the local, regional and national level for over 35 years. Her unselfish leadership has significantly contributed to the advancement of mathematics education and mathematics teaching in Massachusetts. She has excelled at training teachers and inspired countless others with her innumerable speaking engagements and seminars. She has stimulated the growth of mathematics curriculum and helped many others by teaching them to write mathematics curriculum. Carole Greenes is a renowned writer and author. Many school systems have reaped the benefits of the plethora of published materials, textbooks and booklets on problem solving to enhance teaching and learning. Even to this day, Carole is the editor of the PreK to Grade 2 Navigation series for NCTM. This series will have a long term impact on the curriculum and teaching styles and strategies of the teachers at this vital level of mathematics education. Carole has been a wonderful guide and model for doctoral students at the university level. Her experience, knowledge and understanding of mathematics education has been instrumental in developing research techniques of future educators and guiding them in a path to become influential leaders in mathematics education. Carole has been an active member of ATMIM, ATMNE, NCTM and NCSM. She is a past president of ATMIM and just recently has completed her term as President of the National Council of Supervisors of Mathematics. Unequivocally she ranks among the most prolific, competent, and highly sought after speakers that the professional organizations have to offer. She has made major contributions to the College Board by writing and selecting questions for the SAT exams. Carole’s hard work, energy, productivity, and her clever, thoughtful, and inspiring writing as well as her articulate professionalism has earned for her admission into the Massachusetts Mathematics Educators Hall of Fame.

Dr. Marion Walter

Marion Walter is Professor Emerita at the University of Oregon. Marion was very active in Massachusetts as a mathematics professor, mathematics education professor, workshop leader and curriculum developer from 1956 - 1977 and still continues important connections in the state as a consultant, curriculum advisor and author. While teaching at Simmons College, Marion was instrumental in creating the mathematics major program. Through her efforts, a department mathematics major was formed, faculty hired and recruiting of students to be math majors began and many of these graduates are currently teaching mathematics in secondary schools across the Commonwealth. During her career, Marion has worked for the Education Development Center in Newton in developing innovative activities that show connections between geometry and algebra. Evolving from her work was “Boxes, Squares and Other Things” which later was published by NCTM. Also the innovative “Mirror Cards” were developed by Marion while at EDC. This development won Marion several awards for bringing together the fields of art and mathematics. Marion Walter has made extensive contributions in the areas of problem solving and problem posing. The late Dr. Robert Davis, director of the Madison Project, felt that Marion’s pioneering effort influenced the reform movement in mathematics both nationally and internationally. In fact, one of Marion’s problem posing conjectures that has been subsequently proved by others has been named the “Marion Walter Theorem”. Marion has provided yearlong workshops for teachers in Cambridge and Newton. Teachers in these systems were introduced to effective strategies for using manipulatives such as pattern blocks, geoboards, multi-base arithmetic blocks to develop conceptual skills in their students. One of Marion’s most lasting contributions was in the formation of the Boston Area Mathematics Specialists (BAMS) professional organization. Through her efforts, mathematics teachers and specialists were brought together to support each other and share concerns and solutions. To this day, this group continues to grow and flourish and influence the lives of many mathematics educators who participate in activities sponsored by BAMS. Marion has over 40 publications, many of which have been circulated internationally. She has given over 100 workshops and lectures throughout the United States and in Canada, England, Denmark, Hungary and Israel. She has been on the advisory board of Sesame Street, the TERC Project on Used Numbers and the U.N.E.S.C.O and United Nations Development Program for the Israeli Science Teaching Center. She continues to write prolifically, having five publications in press, including a chapter on Problem Posing which she co-authored with Paul Goldenberg of EDC to be published by NCTM and an article in the Focus Issue on Geometry to be published in the New England Mathematics Journal. Marion’s life and work are celebrated in the publication, Notable Women in Mathematics: A Biographical Dictionary. Marion’s devotion and dedication to mathematics education has made her a most worthy candidate to be inducted into the Massachusetts Mathematics Educators Hall of Fame.

