Current List of Confirmed Invited Speakers:

· Heather Calahan is a teacher educator working both in the UCLA Mathematics Department and at Santa Monica High School.  She taught the breadth of the high school curriculum over the past decade, and is Nationally Board Certified.  For the last four years, Heather has co-taught the UCLA Mathematics Department's capstone course.  In the 2000-2001 year, she was the Visiting High School Teacher in the UCLA Mathematics Department.  She is also extensively involved in the content training of in- service teachers through work with UCOP, UCLA, and USC.  Heather grew up in Eagle Rock, Los Angeles, and received her Bachelors in Pure Mathematics and her Master's in Secondary Mathematics Education from UCLA.

· Joe Fiedler, California State University, Bakersfield. Joe Fiedler earned a Ph.D. in Topological Graph Theory from the Ohio State University and holds an appointment as Professor of Mathematics at CSU Bakersfield. A product of the A. E. Ross High School Summer Program himself, he has always been involved with mathematics outreach to High School students and teachers. Currently, he is PI and Director of the Cal Poly/CSU Bakersfield Mathematics Project as well as Director and principal architect of CSUB Master of Arts in Teaching Mathematics program for working teachers. He has delivered more that one hundred workshops and in-services in five time zones on the pedagogical uses of technology at middle school, high school, and university levels. He acts as a referee for The College Math Journal and The AMATYC Review, has served as chair of the MAA Subcommittee on Service Courses, and as consultant to five Project NExT cohorts.

· Jane Friedman, University of San Diego. Jane Friedman got her Ph.D. in Mathematics from Temple University in 1989 under the direction of Dr. Leon Ehrenpries in the area of number theory.  But even before finishing her Ph.D., she became involved in mathematics education, teaching courses in a Master's program in mathematics education at Widener University. Jane was on the faculty at Widener University from 1987 until 1991, when she left to take her present position in the mathematics and computer science department of the University of San Diego.  At USD Jane has taught a variety of mathematics courses including courses for pre-service teachers.  Jane has research interests in number theory, combinatorics, mathematics education and is developing a new interest in mathematical biology.

· Ted Gamelin received his PhD at UCB in 1963. After bouncing around between the East Coast and South America for five years, he returned to California and joined the Mathematics Department at UCLA in 1968. In the past five or so years, he has become involved in various aspects of the K-12 education scene in California and in various professional development projects. He is the faculty advisor for the statewide California Mathematics Project, he is a member of the Mathematics Diagnostic Testing Project Workgroup, and he has served on content review panels for the 2001 California Math Textbook Adoption and the 2005 California Math Textbook Follow-Up Adoption. He is involved in the pre-service math teacher program for math majors at UCLA, and he is a co-PI of an NSF GK12 grant under which math grad student fellows spend some time working in inner city high schools with new math teachers and their students.

· Cathy Kessel has taught mathematics in various colleges and universities, including Mills College, Vista Community College, and Ohio State University. During the 1990s, she made the shift from being a mathematician to being a researcher in mathematics education, auditing courses, and working on research projects at the School of Education at the University of California. She has worked as a developer for the New Standards High School Reference Exam, as an interviewer and data collector in Australia, as an editor for Liping Ma’s Knowing and Teaching Elementary Mathematics, as a developer of worksheets for calculus at the University of California, as an additional writer for Principles and Standards of School Mathematics, and as an editor for the Conference Board on the Mathematical Sciences report on the Mathematical Education of Teachers. Publications include articles on a grade 8 student’s understanding of linear functions, on Alan Schoenfeld’s problem solving course, and on cognition and gender. Recent projects involve curriculum: an intervention for students in grades 4–6 written with Liping Ma and grades 6–9 curriculum units for the National Center for Education and the Economy. Currently, she is working on a guide to the grade 8 mathematics videos from the Third International Mathematics and Science Study.

· Magnhild Lien, CSU Northridge, Workshop Leader and Presenter. Magnhild Lien, professor of Mathematics at California State University Northridge (CSUN), received her Ph.D. in Mathematics from University of Iowa in 1984. Her area of specialization is low dimensional topology with emphasis on knot theory. She is currently in her sixth year as Department Chair of the Mathematics Department at CSUN. She served on the Board of the Southern California-Nevada Section of the MAA for four years, the last year 2002/03 as Section Chair. Dr. Lien is one of the organizers of the newly established SoCal Section NExT. She is a member of the Management Council of the NSF funded MAA project PMET (Preparing Mathematicians to Educate Teachers), and she is one of the two PMET regional coordinators for California. Dr. Lien is a member of the Professional Development and the Membership Committees of the MAA. She was a co-director of the Mathematics Preparation Initiative supported by a grant from the Office of the CSU Chancellor. In 1997, she organized and directed a four-week residential summer program for women in mathematics, which was funded by a grant from the National Security Agency. She has been a mentor for young women mathematicians at the Association for Women in Mathematics Workshops at two annual AMS-MAA meetings. In addition to articles published in mathematics research journals, she has written an article on the CSUN summer mathematics program for Math Horizon and written two papers entitled: Influences on Female Math Majors' Choice of Discipline and Gender-Typing of Science Occupations.

