This page is for the organizers of the workshop, and contains all evaluations received so far through the IM&E's electronic submission system.
Background  Most useful  Least useful  Impact on my work 

mathematician Grade level (p.s. I cannot check two boxes but I also teach exceptionally talented kids in grades 912 at BU Academy. 
Discussions and responses immediately following the presentations were helpful to focus the attention and expose different aspects of the approach presented. Also, concrete examples used by some presenters were very helpful.  Sometimes presenters moved too fast when describing their curricula or examples so notetaking was difficult.  I imagine I will move even further away from lecturing and imposing an agenda as a teacher of teachers. Also, I think I might worry less about breadth and more about depth. I also liked the idea of Sally' of bringing in the teachers' 'topic of the day' and improvising on the theme suggested  at least as a part of each class meeting. 
high_school_teacher Grade level 312 
Everything was helpful. Sorry not to be of more help.  More time to get together like this. Two days is too brief.  I have been thinking about how to document the effects of thesse programs, as we discussed. The need to do this in a systemic way, to convince people of the efficacy that we are already convinced of, is something I didn't understnad until today. 
mathematician Grade level 
First of all, I came with mixed feelings. I shared the
general negative attitude toward "math education" but I accepted the invitation because I was impressed by the quality of the participants whose names I recognized: Paul Sally, Al Cuoco, Roger Howe. After the presentations of the first day, I saw that something valuable was going on. The goals of improving teaching and learning were sensible and, more important, the methods that were being used, especially the creation of a sense of community as well as a realistic curriculum, resonated with me. If nothing else, I now appreciate the work that is being done. 
There seemed to some repetition of good ideas. At the moment,
there seem to be several groups  Math for Amercia, Focus on Math, Park City, Nebraska who all seem to be doing good work, but all seem to be doing essentially the same thing. Thus, the presentations given were, to me, rather similar. These groups are all seem to be worthwhile, and, though they do have some differences, I wonder whether it would be more effective if they could unite. 
At the moment, it was a sea change in attitude. 
mathematician Grade level 
First of all, I came with mixed feelings. I shared the
general negative attitude toward "math education" but I accepted the invitation because I was impressed by the quality of the participants whose names I recognized: Paul Sally, Al Cuoco, Roger Howe. After the presentations of the first day, I saw that something valuable was going on. The goals of improving teaching and learning were sensible and, more important, the methods that were being used, especially the creation of a sense of community as well as a realistic curriculum, resonated with me. If nothing else, I now appreciate the work that is being done. 
There seemed to some repetition of good ideas. At the moment,
there seem to be several groups  Math for Amercia, Focus on Math, Park City, Nebraska who all seem to be doing good work, but all seem to be doing essentially the same thing. Thus, the presentations given were, to me, rather similar. These groups are all seem to be worthwhile, and, though they do have some differences, I wonder whether it would be more effective if they could unite. 
At the moment, it was a sea change in attitude. 
mathematician Grade level 
First of all, I came with mixed feelings. I shared the
general negative attitude toward "math education" but I accepted the invitation because I was impressed by the quality of the participants whose names I recognized: Paul Sally, Al Cuoco, Roger Howe. After the presentations of the first day, I saw that something valuable was going on. The goals of improving teaching and learning were sensible and, more important, the methods that were being used, especially the creation of a sense of community as well as a realistic curriculum, resonated with me. If nothing else, I now appreciate the work that is being done. 
There seemed to some repetition of good ideas. At the moment,
there seem to be several groups  Math for Amercia, Focus on Math, Park City, Nebraska who all seem to be doing good work, but all seem to be doing essentially the same thing. Thus, the presentations given were, to me, rather similar. These groups are all seem to be worthwhile, and, though they do have some differences, I wonder whether it would be more effective if they could unite. 
At the moment, it was a sea change in attitude. 
mathematician Grade level 
First of all, I came with mixed feelings. I shared the
general negative attitude toward "math education" but I accepted the invitation because I was impressed by the quality of the participants whose names I recognized: Paul Sally, Al Cuoco, Roger Howe. After the presentations of the first day, I saw that something valuable was going on. The goals of improving teaching and learning were sensible and, more important, the methods that were being used, especially the creation of a sense of community as well as a realistic curriculum, resonated with me. If nothing else, I now appreciate the work that is being done. 