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Elected 2002

Dwayne Cameron

Dwayne Cameron has had over 30 years of experience in mathematics education including teaching and department chair duties at Old Rochester Regional High School and as an adjunct professor at Western New England College. He has been an advocate of expanding the mathematics curricula of local and regional high schools to include topics in Discrete Mathematics. He has been active in ATMIM as a member and as past president. He has served on the board of directors of ATMNE. He has been active in NCTM serving as a member of the Regional Services Committee, the subcommittee on Reorganization, Representative for the Council of Presidential Awardees in Mathematics and Program Chair of the Regional Conference to be held in Boston in November, 2002. Dwayne was also instrumental in the development of the NCTM Standards which currently serve as benchmarks for mathematics content and pedagogical style in today’s mathematics classroom. He has served as Contest Director and President of MAML. He has been an invited speaker to mathematics forums in Canada and Germany. The influence of his style and dedication has also been felt by his involvement in the Southeastern Massachusetts Mathematic League. For over 25 years Dwayne Cameron has directed and influenced the operation of this league to provide a mechanism for challenging the brightest students in this region of the state. He was awarded a Woodrow Wilson Fellow in Statistics from Princeton and NSF appointments at the University of California at Santa Barbara, Boston University and UMass Dartmouth for topics such as Algebraic Word Problems and Chaos and Fractals. He has been the recipient of the Mary Dolciani Scholarship, a Tandy Technology Scholarship and a Presidential Award for Excellence in Mathematics Teaching. Publications by Dwayne include Focus on Statistics through the Woodrow Wilson Foundation, Geometric Probability through Leadership Development Enabling Change and Algebra in a Technological Society through the New England Mathematics Journal.

Dr. Patricia Davidson

Her 40 year career in mathematics education includes teaching in the Newton Public Schools and professor of Mathematics and Computer Science at UMass Boston. While at UMass Boston, Pat also served as Dean of Undergraduate Education and Vice Provost for Academic Support Services. She has served organizations such as NCTM, NCSM, ATMIM, AMTNE, APMT, BAMS, and EMAMDH. She is a prolific writer, speaker and researcher in mathematics education. She has been involved in a number of curriculum development initiatives in mathematics, teacher training workshops and Director of the nationally recognized and renowned Critical and Creative Thinking Program at UMass. She has been a featured speaker at many NCTM conferences and has been nationally recognized for her research in learning styles. Through an NSF grant, Pat designed, developed and co-taught an experimental mathematics course using computers and this program is now part of the general education curriculum at the University. Consistently perceptive about assessment and instruction, Pat designed a calculus course for students in the College of Management and directed the efforts of the Math Lab where she supervised and trained tutors for courses in mathematics and computer science. Pat had a profound influence beyond the campus of UMass. She helped develop and served as chairperson of the Greater Boston Urban Collaborative mathematics curriculm project. This initiative developed unified curricula and facilitated the movement of students from local community colleges to the University. In addition, she has served on the Board of Higher Education’s Entry Assessment Task Force and was charged with studying the reliability of the mathematics assessment instrument entitled ACCUPLACER. Pat has served on the state-wide Mathematics Alignment Task Force and played an important role in analyzing the degree to which the Department of Education’s Mathematics Curriculum Frameworks align with the Board of Higher Education’s list of mathematics competencies. She has been honored with the title of Professor Emerita of Mathematics and the Chancellor’s Award for Distinguished Service from UMass Boston. Among her publications are Mathematical Learning Profiles and Differentiated Teaching Strategies, Assessing Mathematical Abilities, and Learning Approaches and Mathematics Learning Viewed from a Neurobiological Model for Intellectual Functioning.

