VITA
Guadalupe de la Paz Carmona Domínguez
Department of Curriculum and Instruction
College of Education
University of Texas at Austin
1 University Station D5700
Austin, TX 78712-0379
1999-2004
Purdue University
West Lafayette, Indiana, USA
Dissertation: Describing Students’ Mathematical Knowledge: Closing the Gap between Formative and Summative Assessment
Dissertation Advisor: Dr. Richard Lesh
1996-2000
CINVESTAV (Centro de Investigación y de Estudios Avanzados del Instituto Politécnico Nacional – Research and Higher Education Center at the National Polythecnic Institute), Mexico City
Thesis: “Action Research as a Research and Evaluation Methodology for the EFIT (Teaching Physics with Technology) Project”
1991-1995
Instituto Tecnológico Autónomo de México, Mexico City
Honors with defense of the Thesis: “The Tangent Line and its Relation to Derivative”
2004-present University of Texas Austin, TX
Assistant Professor in the Department of Curriculum and Instruction
Mathematics and Science Education Program
1999- 2004 Purdue University West Lafayette, Indiana
Research Assistant
§ Curriculum and Assessment Development for Middle School Mathematics
§ Dynamic Assessment. Multi-tier design experiments for project assessment.
§ Teacher Development
§ Collaborative research group through videoconferencing and development of on-line educational resources for distance education (WebCT, webdesign, etc.)
2001- present Ministry of Education Mexico City
Evaluation and Assessment advisor for the expansion phase of the EFIT-EMAT Project
§ Design of the Evaluation and Assessment Plan for the EFIT-EMAT Project in the expansion phase within the Telesecundaria Program (Telesecundaria is an educational program through TV-satellite systems aimed to deliver education in rural areas).
§ Design of the Evaluation and Assessment Plan for the EFIT-EMAT Project in the expansion phase (2001-2006).
§ Design of a Virtual Network for communication and evaluation purposes connected to all the participating schools.
§ Evaluation and Assessment for Student and Teacher Development in public schools Secundaria (7th – 9th grades) and Telesecundaria. México, D.F., Guanajuato, Chihuahua, Coahuila, Veracruz, Colima, Jalisco Aguascalientes, Morelos, Campeche, Yucatán, Puebla, Tlaxcala, Nuevo León, and Saltillo.
§ Implementation of Multi-tier design experiment.
§ Evaluation and Assessment Tool development for students and teachers: thought-revealing activities.
§ Workshops for teachers and other educators involved in the project (other researchers, curricula development, and others).
1999- 2000 Ministry of Education Mexico City
Evaluation and Assessment Assistant for the EFIT Project
§ Evaluation and Assessment for Teacher Development on 14 public schools at a Secundaria (7th – 9th grades). Includes states of: Morelos, Campeche, Yucatán, Puebla, Tlaxcala, Nuevo León, and Saltillo.
§ Multi-tier design experiment (Morelos site, 2 schools).
§ Workshops for teachers and other educators involved in the project (other researchers, curricula development, and others).
1998- 1999 Ministry of Education Mexico City
Associate Director of the Informatics Department in the General Direction of Educational Materials and Methods (DGMME)
§ Project manager for the EFIT (Teaching Physics with Technology) and EMAT (Teaching Mathematics with Technology) Projects. The objective of these Projects is to pilot (and expand) a pedagogical model for teaching and learning physics and mathematics in public middle schools. It started as an initiative from the Ministry of Education to reinforce the 1994 Educational Reform. These Projects were implemented in 30 public schools in 15 different cities countrywide.
§ Some of the responsibilities taken included planning and making decisions about: budget design and calculation; selection of the participants (teachers, schools, supporting team, etc.); meetings with the authorities from the Ministry of Education in the States; organization and coordination of workshops for teachers and instructors (practical and methodological); use of computer software for the Projects at a practical level; and at an implementation level with a supporting pedagogical support; writing reports, etc.
2005 University of Texas Austin, TX
Course Instructor: Knowing and Learning in Math and Science (EDC 385G)
§ Course Instructor of an graduate course designed for master and doctoral students enrolled in the Math and Science Education Program on general learning theories and, specifically, on those that relate to the knowing and learning in Math and Science.
§ This course is oriented towards illustrating different learning theories through the use of technology. Development of materials include on-line resources (Blackboard and materials for asynchronous communication with students), software resources, use of software for organization and retrieval of bibliographic resources, and others.
2004-2005 University of Texas Austin, TX
Course Instructor: Knowing and Learning in Math and Science (EDC 365)
§ Course Instructor of an undergraduate course designed for pre-service teachers in the UTeach Program on general learning theories and, specifically, on those that relate to the knowing and learning in Math and Science.