There seemed to some repetition of good ideas. At the moment,
there seem to be several groups  Math for Amercia, Focus on Math, Park City, Nebraska who all seem to be doing good work, but all seem to be doing essentially the same thing. Thus, the presentations given were, to me, rather similar. These groups are all seem to be worthwhile, and, though they do have some differences, I wonder whether it would be more effective if they could unite. 
At the moment, it was a sea change in attitude. 
mathematician Grade level 
The descriptions of specific features of certain inservices such as Park City and Promys gave me good ideas and insights. I was encouraged that the algebra for teachers course seemed much in line with ours.  While good questions were raised about to take general lessons from the presentations, I didn't feel much progress was made in the discussions toward gleaning such a message. Perhaps I will be pleasantly impressed by Mark's notes.  I expect two impacts: 1) design of interventions. 2) There were a number of specific problems that I hope to use in various settings. 
math_educator Grade level 
The format of the workshop (presentation, reactions, discussion, break) was very effective in promoting discussion. Bill McCallum's presentation on the Capstone course turned out to be a really great opening, in my opinion  it brought up many of the main themes at the very beginning that were then referred to throughout the 2 days: connecting high school math to university math back to teaching high school math; focusing on reasoning and proof; looking at rich, interesting questions from the high school curriculum and going into them deeply.  I wish Tim FukawaConnelly had been able to give his presentation on abstract algebra. Even though Carol Findell did a great job with his slides, we had far too many questions that could not be answered.  This workshop has provided the springboard for my focus on preparing secondary mathematics teachers. The discussions have given me a place to start on forming my own research agenda. 
mathematician Grade level 
The openness and freedom of the discussions, as well as the complete lack of rancor, was very refreshing. The presence of designated reactors was largely responsible for this.  I thought about this for fifteen minutes or more, and I have nothing sensible to say.  I learned of several sources that I could use for improving the math content of my own programs in the future. While I have been part of discussions of the importance of strong math contact knowledge in several past venues, this was the first time the discussion involved so many knowledgeable people, and lasted so long. I was very favorably impressed. We should have more such conversations. I relish the encouragement of these peers to continue and strengthen my own efforts. See above. 
math_educator Grade level 
It was tremendously helpful for me to understand secondary school mathematics education system because I went to secondary school in South Korea. The reason why I atteded this workshop is because most students in my class are freshman who just graduated from high school. Thus, I need to understand what kind of math background they have. I have read and heard about secondary mathematics education but never participated in workshop. Now I can understand much better than before why some of my students struggle and hate mathematics. It also changed my view point of teaching. I was trying to focus on problem solving and using formulas due to the lack of time with a lot of materials to cover, but now I would like to spend more time on understanding concepts so that students can build their interest in mathematics.  This is my first conference, and it was a great workshop.
One thing that I would like to mention about is the one presentation without presenter. It was hard to see the point without the presenter, but it happened due to the weather condition. Otherwise, it was wonderful. 
It changed my view point of teaching. I was trying to focus on problem solving and using formulas due to the lack of time with a lot of materials to cover, but now I would like to spend more time on understanding concepts so that students can build their interest in mathematics. It is hard to do with college students since they already experienced through their high school math experience; however, I will do my best to deliver excitement and interestedness of mathematics. Thank you so much for this opportunity. 
high_school_teacher Grade level 812 
I liked the opportunity to see what is happening around the nation in Mathematics education.  Some of the topics discussed were out of my level. But, that was a very small part of the workshop! I enjoyed the experience.  I will incorporate the many of the ideas into my classroom. Some very important needs were addressed, and I plan to implement some of the suggestions into my classes. 
high_school_teacher Grade level 812 
I liked the opportunity to see what is happening around the nation in Mathematics education.  Some of the topics discussed were out of my level. But, that was a very small part of the workshop! I enjoyed the experience.  I will incorporate the many of the ideas into my classroom. Some very important needs were addressed, and I plan to implement some of the suggestions into my classes. 
high_school_teacher Grade level 812 
I liked the opportunity to see what is happening around the nation in Mathematics education.  Some of the topics discussed were out of my level. But, that was a very small part of the workshop! I enjoyed the experience.  I will incorporate the many of the ideas into my classroom. Some very important needs were addressed, and I plan to implement some of the suggestions into my classes. 
math_educator Grade level 
This is a general reaction, not a response to any one of the specific questions you ask.