Dr. William Masalski

Bill is a Professor of Mathematics at UMass Amherst. He was the Director and Administrator of the Massachusetts Mathematics Initiative, a state coalition initially funded by Mathematical Science Education Board (MSEB) of the National Research Council. He was an advisory of the Mathematics, Science and Technology Advisory Council for the State Board of Education and a member of the Board of Directors of both the Association of Teachers of Mathematics in Western Massachusetts (MATHWEST) and the Association of Teachers of Mathematics in Massachusetts (ATMIM). He is the past president of the Association of Teachers of Mathematics in New England (ATMNE) and served as Editor of the New England Mathematics Journal from 1981-1992 and currently is honored with the title of Editor Emeritus of that publication. In addition to serving on the Board of Directors of the NCTM, he also served on its Technology Advisory Committee, the Education Materials Committee and chaired the Telecommunications Task Force. He has served as the core advisor to the Annenberg/CPB WGBH project that has produced more than seventy videotapes of classroom lessons that illustrate the implementation of the vision of the NCTM Standards. He has served on the steering committee designed to align college admission standards to the expectation of students K-12 through the University of Massachusetts President’s Office. Bill Masalski has played a major role in the development of state-wide funded Inservice Training Institutes for mathematics and science teachers; co-director of the National Science Foundation funded Computer Assisted Mathematics Project; directed and administered the Mathematical Science Education Board funded Massachusetts Mathematics Initiative. Among his many publications and research projects are the following: Visual Approach to Mathematics: Rational Numbers through Science Research Associates; Midpoints and Quadrilaterals, Taking the Mystery out of a Magic Square, Polycubes Activities, How to Use the Spreadsheet as a Tool in the Secondary Mathematics Classroom through NCTM and Mathematics Assessment through WGBH/Annenberg/CPB.

J. Bryan Sullivan

A recently retired professional with 35 years of experience in mathematics education including teaching and department chair duties and math team coach at Hudson High School, Bryan is known locally, regionally, and nationally as one of the most influential educators involved in student math competitions. For most of his career in education, Bryan has been involved in the Worcester County Mathematics League, the American Regions Mathematics League, and the Massachusetts Association of Mathematics League. He is the coach of the Western Massachusetts All Star Team that competes in the ARML competitions and serves as its site coordinator at Penn State. He has served as President of ATMIM and continues as a member of the Board of Directors. He also served as Conference Chair of the 1988 NCTM Regional Conference in Boston and the NCTM Annual Meeting in Boston in 1995. He again will serve as the Conference Chair of the NCTM Regional Meeting to be held in Boston in November, 2002. Bryan has been the recepient of the Presidential Award for Excellence in Teaching Mathematics, a Tandy Technology Scholar, and the American Regions Mathematics League Founder’s Award. He was featured in a video production sponsored by NCTM and has been recognized by Cornell University for his far reaching impact on students.

John J. Waite Jr.

Jack Waite is a retired professional with almost 40 years of service in mathematics education including teaching and department chair duties at Winchester High School. He has served organizations such as NCTM, NCSM, ATMIM, AMTNE, APMT, BAMS, and EMAMDH. He is a past president of ATMIM and the Eastern Massachusetts Association of Mathematics Department Heads. Jack was one of the founding fathers of the Massachusetts Mathematics League and he also played a major role in the formation of the Massachusetts Association of Mathematics Leagues (MAML). Although retired, Jack continues his involvement and influence in mathematics education by serving as a college supervisor of student teachers for Boston University. Because of his astute knowledge and expertise in mathmatics education, Jack has served on evaluation teams for several school districts in Massachusetts. In addition Jack has been a featured presenter in professional development activities in various communites throughout the state. At the NCTM Regional Conference in Boston in November 2002, Jack will play a major role in organizing and delivering an all day workshop for new teachers. Throughout his career Jack has excelled as a model mathematics educator.