§ This course is oriented towards illustrating different learning theories through the use of technology. Development of website (and materials for asynchronous communication with students), software resources, and others.
Summer 2005 Universidad Michoacana de San Nicolás Hidalgo Mexico
Invited Speaker and Lecturer for a Two-week Seminar: Models and Modeling in Mathematics and Science Education
§ Two-week seminar (June 27-July 8, 2005) designed for graduate students and Faculty in the Mathematics Education Program in the School of Physics and Mathematical Sciences at the Universidad Michoacan de San Nicolás Hidalgo.
§ This seminar is oriented towards viewing the role of models and modeling as means to help students and teachers develop and document their mathematical and scientific knowledge. Implications for curriculum and assessment design, as well as for impact in school mathematics and science are discussed.
2003 Purdue University West Lafayette, Indiana
Course Instructor: Teaching Mathematics in the Secondary School (EDCI 425)
§ Course Instructor of an undergraduate course designed for students in the Education Program to obtain certification to teach Mathematics in the Middle School and Secondary Schools.
§ This course is designed for pre-service teachers to explore and reflect on their own mathematical history and beliefs about mathematics, learning, and teaching mathematics as a basis for decision-making. It allows pre-service teachers to investigate children’s ways of thinking and reasoning about mathematics, and allows them to examine what it means to teach mathematics through problem solving, reasoning, communicating, making connections and developing multiple representations. This course puts a significant emphasis on the use of technology in the classroom to achieve mathematical learning outcomes that wouldn’t be possible to obtain without its use. A significant part of the course also focuses on assessment, and finding ways in which teachers can close the gap between formative and summative assessment. The course is intrinsically related to the NCTM Principles and Standards for School Mathematics (NCTM, 2000).
§ Responsibilities included design of syllabus, development of materials, and class meetings.
2003 Purdue University West Lafayette, Indiana
Course Teaching Assistant: Teaching Mathematics in the Elementary School (EDCI 364)
§ Course Teaching Assistant of an undergraduate course designed for students in the Education Program to obtain certification to become Elementary School Teachers.
§ This course is designed for pre-service teachers to explore and reflect on their own mathematical history and beliefs about mathematics, learning, and teaching mathematics. It allows pre-service teachers to investigate children’s ways of thinking and reasoning about mathematics, and allows them to examine what it means to teach mathematics through problem solving, reasoning, communicating, making connections and developing multiple representations. The course is intrinsically related to the NCTM Principles and Standards for School Mathematics (NCTM, 2000).
§ An important component embedded in the design of this course is the practice students obtain in going to a Public Elementary School and teaching a variety of math lessons they design, implement, and revise. As a teaching assistant, responsibilities included making observations of the pre-service teachers in this school setting.
EDCI 620: Models and Modeling Research Seminar in Mathematics Education
§ Co-instructor of a graduate degree distance education course.
§ Participation of students and faculty in universities in the United States and Australia: Purdue University, Indiana University, University of Georgia, Rutgers University, George Mason University, Arizona State University, Queensland University of Technology in Brisbane, Australia.
§ Experience with technology and software for distance education: Polycom Videoconference Units, management and use of WebCT, Groove.
2001 Purdue University West Lafayette, Indiana
Statistics 501C
§ Instructor for an on-line graduate course on basic statistics.
§ Responsibilities included design of syllabus, development of on-line materials for teaching and for students, virtual class meeting on real time, and continuous asynchronous communication with students on four different sites through e-mail, WebCT and videoconferencing.
§ Experience with the use of Polycom Videoconference Units, Design and Use of WebCT, Excel for Statistics, and Design and Use of Multimedia for Statistics Instruction purposes.
1995- 1996 American School Foundation Mexico City
High School Mathematics Teacher
§ Courses taught: Algebra II, Euclidean and Analytic Geometry
1992- 1995 American School Foundation Mexico City
High School and Middle School Mathematics Tutor
§ Pioneering tutoring program for remedial students for the following courses: Algebra I, Algebra II, Euclidean and Analytical Geometry, Pre-Calculus, and Calculus
1988- 1991 National Institute for Adult Education (INEA) Mexico
Elementary School Tutor for Adults
§ Tutoring adults to help them obtain their Elementary School Degree in INEA Program (National Institution for Adult Education) in Mexico.
Lesh, R., Doerr, H. M., Carmona, G., & Hjalmarson, M. (2003). Beyond Constructivism. Mathematical Thinking and Learning, 5(2/3), 23.