It was fun to hear mostly about highpowered workshops for teachers, but not surprising, since I knew about one or two of them already. But I continue to wonder if this is a wise way to go about the big problem that most math teachers apparently lack basic sophistication about mathematics and thus pass on unfortunate views of mathematics to their students. For the strongest teachers, these advanced workshops satisfy a personal intellectual need, and give them a psychological boost in the classroom and an increased sense of professional respect; I hadn't appreciated the value of that before. But what are we doing for the masses? I think better preservice education  connecting college mathematics to teaching mathematics in specific ways  and following up on this in inservice, is the way to go. The sessions that went in this direction were the most satisfying to me, and yet I think there wasn't enough of this. 

mathematician Grade level 
After the Math for America talk, I went up to ask privately about what
happened to an earlier college program they had been involved in and was told they had dropped it after about a year. That was very encouraging since the program at this college seemed very weak. I was disappointed by the power points for the Univ. of Maryland abstract algebra course. Not only were Joe Rotman's points cogent, but for a course for prospective high school teachers, the strong focus on polynomials over Z(p) seemed excessive. The distinction between a polynomial and a polynomial function does not come up in high school mathematics. There were some useful things described in the Chicago presentation. The Arizona presentation focussed more on mathematics high school need to know, although the discussion of the first example went on excessively long. Some of the points raised in discussions were very useful. In particular, it was useful to hear Tony Gardiner talk about how some of the problems we have play out in England. 
I was disappointed by the presentation from Michigan State, since I would have liked to hear about the content course which is jointly taught by a mathematician and a math educator, but we heard about some of the methods course. The core subjects in school mathematics are arithmetic, algebra and geometry. I would have liked to hear about how algebra and geometry were taught to middle school teachers in Nebraska. 
I met some interesting people I had not known and will likely see again. That is often the most important thing which happens at workshops. 
high_school_teacher Grade level 9th 
The format of the workshop, i.e. speakers and responders was a very effective way to spark discussion. Also, the collective talent present at the workshop gave a refreshingly broad spectrum of ideas and positions. I will undoubtedly share what I learned at the workshop with my colleagues at my school. This was a GREAT conference! The variety of topics was also a plus.  Overall, the emphasis was on the available courses/programs for secondary teachers in mathematics, not the actual "how to" make connections to the high school curriculum and how to address the inner city/underprepared student population that most secondary teachers serve.  This workshop has reminded me to be more accurate with the language of mathematics when I am teaching my high school students. 
high_school_teacher Grade level 912 
1. Since I am a high school educator, it was invaluable to listen to what educators at the college level have to say.
2. Making connections and meeting people whose names I had only seen on the inside covers of books that we use in class. 
1. Sometimes college educators get so excited about the math that they lose the big picture about the teaching. Some discussions centered too much around the actual math when we got stuck on things like wording.  Although I was primarily at the workshop because I was attending the Linear Algebra Advisory Board meeting, this workshop opened my eyes to things that go on at the college level. It also made me think about ways we can work with our own inservice teachers, since I don't have much interaction with preservice teachers at this point in time. Overall, I really enjoyed myself. Thanks for a great conference! 
math_educator Grade level 
Open and constructive discussion between mathematicians and math educators at all levels are what will finally bring about the changes we need.
The discussions at this workshop were most interesting. 
Teach for America was interesting but will not help make the systemic changes we need to upgrade the teaching and learning of mathematics in secondary schools throughout the country.  Workshops of this type convince me that what we are doing at Boston University is the right thing. We just need to do more of it and reach out to more teachers and mathematicians. 
mathematician Grade level 
The collection of people you assembled. Conversations triggered by the sessions were stimulating or provocative or educational or all three at once.  A couple of the sessions seemed more informational than thoughtprovoking  but then again one person's "familiar type information" is another person's loud "Aha!", so I'm not sure how far that can be taken.  Generalized inspiration and sense of being part of a community I like being part of. 
