A nationally recognized leader in mathematics education, Mark Driscoll, PhD, helps teachers improve their professional practice to enhance students’ understanding of mathematics. He focuses on the content areas of algebraic and geometric thinking, with a particular eye on teachers of English learners.
Driscoll prioritizes the classroom applications of his research and has created online materials that offer middle school mathematics teachers proven strategies to support English learners’ success. He is the author or coauthor of numerous publications on teacher professional development, including Fostering Algebraic Thinking and Fostering Geometric Thinking.
Driscoll is the recipient of the 2010 Ross Taylor/Glenn Gilbert National Leadership Award from the National Council of Supervisors of Mathematics (NCSM). From 2003 to 2007, he sat ex officio on the NCSM board as editor of their Journal of Mathematics Education Leadership.
Driscoll received his BA from Boston College. He also earned MA and PhD degrees in mathematics from Washington University in St. Louis, with a specialization in differential geometry.
“Common-Core Math Standards Put New Focus on English-Learners”
Education Week, November 10, 2014
“New SAT, New Problems”
The Atlantic, January 20, 2015
Driscoll, M., Nikula, J., & Neumayer DePiper, J. (2016). Mathematical thinking and communication: Access for English learners. Portsmouth, NH: Heinemann, Inc.
Driscoll, M., Heck, D., & Malzahn, K. (2012). Knowledge for teaching English language learners mathematics. In S. Celedon-Pattichis & N. Ramirez (Eds.), Beyond good teaching: Advancing mathematics education for ELLs. Reston, VA: National Council of Teachers of Mathematics.
Woodward, J., Beckmann, S., Driscoll, M., Franke, M., Herzig, P., Jitendra, A., . . . Ogbuehi, P. (2012). Improving mathematical problem solving in grades 4 through 8: A practice guide (NCEE 2012-4055). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.