**This web site is
sponsored by Washington Teachers of Teachers of Mathematics (WaToToM).
**

WaToToM members include faculty members in mathematics and mathematics education from all of the state universities and numerous private universities and community colleges, K-12 teachers of every level, and a number of other valued members of the mathematics education community.

What we offer on this website is the fruit of our experience and of our discussions.

**The Executive Committee
of WaToToM is:**

- Keith Adolphson, Eastern Washington University
- Celine Dorner, Pacific Lutheran University
- James King, University of Washington
- Debra Olson, Spokane Falls Community College
- Jo Anne Robinson, Washington State Mathematics Council
- Kimberly Vincent, Washington State University
- Ginger Warfield, University of Washington

Keith is an associate professor of mathematics education in the Mathematics Department at Eastern Washington University. He teaches undergraduate mathematics content and methods courses for future K-8 teachers, as well as, graduate courses for the department’sTeaching K-9 MathematicsMA program for certified teachers. A retired naval flight officer and former middle school mathematics and technology education teacher, his life experiences support his view that students need to understand the mathematics they are expected to learn and apply. Keith's interests include developing preservice and in-service teachers' understanding of mathematics and teaching mathematics, discourse and understanding, and applications of technology in the teaching and learning of mathematics. He is currently the project director for Eastern'sRobert Noyce Scholarshipprogram; a $1.5 million NSF funded program seeking to increase the number science, technology, engineering and mathematics majors who chose to become mathematics and science teachers.

Celine Dorner is the former chair of Mathematics Department at Pacific Lutheran University and the math education specialist in the Mathematics Department. Dr. Dorner has taught math internationally, at the junior high level in Oregon for six years, and has developed math content and math pedagogy classes at the university level. Dr. Dorner most recently served as the Washington Higher Education Coordinating Board (HECB) Improving Teacher Quality (ITQ) project Math coordinator to ensure successful Project development and implementation for the year 2007-2008. She has done extensive community based mathematics projects for the local K-12 school districts in Pierce County.

Jim came to the UW Mathematics Department some decades ago as a mathematician with a research interest in algebraic geometry, but it was experiences teaching a geometry course for pre-service teachers that led him to another interest: working with K12 math teachers. For twenty years, he has been on the Steering Committee of the Park City Mathematics Institute, where he is one of the organizers of the Secondary School Teacher Program. He also is an organizer of Northwest Mathematics Interaction, a program that had provided a Summer Geometry Institute and other professional development for teachers on the UW campus each summer since 1995. He was the director of the Seattle site of the PD3 Math-Science Partnership project and has been a part of other work with local math teachers. Working with university and secondary colleagues in these projects has provided treasured lessons in math education. While he enjoys many flavors of math, he particularly enjoys sharing the exploration of classical geometry with modern dynamic software tools.

Biography forthcoming.

Past President Washington State Mathematics Council

Coming from the era of teaching mathematics only by lecturing and learning by memorization, I was always afraid that I really did not “know math” and that I was not “gifted” in math. Though I had many different teachers, hours and hours of hard work and self‐teaching helped me become a mathematics teacher. Teaching mathematics did not change the hard work aspect for me personally but I found that teaching it differently than how I had been taught was transforming. I found joy in watching students solve challenging problems through collaboration and experimentation. Their exultation in applying past experiences in math to grapple with real‐life, practical situations was inspiring to me as their teacher/facilitator. Throughout my career I learned to appreciate the intertwining of mathematics in all its aspects, within itself and in the interaction with the world around us. Being part of making mathematics meaningful and understandable to others is my life-long reward. I hope that I fit in the second part of Ralph Waldo Emerson’s statement: “The great teacher is not the one who supplies the most facts, but the one in whose presence we become different people.“

There are two major influences that impact how I do and teach mathematics. The first major influence was my father. Growing up in Maine it would be considered sacrilege not to play cribbage. When I was five years old I began playing cribbage with my Dad. He taught me to look for patterns and to find shortcuts, when counting my points. He also challenged me to figure out why 19 was an impossible hand. He instilled a love of problem solving in the way he encouraged me to think. My students are a major influence on how I teach. When I was working on a PhD in mathematics I took notice of the drop in numbers of women from the first semester of calculus to the third semester of calculus. I switched to mathematics education upon completion of my coursework. Women’s attitudes toward mathematics gave me incredible insight and transformed how I teach mathematics. Teaching to memorize facts does not work for the majority of women/girls. Teaching for understanding gives them confidence, problem solving abilities and an appreciation of mathematics that rules did not give them. And by the way, understanding mathematics, rather than just memorizing it, actually helps the men/boys as well. I teach mathematics courses and methods of teaching for the Dept of Mathematics at Washington State University.

Ginger Warfield has loved mathematics and people from the cradle, but it wasn't until she finished her doctorate in Probability that she discovered the joys of combining those two loves. The resulting fascination has led to her teaching mathematics and/or the teaching of mathematics to children, undergraduates, graduate students, pre-service teachers, in-service teachers, and any neighbor who didn't duck fast enough. It has also led her into the field of Mathematics Education in a number of ways -- and her horizons are still expanding. She launched WaToToM on the theory that all of us working together can accomplish far more than each of us working separately, and is delighted to have had that theory validated.

For more details, see www.math.washington.edu/~warfield/