**VITA VIRGINIA
McSHANE WARFIELD
April, 2009**

Born: Charlottesville, Virginia, September
30, 1942

Education:

A.
B. (cum laude, with honors
in mathematics) Bryn Mawr College, 1963

M.
A. Brown University,
1965

Ph.D. Brown University, 1971.

Thesis title: A stochastic maximum principle.

Advisor: Wendell Fleming.

Positions:

Teaching
Assistant
Brown University 1964-67

Director,
Project SEED Seattle
Public Schools 1970-73

Lecturer Department
of Mathematics

University
of Washington

Part-time
1973-83

Full-time
1983-91

Senior
Lecturer
1991-2008

Principal
Lecturer 2008-

Director
of Remedial

Mathematics Program
University of Washington 1982-2002

** **

**Publications:**

1.
Invariant extensions of linear functionals, with applications to measures and
stochastic processes, (with E. J. McShane and R. B. Warfield, Jr.) Pacific J.
Math. 28 (1969), 121-142.

2.
Existence and adjoint theorems for linear stochastic differential equations,
Pacific J. Math. 52 (1974), 305-320.

3. A
stochastic maximum principle, SIAM J. Control 14 (1976), 803-826.

4.
"Reflections on Probability" -- the introductory chapter for a WCTM
single-topic volume on the teaching of Probability in elementary and secondary
schools (1989).

5.
"John Holt: Quelle a ete son influence sur l'enseignement des
mathematiques aux USA? Pourquoi une telle influence?" Seminaire de Didactique des
Mathematiques et de l'Informatique, Grenoble, 1991-92.

6.
"Didactique through the Back
Door", MER Journal, autumn,
1992.

7.
"Discovery Method Algebra" (with Partee, Halsey and Mancer) Ginn
Press, 1993.

8. "Instructor's Manual for Discovery
Method Algebra", Ginn Press, 1993.

9. Mukhopadhyay, S. & Warfield,
V. ( Spring, 1995). Mathematics in
the making: An experience in teaching without telling. Record in Educational Leadership.

Mukhopadhyay,
S. & Warfield, V. (1995). Mathematics in the making: An
experience in teaching without telling. Notices of the Canadian Mathematical
Society, volume 27, # 2, March.

10.
Co-editor of The Theory of Situations: Didactique des Mathematiques
1970-1990, the English language
version of a collection of the central research articles of Guy Brousseau.
Kluwer Press, 1997.

11. Co-editor of *Thˇorie des Situations
Didactiques (Didactiques des mathˇmatiques 1970-1990)*, La Pensˇe Sauvage, 1998

12.
Brousseau, G. and Warfield, V., The Case of Ga‘l, The Journal of Mathematical
Behavior, Vol. 18, no. 1 (1999) pp. 7-52.

13.
Brousseau, G., Brousseau, N. and Warfield, An Experiment on the Teaching of
Probability and Statistics, Journal of Mathematical Behavior, volume 20, #3,
2001, pp 363 - 411

14.
Brousseau, G., Brousseau, N. and Warfield, Rationals and decimals as required
in the school curriculum. Part 1: Rationals as measurement, Journal of
Mathematical Behavior, volume 23, #1, 2004, pp 1 Š 20

15.
Brousseau, G., Brousseau, N. and Warfield, Rationals and decimals as required
in the school curriculum. Part 3: Rationals and decimals as liner functions.
Journal of Mathematical Behavior, volume 27, #3, 2008, pp 153-176

16.
Invitation to Didactique, Xlibris Press, 2007

** **

**Talks**:

1) "John Holt: Quelle a ete son
influence sur l'enseignement des mathematiques aux USA? Pourquoi une telle
influence?" Colloquium at
University of Grenoble, February,
1991.

2) "L'enseignement constructivist de
l'enseignement constructivist" at the Ecole d'ete en didactique, Auvergne,
France, August, 1993.

3) "The constructivist teaching of
constructivist teaching", at the meeting of the PME, Asilomar, October 1993.

4) "Didactique: What French Mathematics Educational Research is up to." MER workshop,
Rensselaer Institute, Nov 1993.

5) "Didactique: Math Education a la
Francaise", UW Mathematics Department Colloquium, March, 1994.

6) "What possibilities come to hand?
Designing a course by inspired opportunism," with Swapna
Mukhopadhyay. MER Workshop, Baton
Rouge, Nov. 1994.

7) "Who's Looking after the
Twig-benders?", an invited address on preparation of elementary school
teachers, meeting of Texas section of MAA, April 1, 1995.

8) Workshop on Interactive Teaching (also
by invitation) at the same meeting.

9) Developpement d'un cours pour
Instituteurs at the Ecole d'ete en didactique, Auvergne, France, August, 1995.