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Elected 2001

Martin J. Badoian

Marty has taught for over 40 years and has been Chairman of the Mathematics Department at Canton High School for 26 years. Marty has repeatedly demonstrated his dedication and commitment to his students, school, and community. He has been a well known leader in mathematics education in the state and region for the past 25 years. His work with his Math Team has produced numerous State & New England Championships. His students have excelled in local, state, and national competitions year-after-year and have received degrees from the top colleges and universities across the country. Marty has been a leader of mathematics competitions both locally and nationally. He has been the New England Math Meet Director since its inception and has been a director of the New England Mathematics League postal competition for the past 20 years. Marty was one of the founders of the ARML (American Regions Mathematics League 25 years ago, is currently its Vice President, and has been the coach of the State Math Team for the same length of time. Marty has been the State Math Olympiad Contest Director and its President and has served as its Treasurer for the past 15 years. Marty has published a five-year overview of the State Olympiad Exam providing detailed solutions for each problem. He currently writes contest problems for Mathematics Leagues around New England and has been an invited speaker at ATMIM, ATMNE, and NCTM conferences both locally and nationally. Marty graduated from Brown University and has taught mathematics classes for teachers at Bridgewater State College. He has touched the lives of so many students and teachers in the New England area and we are all the better for it. Marty has been the recipient of numerous awards such as the Presidential Award for Excellence in Mathematics and Science Teaching (State & National Winner), Tandy Scholar (National Winner), and an ARML Award for his contributions and service for the past 25 years. Marty is a teacher, mentor, and leader in mathematics, second to none. His love of mathematics and problem solving is clearly obvious to all who know him. Mathematics, teaching, and problem solving has been his life for the past half century. He cares for his family first, his students second, and his colleagues next. Marty has dedicated his life to sharing his joy of mathematics to all, strived to improve mathematics education for students and teachers, and to lead by example. Those fortunate to have worked with Marty, recognize him, as a true and model professional educator. Marty’s approach to life is that he expects no more from others than he expects from himself.

Fr. Stanley J. Bezuszka

In the mathematics community he is often referred to as the Father of Modern Mathematics. His name is synonymous with leadership in mathematics education. In the truest sense of the word, he is a pioneer in mathematics education. Fr. Bezuszka’s presentations at local, regional, and national conferences serve as center stage for his vast knowledge of mathematics and delightful sense of humor make him one of the most prolific and sought after speakers in any mathematics forum. Fr. Bezuszka founded and is the director of the Mathematics Institute as well as a professor of mathematics at Boston College. He has published extensively for such companies as SRA, William Sadlier, Dale Seymour, Creative Publications, and Charles E. Merrill. His creativity speaks for itself with his many published documents that are widely used my many mathematics teachers across the country. He has been the recipient of many awards by groups who have recognized his contributions to the mathematics community. These awards include: 1990 recipient of the prestigious Glen Gilbert Award from National Council of Supervisors of Mathematics, and the Mathematics Education Trust Foundation in 1995 from National Council of Teachers of Mathematics. Fr. Stanley J. Bezuszka has touched the lives of many teachers not only in this state but the New England Region and the far reaches of this country. His creativity and ingenuity has sparked many students to higher levels of achievement.

Joe Caruso

Joe Caruso has dedicated his professional career for the betterment and improvement of mathematics education both in Somerville and in Massachusetts. Joe has been involved in mathematics education for thirty-eight years at Somerville High School the last 27 as the Mathematics Department Chair. He has initiated numerous professional development opportunities and workshops for teachers in Mathematics in Somerville as well as in several towns and cities in the Greater Boston Area. He has been actively involved in professional organizations and was a Committee Chair in 1988 and 1995 when NCTM held a regional and national meeting in Boston. In addition, he has published for J Weston Walch in a much needed and under represented part of our school population, namely Bilingual and ESL students. He has been a math team coach for most of his career and has been the President of the Massachusetts Math Leagues since 1993. He has been a member of the Executive Board of ATMIM since 1999. His math teams have excelled at the Worcester Polytechnical Institute Mathematics Invitational. His teams have consistently place in the top 10 of the 90 New England schools that participate. This is an exemplary performance from an urban school district. Joe is a tireless, versatile and dedicated worker. His teaching experience has ranged from middle school to adjunct faculty at the college level. He has taught in a special education environment as well as Advanced Placement Calculus. He has served as a college supervisor of student teachers for Boston University and Tufts University. Many of these student teachers are now faculty members in school districts in the Greater Boston Area. Educators who know Joe Caruso and who have worked with him know that when he is involved in a task or major project, the work will be done and done well.

