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PROFESSIONAL PROFILE
Mark W. Ellis, Ph.D., Assistant
Professor (2005)
Email:
mellis@fullerton.edu
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- RESEARCH INTERESTS:
Middle school mathematics teaching methods; Assessment of school
mathematics learning; Equity in mathematics education; History of
school mathematics practices in the United States
- CREDENTIALS HELD:
National Board Certified Teacher, Early Adolescence Mathematics;
California Teaching Credential, Mathematics
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Professional
Experience |
- Mark taught mathematics in grades
6-12 in northern California public schools for six years, becoming a
National Board Certified Teacher
in Early Adolescence Mathematics in 1999. He earned his Ph.D. from
the University of North Carolina Chapel
Hill in 2005 with an emphasis on mathematics education. Mark has
taught a mathematics content course for elementary education
students, designed and taught an introduction to teaching course for
secondary education students, and was the director for a three-year
NSF-funded research project examining middle school mathematics
teaching practices and student learning outcomes (including
conceptual understanding, motivation toward mathematics, and
students' mathematical identity). He has been a Faculty Partner for the
TASEL-M
program with Orange Unified School District, a Faculty Partner
with the DCMI
program in conjunction with the Orange County Department of
Education and Westminster School District, an author of
Professional Development
Resources Online for Mathematics, a member of the
Praxis Middle School Mathematics regeneration committee and on the
editorial panel for a forthcoming series of books from the
National Council of Teachers of
Mathematics focused on strategies for mathematics instruction
that make meaningful learning accessible to diverse groups of
students. His publications have appeared in
Mathematics Teacher,
The
Mathematics Educator,
Teaching Children Mathematics,
Professional School Counseling,
Teachers
College Record, and
The High School Journal.
- Throughout his teaching career,
Mark has been driven by a desire to create opportunities for all
students-particularly those from groups historically underserved by
traditional practices of schooling-to learn important mathematics
concepts and skills. In his position at CSU Fullerton, these efforts
are continued and extended through his work with pre-service and
experienced teachers of mathematics in southern California.
Through his work with the Foundational Level
Mathematics teacher preparation program and the
Masters
of Science in Middle School Mathematics graduate program, he
aims to both positively impact and continue to learn from the
practices of teachers in mathematics classrooms.
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Education |
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