Book Chapters
Trigueros, M. & Carmona, G. (2005). Evaluación del Programa Piloto EFIT. In Nuevas Tecnologías en el Aula de Ciencias y Matemáticas. Mexico: Secretaría de Educación Pública (SEP).
Trigueros, M. & Carmona, G. (2005). Nuevas Perspectivas de Evaluación. In Nuevas Tecnologías en el Aula de Ciencias y Matemáticas. Mexico: Secretaría de Educación Pública (SEP).
Aliprantis, C. D., & Carmona, G. (2003). Introduction to an economic problem: a models and modeling perspective. In R. Lesh & H. M. Doerr (Eds.) Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching. Mahwah, NJ: Lawrence Erlbaum Associates.
Lesh, R. & Carmona, G. (2003). Piaget’s Conceptual Systems & Models for Mathematizing Everyday Experiences. In R. Lesh & H. M. Doerr (Eds.) Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching. Mahwah, NJ: Lawrence Erlbaum Associates.
Lesh, R. & Carmona, G. (2003). Twenty-first Century Conceptual Tools. In R. Lesh & H. M. Doerr (Eds.) Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching. Mahwah, NJ: Lawrence Erlbaum Associates.
Refereed Proceedings
Lesh, R., Carmona, G., & Post, T. (2004). Models and Modeling. Working Group In D.E. McDougall & J.A. Ross (Eds.) Proceedings of the twenty sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
Carmona, G. (2003). Three interacting dimensions in the development of mathematical knowledge. In S.J. Lamon, W.A. Parker, & K. Houston (Eds.) Mathematical modelling: a way of life. The Eleventh International Conference on the Teaching of Mathematical Modelling and Applications (ICTMA 11). Chichester, England: Horwood Publishing Limited.
Lesh, R., Carmona, G., Doerr, H., English, L., Hjalmarson, M., Lamon, S., Lehrer, R. Post, T. & Zawojewski, J. (2003). Models and Modeling. Working Session In N.A. Pateman, B.J. Dougherty, & J. Zilliox (Eds.) Proceedings of the twenty seventh annual meeting of the International Group and the twenty fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
Carmona, G. & Rojano, T. (2002). Developing a Multi-tier Assessment Design in Mathematics Education: the EFIT and EMAT Project. In Mewborn, D.S. (Ed.) Proceedings of the Twenty Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
Lesh, R., Carmona, G., & Post, T. (2002). Models and Modeling: Representational Fluency. Working Group In Mewborn, D.S. (Ed.) Proceedings of the Twenty Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
Lesh, R., Doerr, H., Post, T., Zawojewski, J., & Carmona, G. (2001). Models and Modeling: Representational Fluency. Working Group In Speiser, R. & Walter, C. (Eds.) Proceedings of the Twenty Third Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
Zawojewski, J. & Carmona, G. (2001). Social and Developmental Perspectives on Problem Solving. In Vale, C., Horwood, J., & Roumeliotis, J. (Eds.) Proceedings of the MAV’s 38th Annual conference: 2001 A Mathematical Odyssey. Mathematics Association of Victoria, Australia.
Zawojewski, J. & Carmona, G. (2001). A Developmental and Social Perspective on Problem Solving Strategies. In Speiser, R. & Walter, C. (Eds.) Proceedings of the Twenty Third Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
Lesh, R., Post, T., & Carmona, G. (2000). Models and Modeling: Representational Fluency. Working Group In Fernandez, M. (Ed.) Proceedings of the Twenty Second Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
Carmona, G. & Martini, M. (2000). Model-Eliciting Sequence: Tessellations and Geometer’s Sketchpad. Poster presentation in Fernandez, M. (Ed.) Proceedings of the Twenty Third Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
Carmona, G. & Martini, M. (2000). Model-Eliciting and Exploration Activities Part I: Tiling a Playground and Geometer’s Sketchpad. Poster presentation in Problem-Based Learning 2000 Conference. April 20, 2000. Purdue University.
Lesh, R., Post, T. & Carmona, G. (1999). Rational Numbers > Representational Fluency > 21st Century Conceptual Tools “Going Beyond Constructivism” Working Group In Hitt, F. & Santos, M. (Eds.) Proceedings of the Twenty Second Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. Mexico.
Carmona, G. (1997). Reflexión sobre los conceptos fundamentales del cálculo y su enseñanza. Working Group in XXX Congreso de la Sociedad Matemática Mexicana. Universidad Autónoma de Aguascalientes. Mexico
Carmona, G. (2004). Designing an assessment tool to describe students’ mathematical knowledge. Ph.D. Thesis. West Lafayette, IN: Purdue University
Carmona, G. (2000). La Investigación Acción como Metodología de Investigación y Evaluación para el Proyecto EFIT. MSc. Thesis. Mexico City, Mexico: Centro de Investigación y de Estudios Avanzados del Instituto Politécnico Nacional.