10) What's that New York taxicab doing on
the U.W. campus?, at the winter meeting of the Puget Sound Council of Teachers
of Mathematics, January, 1996.

11) Workshop on Interactive Teaching at
annual meeting of ORAMATYC (Oregon Association of Mathematicians at Two Year
Colleges), April 1997.

12) Took
part in two panel discussions at the Joint meetings in 2001

13)
Introduction to *Didactique*, at the University of British Columbia and by
cyber-connection at Rutgers University, November 2001.

14) A
brief introduction to *Didactique* at a discussion session at the research pre-session of the
NCTM, April, 2002.

15) A more substantial introduction to *Didactique* at the seventh Symposium
on Elementary Mathematics Teaching, which took place at the Charles University
in Prague. I was responsible for a session introducing the basic notions of *Didactique* and for
serving as a translator for Guy Brousseau, founder of the field.

16) Took part in a panel
discussion at a session honoring Guy Brousseau at the annual meeting of the
NCTM in Anaheim, April 7, 2005

17) Collaborated with Guy Brousseau in writing and presenting
the opening plenary address at the Congress of the International Psychology of
Mathematics Education group, Prague, July, 2006

18) Collaborated with Guy
Brousseau in writing and presenting a pair of talks on Misuses of Evaluation,
March and April, Seattle and Rutgers.

19) Math Wars and the New Math,
Keynote Talk at Everett Community Math Conference, June, 2007

20) Two decades of WashingtonÕs
K-12 Mathematics from one PersonÕs Perspective, at the Northwest Math
Conference, October, 2007

**Grants
and conferences:**

Received
grant from Board of Scholars to design a course with minimal prerequisites
aimed at giving non-math majors some insight into the workings and use of
mathematics, summer 1983.

Received
grant from Center for Instructional Development and Research to translate the
above design from the abstract to the classroom-ready.

Received
grants from Graduate School for travel to France for purposes of conference and
research on Didactique, summers of 1995 and 1996.

Co-PI of
a five year NSF grant with Ramesh Gangolli (Mathematics Department), Jack Beal
of the College of Education and Gini Stimson of Mercer Island High School, to
work with middle and high school teachers from six school districts around Lake
Washington. The grant is entitled "Creating a Community of Mathematics
Learners." In connection with
that, we ran a one week pilot institute for teachers in the summer of 1995.

Co-PI of
a second five year grant entitled "Expanding the Community of Mathematics
Learners", working with elementary school teachers in the same six school
districts.

Project
Director of PFF (Preparing Future Faculty) grant to expand the horizons of
graduate students and increase departmental communication with them. This is in
many ways an extension of the PFF grant we had before (see item VI below.)
(1999-2002)

Co-PI of the GK-12 project funded by NSF and run by Loyce Adams (1999 - ) This year I have become quite active in the project. In summer of 2003 I helped run a week-long workshop for teachers and graduate students involved in the project, and during autumn quarter I worked with one other person to run a two day workshop for more teachers and graduate students, and have begun a program of regularly spending time at one of the schools, both to support what is going on and explore ideas for what might go on in the future. In summer of 2004 I again helped run a week-long workshop and also a follow-up workshop for graduate students, and since then I have been helping run an ongoing seminar helping to acquaint the graduate students with aspects of K-12 education that might help them and deepen their understanding.

Participant
in the 2001 Institute for Teaching Excellence run by the U.W. Teaching Academy.

Participant
in the 2002 2nd
International Congress on the Teaching of
Mathematics (at the undergraduate level)on the island of Crete

Participant
in Spring, 2003 conference
in Tucson on Mathematics Education and Mathematics in the 21st Century: The
Roles of Outreach, Teacher Preparation, and Research in Teaching and Learning
in a University Mathematics Department

Participant
in the June, 2003 PMET (Preparing Mathematicians to Educate Teachers) Workshop sponsored by the MAAÕs
Committee on Mathematical Education of Teachers

Since
spring of 2004 I have been one of a team of three faculty members running
TEAM-OP Š Teaching for the Environment: Active Mathematics on the Olympic
Peninsula. The other faculty members are from the College of Forestry and the
College of Education. The chief involvement is a two week summer institute in
Forks, but there are also some winter planning sessions and de-briefings.

I have
been working a little with the Transition Math Project, a state-wide project
working to smooth the transition from high school to college. I attended the
end of their institute in 2005 and arranged to have a session at WaToToM the
following year at which the Project was presented.

I am a
member of the steering committee for Project TIME (Transitions in Math
Education) being run by Green River Community College.