math_educator Grade level 
As a new ME researcher, it was exciting to see math educators, mathematicians, and teachers all working together to find ways to improve the mathematics instruction (and subsequently, student learning) our students receive! I really liked that the workshop included time for presentations AND responses, adn that the group was small enough that everyone could participate. Thanks also for providing funding for attending.  Um ... none at this point. I might comment that some people dominated/sidetracked the discussion, but there was always someone else who put the discussion back on track. I appreciated that collegiality and professionalism.  As a new math educator with teaching experience, I was interested in hearing what mathematicians have to say about the mathematics education our students receive. The discussion gave me an opportunity to hear some mathematicians' perspectives on math education. In this way, the workshop expanded my realm of understanding of mathematics education issues. I also learned about how a professional, collegial, but deliberate discussion can take place among people with such different backgrounds. 
math_educator Grade level 
It was interesting to learn about the variety of programs in teacher preparation and teacher enhancement presented in the workshop. One or two of the presentations made the principles of their interventions somehow explicit, the rest did not. This highlighted the need for me to encourage people to reflect on and be explicit as to the philosophies of learning and teaching that guide them when working with teachers.  The lack of explicit attention to the guiding principles for the different programs was conspicuous. Many of the programs had a strong emphasis on content, which is wonderful, but their pedagogy was rather naive.  As I have said earlier, the impact is that in my work with teacher educators I will encourage people to make their "action theories" more explicit. If we are going to have impact, I believe it is necessary that we communicate these "action theories." I think the workshop needed one more day to address the general guiding principles the different programs used in their intervention with teachers. 
mathematician Grade level 
Seeing the wide variety of approaches to the mathematics content (and course delivery).  This one is hard to state, but: Least useful were discussions of programs that were successful after a large influx of cash without a description of what would translate to other places without the cash...  It renewed my enthusiasm for continuing to press my department to consider reforms that include reflecting back on high school math  useful for all students, not just math ed majors. 
mathematician Grade level 
I most appreciated the format of the workshop: 45 minutes for presenters allowed ample time to include significant details (as opposed to 20 minute talks where presenters are barely able to scratch the surface of their topics); followed by two "reactors" and discussion. I must say it was the reaction & discussion time that I valued most; it was the feature of this workshop that made it stand head & shoulders above others that I have attended.  I believe that the workshop would have benefitted from, say, a panel of practicing secondary teachers. Some of the programs included their accompanying teachers in the presentation, some did not. I think a forum in which the TEACHERS were primarily responsible for the direction of the discussion would have been beneficial.

I left the workshop with a wealth of specific problems and resources to utilize in my classes. I also made contacts with individuals whose expertise has already been of great benefit to me and future projects. I will be piloting a course for teachers of remedial Algebra I courses this summer, and have made use of (and will continue to make use of) advice and materials from several of the workshop attendees. It was a very insightful and inspiring workshop. Thank you! 
mathematician Grade level 
I was only at the workshop for part of the time on Saturday. Hearing about the details of other programs was interesting.  can't think of anything.  It may inform the production of teacher training materials. 
math_educator Grade level 
It was very illuminating for me to hear the different approaches people are taking to teacher education, and I particularly enjoyed listening to the presenters discuss the reasons behind their choices. So I thought the format was a strength. I thought it illuminated some of the common ground we don't always realize we have, and displayed a lot of really interesting teacher education work in which people are engaged. That sharing of ideas was great. Also, the opportunity to gather with such a distinguished group was very beneficial, and I gained a great deal from conversations outside of the workshop room.  I did feel that the discussion time was monopolized somewhat by mathematicians, and I wish the teachers had been more encouraged to share. I thought, for the most part, the conversation was interesting and enlightening, and I certainly hope my above statement doesn't indicate otherwise. But the strength of such a group is the diversity of experience and role in this educational system  I just wish more of that diversity had come out in the discussion times. Also, I didn't feel like we dug terribly deeply into common underpinnings of the different programs, instead focusing on the different nuances of each. I think a more extensive discussion on this subject would have been valuable  I thought there was a common theme of rich mathematical experiences for teachers, either motivated by or motivating the material they will teach. This is a theme I try to carry through my work with teachers and am interested in investigating further. The workshop also provided me with a great many ideas, resources, and contacts for future work. Overall, I thought it was great, and feel very fortunate to have been a part of it. 
math_educator Grade level 
great to hear so many perspectives on programs and initiatives. often times, it is easy to forget that there are so many people working in this enterprise in different ways  it is difficult when people come into a conversation that requires open mindedness with a particular agenda  certainly, it makes me think about other ways for us to refine our screening and selection process 
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