Carmona, G. (1996). El Concepto de Tangente y su Relación con Derivada. B.Sc. Thesis. Mexico City, Mexico: Instituto Tecnológico Autónomo de México.
Carmona, G. (2005). How Do We Know What Students Know in Math and Science? Honors Colloquim. University of Texas at Austin. July 22, 2005.
Carmona, G. (2005). From Classroom to Large-Scale Assessment: Closing the Gap Between Formative and Summative Assessment in School Mathematics. Rethinking Assessment: Toward Design Assessment Symposium. Park City, UT. June 23-26, 2005.
Carmona, G. (2005). Changing the Learning Paradigm in Science, Mathematics, and Engineering Education. University of Texas (UT) – Instituto Tecnológico y de Estudios Superiores de Monterrey (ITESM) Summer 2005 Symposium. University of Texas at Austin. June 8-9, 2005.
Carmona, G. (2004). Designing an Assessment Tool to Describe Student’s Mathematical Knowledge. Science and Mathematics Education Forum. University of Texas at Austin. November 8, 2004.
Carmona, G. (2002). Developing Progress Reports from a Multi-tier Assessment Design in Mathematics Education: the EFIT and EMAT Projects. Research Seminar Series Spring 2002. January 18, 2002. Purdue University.
Byrne, S., Carmona, G., Chamberlin, S., Heger, M., & Hjalmarson, M. (2001). Multi-tier Design Experiments. Research Seminar Series Fall 2001. Sept. 21, 2001. Purdue University.
Carmona, G. (2000). Implementation of Instructional Software Exploration Activities in Mathematics and Science Curriculum. Poster presentation in Teaching and Learning with Technology 2000 Conference. Feb. 29 – Mar. 1, 2000. Purdue University.
Carmona, G., Chamberlin, S., Heger, M., Hjalmarson, M., & Martini, M. (2000). Thought-Revealing Activities in Mathematics and Science. Research Seminar Series Fall 2000. August 25 and Sept. 1, 2000. Purdue University
2005 NSF International Plan and Workshops
International Collaboration on Web-based Learning: Theory, Research and Practice International Collaboration on Web-based Learning: Theory, Research and Practice
Investigators: Eric Hamilton, U.S. Air Force Academy (USAFA)
Ruimin Shen, Shanghai Jiao Tong University (SJTU)
Guadalupe Carmona, University of Texas at Austin
http://www.nsf.gov/awardsearch/showAward.do?AwardNumber=0456434
Amount: $57975
2005 University of Texas Summer Research Appointment
Performance-based Assessments and State’s Standardized Testing: What is the Relationship Between Them?
Investigator: Guadalupe Carmona
Amount: Two months’ salary to focus on research and writing.
2005 Dept. of Curriculum and Instruction, University of Texas Summer Grant
Exploring New Technologies for Collaborative Analysis of Video
Investigators: Guadalupe Carmona & Deb Palmer
Amount: $2750
2001-2002 Purdue Research Foundation Grant
Designing Teacher Professional Development Portfolios
Investigator: Guadalupe Carmona
Amount: $26,000.00 for stipend and traveling; plus waiver for University Fees, and Health Insurance.
2004 BEE Project: Engineering Contexts and Concepts for Developing and Promoting Students’ Higher Level Learning
Principal Investigators: Dr. Heidi Diefes-Dux, Purdue University
Dr. Terry Wood, Purdue University
Dr. Richard Lesh, Purdue University
Dr. Judith Zawojewski, Illinois Institute of Technology
Supported by the National Science Foundation
The purpose of this project is to encourage collaboration between middle and high schools and freshmen engineers in order to prepare better and identify more students to become future engineers. In this project participants include faculty in the Schools of Engineering and Education at Purdue University, freshmen engineers, teaching assistants, research assistants, and middle and high school students and teachers.
My role in this project is as a Senior Research Assistant. Some of the responsibilities include coordinating workshops for middle and high school teachers, designing and promoting scenarios for collaboration between middle and high school teachers and students and faculty and students in education and engineering, budget planning and administration.
2001-2004 Design Experiments in Education Project
Principal Investigators: Dr. Richard Lesh, Purdue University y
Dr. Eammon Kelly, George Mason University
Supported by the National Science Foundation
The purpose of this project has been to explicate a design experiment methodology that advances the overall goal of understanding and improving teaching and learning. This task will consume the three years of the grant (and likely will extend beyond it, in practice). The goal is no less than re-forming and informing the nature of how innovations in the sciences, their computational infrastructure, and their implementations in education should be constructed -- so as to be educative to scholars and practitioners. More information about this project can be found in the following website: http://gse.gmu.edu/research/de/
My participation in this project includes attendance to four conferences/workshops where design-based research was the main topic of discussion.