**Services
to Department:**

I.
Course development

1.
I designed Math 107, Mathematics, a Practical Art, which has been taught
since winter, 1985. It is the only
course in the department which is designed to be of interest and use to
non-scientist students. As such,
it fulfills the department's need for a way to permit students to fulfill the
Quantitative and Symbolic Reasoning requirement without adding to the already
drastic overload in Math 120. I
wrote a workbook which serves as the text for the class, and have since done a
major revision of it.

2.
When the trio of professors who had been teaching the courses for future
elementary school teachers retired in the mid-eighties, I re-designed both Math
170 (Mathematics for Elementary School Teachers) and Math 171 (Geometry for
Elementary School Teachers). For
the former I arranged for a new text and set up a series of classes, worksheets
and assignments to go with it.
This set of notes was sufficiently comprehensive and clear to be used
either in part or entirely by other instructors of the course (in particular,
the instructors for several summer sessions of Math 170 felt very comfortable
simply reproducing the course on a shorter time line). In the course of the nineties, between
the changes going on in the world of mathematics education and the increase of
my knowledge of it, I have been continually revising the course. As of 2007, I
am engaged in trying out a new pair of books for Math 170 and 171

3.
Math 171 as I envisioned it did not conform to any existing textbook, so
I wrote notes and put together many pieces and resources. My notes have since been used by at
least one other instructor. More recently I have been using Sybilla Beckman's
textboo

4.
With Michael Mancer, I revised the Student Workbook for Math 100-102. I
also to a large extent rewrote the Instructor's Manual for the same courses.

[Since
1993 both have been published by Ginn Press, now Simon and Schuster.]

II
. Administration

When I first joined the 100-102 program, the training of T.A.'s consisted of a weekly seminar on
Piaget's theories of learning, which the T.A.'s found bewildering. I instituted, and still run, a
systematic training program, which is well received by most T.A.s and actively
sought after by those interested
in pursuing a teaching career as such. Graduate students who have taken part in
this program are very much valued by the local Community Colleges.

III. Committees

1.
I was the representative of the Mathematics Department on the admissions
committee for Group III E.O.P. students from 1982 until the committee ceased to
function. The committee spent many hours discussing not only specific decisions
about admitting individual marginal students, but the overall admissions
policies for E.O.P. students in general.

2.
In the spring of 1987 I served on a committee set up by the Vice
President for Minority
Affairs to review the structure
and objectives of the Instructional Center. After many meetings and a good deal of discussion, we
sent in a comprehensive report with a number of suggested changes.
Many of the suggestions were acted upon, with the result that the
Instructional Center became appreciably more effective in 1987-88 than it had
been for the preceding few years.

3.
In 1985-88 I was a member of the T.A. Training Committee.

4.
Since 1986, I have
periodically been a member of the Teaching Majors Committee. Currently I am serving on that
committee.

5.
In 1993-94, I served on the committee of the College of Education which
was designing the reformed program for preparation of elementary school
teachers. The following year, I worked on the design of the mathematics courses
within the new program, and co-taught the first sequence of them.

6.
In
1998-99, I served on the committee of the College of Education which was
revising and fine-tuning the above program for preparation of elementary school
teachers

7.
I have
been on several doctoral committees for the College of Education, and am
currently serving on another.

8.
I have been on the Math Day committee for
several years, and habitually run the origami session, produce games for the
teachers' lunch and serve as a go-between for the Math 'n' Stuff session.

IV. Brown Bags

Starting in November, 1993, I have run lunch time "Brown Bag
Seminars" at which a variety of issues of teaching and learning are
discussed.

V. Colloquia

I have arranged for sundry colloquia on issues in education. Speakers
have included Leon Henkins, Marjorie Enneking, Guy Brousseau, David Clarke and
Nicolas Balacheff.

VI. PFF

From summer of 1994 to spring of 1996, I served as one of the faculty
coordinators for the department's grant from the Pew Charitable Foundation
entitled "Preparing Future Faculty". Activities on this front have included:

1.
Arranging for eight of our graduate students to spend time at Seattle
University and/or Seattle Central Community College, working with one specific
faculty member, observing classes, and absorbing some of the culture of the
institution.

2.
Taking seven graduate students to a conference of the Northwest Council
of Teachers of Mathematics in Victoria in November, 1994.

3.
Taking another seven graduate students to the Washington Community
College Mathematics Conference in Wenatchee in April, 1995. While we were
there, several of us presented a forum about the PFF.

4. Taking five
graduate students and one faculty member to the Washington Community College
Mathematics Conference in the Columbia Gorge in May, 1996.

5.
Arranging five "Festive Fora". The first four featured David
Clarke (twice), Brian Greer and Susan Pirie, all well known researchers in
Mathematics Education. The last featured a dramatized dialogue (in costume,
yet) between Gauss and Eisenstein on the subject of the Quadratic Residue
Theorem. The parts were played, respectively, by Prof. David Pengelley and
myself.