· Elena Marchisotto (one of the authors of Mathematics for High School Teachers; an Advanced Perspective) is Professor of Mathematics at California State University, Northridge. Her field is geometry, and her interest with respect to this workshop is the teaching of geometry on the high school level. In addition to being a co-author of Mathematics for High School Teachers, she is the co-author (with Philip J. Davis and Reuben Hersh) of The Mathematical Experience, Study Edition.

· Roxy Peck is Associate Dean of the College of Science and Mathematics and a Professor of Statistics at Cal Poly, San Luis Obispo. Roxy has been on the faculty at Cal Poly since1979, serving for six years as Chair of the Statistics Department and currently in her seventh year as Associate Dean of the College of Science and Mathematics. During that time, Roxy has been very active in the field of statistics education. She is the co-author, with Jay Devore, of the fifth edition of Statistics: The Exploration and Analysis of Data, and with Chris Olsen and Jay Devore of the second edition of Introduction to Statistics and Data Analysis, and co-editor of Statistical Case Studies: A Collaboration Between Academe and Industry. She is past-chair of the ASA's Section on Statistical Education and is currently chair of the joint ASA/ NCTM Committee on Curriculum in Statistics and Probability for Grades K-12.

Much of Roxy’s recent work has involved the Advanced Placement program in Statistics. She served as Chief Faculty Consultant for this program from 1999 to 2003, and was responsible for overseeing the grading of exams given to tens of thousands of students. She has also conducted teacher training workshops related to this program and has given numerous presentations at professional meetings.

Education: Roxy holds a Ph.D. in Applied Statistics from the University of California at Riverside, as well as a M.S. in Mathematics and a B.A. in Social Sciences.

Personal: Roxy spends her free time reading mystery novels. She heads for New Mexico whenever she can, and is a collector of Navajo rugs.

· Anthony L. Peressini (one of the authors of Mathematics for High School Teachers; an Advanced Perspective) is Professor Emeritus of Mathematics at the University of Illinois at Urbana Illinois. He developed and is currently co-director of Math Teacher Link, a web-based professional development program for mathematics teachers at the 9 - 14 grade level. He also the author or co-author of five mathematics books including two for high school mathematics teachers and one for high school students.

· Jeff Rabin received a Ph.D. in physics from Stanford University in 1981.
He came to UCSD in 1987 and is currently Professor of Mathematics and
the recipient of an Academic Senate Distinguished Teaching Award.
He was co-Director of the Algebraic Thinking Institute at UCSD, a
summer workshop for algebra teachers, in 1999, 2000, and 2003.
His research interests include mathematical physics, the geometry of
supersymmetry, and mathematics and science education.

· Laurie Sleep is a graduate student in mathematics education and mathematics at the University of Michigan. Upon receiving her B.A. in business-economics at UCLA, Laurie realized that she would rather spend her time in a classroom than in an office and returned to UCLA to earn her elementary teaching credential and M.Ed. During her subsequent seven years in the classroom, she taught second through fifth grades, served as her district’s math mentor, and ran a weekly math club. Her research interests build upon her classroom experience and include studying mathematics knowledge for teaching, developing measures for teacher knowledge, and helping pre-service teachers develop the mathematical knowledge and skill needed for teaching.

· Dick Stanley (one of the authors of Mathematics for High School Teachers; an Advanced Perspective) is a Mathematics Education Specialist in the Professional Development Program at the University of California, Berkeley. He has an interest in pre-service courses in mathematics for students who are considering teaching high school mathematics, and is currently developing a program of content-based in-servicing for high school mathematics teachers.

· Mark Hoover Thames researches mathematics teaching and learning to teach. As a successful mathematics student and eclectic mathematics teacher he became interested in perennial problems of mathematics education, such as students’ common but misguided notion that they do not possess mathematical minds, or occasions where students would understand and be able to perform mathematical tasks on Friday, yet come back Monday apparently having forgotten, or inexplicable and unacceptable patterns of failure among certain social groups. These problems led him into the study of mathematics teaching and to the hypothesis that teachers’ mathematical knowledge specific to teaching plays a key role in their effectiveness. His research interests include tacit mathematical practices needed for mathematical success, measures of teacher knowledge, and dynamics of teacher learning.