December 13-15, 2001 Santa Fe, NM, USA
March 14-17, 2002 Santa Fe, NM, USA
January 9-12, 2003 Santa Fe, NM, USA
September 11-14, 2003 San Diego, CA, USA
2003 International Statistics Literacy Project
Principal Investigator: Dr. Carol Joyce Blumberg, Winona State University
This is a project of the IASE (International Association for Statistical Education) which has the purpose to develop a website on resources to enhance the development of statistical literacy. The emphasis is on materials that can be obtained over the Internet or other means. These materials include: general resources on statistical literacy, resources for elementary and secondary school pre-service and in-service teachers to use in their classroom, resources for elementary and secondary school pre-service and in-service teachers to improve their own knowledge of and teaching of statistics and probability, resources related to government statistics offices, resources for mass media members to help them understand and report statistical ideas adequately, and others. This website can be accessed at: http://course1.winona.edu/cblumberg/islphome.htm
My role in this project was as a co-coordinator of two (of twenty) webpages for resources for Primary/Elementary School teachers to use in their classrooms and resources for Primary/Elementary School teachers to use to improve their knowledge of statistics and probability. The twenty webpages are overseen by a total of fifteen people from eight different countries.
2001-2003 German-USA Early Career Research Exchange:
Research on Learning Technologies and Technology-Supported Education
Supported by: The National Science Foundation-NSF (USA), and
The Deutsche Forschungsgemeinschaft-DFG (Germany)
The purpose of this project is to provide a set of reciprocal opportunities for German and American early career researchers and their mentors to engage in international collaborative arrangements on specific research topics. In addition, two Conferences provide venues for building potentially long-lasting research networks, allowing the exchange of ideas, information, research, and related implications for policy related to learning technologies.
My participation in this project included attendance and presentation of my research during the two Conferences; and research exchanges between senior and early career researchers from different universities in Germany and the USA.
October 11-12, 2001 Tübingen, Germany
May 5-7, 2002 University of South Florida, David C. Anchin Center
St. Petersburg, Florida, USA
1999-2003 Case Studies for Kids
Principal Investigator: Dr. Richard Lesh, Purdue University
Supported by Lucent Technologies
The purpose of this project is for middle school teachers to collaborate with researchers in developing and implementing performance assessment activities, called case studies for kids or model-eliciting activities that focus on deeper and higher order understandings of ten “Big Math” Ideas (or foundational mathematical concepts) for each grade level. As part of the products that are developed include the model-eliciting activities, accompanying teaching materials, and respective design principles so that other teachers could create similar learning environments in their own classroom. More information on this project can be accessed on the following website: http://tcct.soe.purdue.edu/casestudies/
My participation in this project includes a variety of tasks that have evolved over time. Some of the main activities include: curricular and assessment design of performance-based activities (i.e., case studies for kids or model-eliciting activities), expert designer working with newer graduate students (apprentice model) to design performance-based activities, coordinator and facilitator of teacher development workshops, support to teachers in classroom settings in the implementation and use of performance-based activities, support to teachers in classroom settings through videoconferencing, design-based research and research design, piloting and revision of performance-based activities.
International Level
Reviewer for the Journal: Educación Matemática
Reviewer for the Proceedings of the International Group for Psychology and Mathematics Education –North American Chapter
National Level
Member of the International Group for Psychology and Mathematics Education –North American Chapter
Member of the National Council of Teachers of Mathematics
Member of the American Association of Research in Education
UTeach Steering Committee
Graduate School Committee in the College of Education
Graduate School Committee in the Science and Mathematics Education Program
Scholarship and Funds Committee in the GSC-SME Program
Interfaith
San José Education Ministry
Kappa Delta Chi Sorority (Participant of the Latino Faculty/Staff and Student Mixer)
Leader and coordinator of the community teenage group
Activities:
§ Planning, Organizing, and Coordinating different activities for a teenage group, for example, yearly one-week summer camping, weekly visits to help in hospitals and AIDS rehabilitation centers, etc.
Spanish 100%
English 100%
French 80%
MS Office, SimCalc MathWorlds, Cabri-Geometre, Geometer’s Sketchpad, StellaGraphing.Calculators (HP and TI), Maple, EndNote, WebCT, Videoconferencing
Systems (Polycom), Netmeeting, IVisit, and others.
References are given upon request