Dr. Claire Zalewski Graham

Seventeen years of Claire’s involvement in Mathematics Education was spent in the Lexington Public Schools as an elementary classroom teacher and as a mathematics specialist. For the past 15 years she has taught both Early Childhood and Elementary Mathematics curriculum courses in the education department at Framingham State College. She has achieved the rank of Professor. She is currently teaching in both the mathematics and education departments. She has served as acting Department Chair of the Education Department and supervises student teachers. Claire has been extremely active in many mathematics organizations throughout the years. She served on the ATMIM Board since 1979 in several positions: Director, ATMNE representative, president-elect, President and as an appointed board member. For thirteen years she was the Massachusetts State Director for the Presidential Awards for Excellence in Science and Mathematics Teaching. In the National Council of Supervisors of Mathematics she has served as the Northeast Regional Director and has been the secretary during Steve Leinwand’s presidency. She has been the secretary of ATMNE for the past fifteen years. She has also served on numerous committees for the National Council of Teachers of Mathematics (NCTM). She has been the President of BAMS (Boston Area Mathematics Specialists) for more than twenty years. She has served on the Massachusetts Department of Educations Mathematics and Science Advisory Council for the past six years, as well as serving as its co-chair for the past two years. She has been a speaker at many state, regional and national meetings. Claire has been a dedicated educator focused on improving mathematics education for students and teachers alike in Massachusetts.

Dr. Margaret Kenney

Peg Kenney is a professor of mathematics and Assistant Director of the Mathematics Institute at Boston College. Peg has touched the lives of thousands of individuals, many of whom are now teachers. She invests significant amounts of time, care, and patience in her students, values their efforts, and applauds their accomplishments. She formally advises undergraduate and graduate students at BC and she consults informally with former students and other mathematics educators who seek her sound advice. Peg is a much sought after presenter across the United States and other countries, however, she always makes time to encourage, motivate and work with teachers from the Boston area. Peg effectively updates and refines her materials and presentations, integrating the advances in technology and new emphases in mathematics education. She has authored and was awarded a multi-term, multi-site NSF proposal to assist educators in implementing discrete mathematics. This ambitious project continues to affect mathematics education across the country. On the BC campus, Peg organized a one-day conference of nationally known educators to share their successful practices on discrete mathematics. Peg has been the general editor of a series of three yearbooks published by NCTM. She has served on the editorial panel of NCTM Student Math Notes and as a referee for the Arithmetic Teacher, Mathematics Teaching in the Middle Schools, and the Mathematics Teacher. She also has served on the advisory committee of Quantum, a mathematics and science student journal, which was a joint venture of the USSR and the USA. For years, Peg has been an active member of NCSM and NCTM, and has served on the NCSM Nominating Committee, NCTM Publications, Program and Executive and Educational Materials Committees. She continues to be a very active member of the SAT II Mathematics Writing Committee for ETS. She has served as president of both ATMNE and ATMIM. Peg has made significant contributions through her leadership, involvement, and service in each of these organizations. She has been recognized as a Richard H. Balomenos Memorial Lecturer which highlights mathematics leaders who make strong and possible controversial points of view that spark us to think carefully about the improvement in mathematics education. Just recently Peg was awarded NCSM’s prestigious Glenn Gilbert Award. This award recognizes Peg as a lifelong contributor and leader in mathematics education and practices. There are also the intangible, personal characteristics which Peg brings to her work. She is unassuming, modest and empowering. She derives much pleasure from success of others as she does from her own prestigious accomplishments. Through her zeal, skill and knowledge, she has brought new audiences to levels of mathematics understanding and appreciation that might otherwise have been missed. Peg displays a unique commitment and contribution to mathematics education at all levels. She is an extraordinary teacher, a prolific author of innovative problems, articles and textbooks; an articulate spokesperson and leader for change in content, materials, and pedagogy; and a strong contributor to local and national professional organizations.

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