A leading researcher and developer, June Mark focuses her work on mathematics instructional materials, teachers’ professional development, instructional design, and curriculum implementation. Her interests include identifying systems and supports to ensure all students can experience quality mathematics learning, building resources to support teachers’ and education leaders’ mathematics learning, and supporting the implementation of high-quality instructional materials.
Mark has developed and coauthored multiple classroom curricula, including EDC’s Transition to Algebra program; its companion book, Making Sense of Algebra (Heinemann); and SolveMe Mobiles, a related app that engages students in interactive exploration of logic-building mathematical puzzles.
Currently, Mark is developing a National Science Foundation-funded course to deepen middle and high school teachers’ understanding of the Common Core Standards for Mathematical Practice. She is also working on adapting UC Berkeley’s Beauty and the Joy of Computing curriculum for New York City high school students.
Mark holds an EdM from the Harvard University Graduate School of Education.
“Many students disconnect mathematics from common sense. Our materials use explorations, problems, and puzzles to build the logic of mathematics, helping students make sense of what they are learning.”
Creating and Sharing Mathematics through Puzzle Apps: In School and Out
Learn About the Standards for Mathematical Practices Using Student Dialogues
Transition to Algebra: Making Sense of Algebra, Making Algebra Make Sense
Resources for Supporting Teacher Understanding of the Standards for Mathematical Practice
Louie, J., Rhoads, C., & Mark, J. (in press). Challenges to using the regression discontinuity design in educational evaluations: Lessons from the Transition to Algebra study. American Journal of Evaluation.
Goldenberg, E. P., Mark, J., Kang, J. M., Fries, M. K., Carter, C. J., & Cordner, T. (2015). Making sense of algebra: Developing students’ mathematical habits of mind. Portsmouth, NH: Heinemann.
Mark, J., Goldenberg, E. P., Fries, M., Kang, J. M., & Cordner, T. (2014). Transition to algebra. Portsmouth, NH: Heinemann.
Cuoco, A., Goldenberg, P., & Mark, J. (2010, May). Organizing a curriculum around mathematical habits of mind. Mathematics Teacher, 103(9).
Mark, J., Cuoco, A., Goldenberg, P., & Sword, S. (2010). Developing mathematical habits of mind in the middle grades. Mathematics Teaching in the Middle School, 15(9), 505–509.
Mark, J., Spencer, D., Koehler Zeringue, J., & Schwinden, K. (2010.) Chapter 14: How do districts choose mathematics textbooks? In 72nd Yearbook: Mathematics Curriculum: Issues, Trends, and Future Directions. National Council of Teachers of Mathematics: Reston, VA.
Transition to Algebra is a full-year curriculum designed by EDC to run concurrently with first-year algebra to raise the competence and confidence of students who may benefit from supports
This book, published by Heinemann, supports grades 6–10 teachers in implementing EDC’s Transition to Algebra curriculum.
This website helps educators understand the role that the Common Core Standards for Mathematical Practice (SMP) play within the larger context of the Common Core Standards themselves.