6.
Arranging a series of small dinners at local restaurants designed to
promote conversation among faculty members and graduate students about issues
of graduate education. These have since been revived under other funding.
Summaries of many of the conversations can be found at
http://www.math.washington.edu/~warfield/dinners/dinners.html

7.
Serving as the Mathematics Department's representative on the PFF
Steering Committee starting in December, 1994.

VII. In
2003 and 2004, I took part in SIMUW (Summer Institute in Mathematics at the
University of Washington), teaching probability for two weeks and taking part
in sundry social activities.

VIII.
Newsletter

Since October, 1994, I have been producing an asynchronous e-mail
newsletter about issues and events on the teaching/learning front within the
math department. I had intended it
as simply an in-house item, but at this point there are subscribers in several
states and even a few out of the country,
The newsletters can be found at http://math.washington.edu/~warfield/news/news.html

**Service
to the University**

Since
2003 I have been a member of the advisory committee of the Pipeline Project.
This is an extremely lively and project providing channel (or pipeline) for university-wide outreach to K-12
schools around the state.

**Community
Service:**

In
spring of 1986, I spoke to the High School Teacher's Network on the subject of
some problems which are accessible to and enjoyable by high school
students. I also spoke at the
annual meeting of Washington Community College Teachers of Mathematics, on the
subject of Math 107.

In
October, 1986, I was part of a panel leading a forum for an Intercollege
Relations Commission discussion of the quantitative reasoning requirement. At the request of a fellow panel
member, I repeated the talk at a meeting of the Washington Community College
Humanities Association in April.

For
six weeks at the end of winter quarter and the beginning of spring quarter,
1986, Francesco Agostoni, who has a doctorate in the teaching of mathematics
from the University of Milan, came to the University of Washington as my
mathematical visitor. He observed
the teaching of Math 170, Math 100, 102 and 103, and the training of TAs in
Math 100 and 102.

In
May, 1987, I gave a full day of inservice training in the Renton School
District on the subject of Probability and the teaching of it to high school
students.

In
August, 1987, I gave a full day seminar on group discovery teaching to a class
of high school teachers taking a course at Evergreen College.

In
October, 1989, I gave an invited workshop on the Art of Probability at the
Northwest Mathematics conference -- a meeting of teachers from kindergarten
through college.

In
June, 1990, I gave a two week summer workshop for teachers on Geometry for
Elementary and Middle School Students.
The workshop was sponsored by the mathematics department of the
University of Virginia.

In October, 1992 I gave a
three hour mini-course on the Didactique approach to teaching fractions and
decimals at the Northwest Mathematics conference.

In
April, 1993, I co-taught a three day workshop for
in-service teachers in American Samoa.

In
May, 1993, I taught a two day workshop for in-service teachers in El Paso,
Texas.

In
June, 1994, I co-taught a two week institute for inservice teachers in Carbondale,
Illinois.

In
March, 1995, I taught a two-day workshop on Probability for in-service teachers
in Carruthersville, Missouri.

In
October, 1995, I taught a two-day
workshop on Algebra and Probability for in-service teachers in Madisonville,
Kentucky.

Note:
The last five workshops listed were all done under the auspices of the National
Faculty.

In
October, 1995, I ran a workshop on semi-regular tilings at the annual Northwest
Mathematics Conference.

From autumn, 1996, to spring, 2002 I was a member of the
Board of Trustees of the Little School.
Serving successively as
chair of its Education and Operations committee, chair of its Diversity committee and
member of the Board Development committee.

On several occasions (whose dates I
failed to record) I have gone to local elementary schools, either to take part
in a school-wide meet-some-scientists day or to teach a special topic in an
individual classroom.

In March, 2002, I presented a session on Probability at an
Expanding Your Horizons conference at Shoreline Community College.

In March, 2003, I presented a session on Graph Theory at an
Expanding Your Horizons conference at Shoreline Community College.

October, 2007 Š April, 2008, I was a member of the writing
team for the Washington State Mathematics Standards, and in particular of the
K-2 Editorial Team responsible for writing and reviewing the Standards at the
kindergarten through second grade level.

Since October, 2007 I have been member of the Washington
State Mathematics Coordinating Council.

Since autumn of 2006, I have been a member of the Steering
Committee of Project TIME, a branch of the Transition Math Project.

Since autumn of 2008, I have been a member of the Advisory
Council for Explorations in Math, a non-profit organization devoted to changing
the mathematics culture at elementary schools.

**WaToToM** . Since 1998, I have run an annual gathering of Washington
Teachers of Teachers of Mathematics, at which members of departments of
mathematics and mathematics education from all over the state get together for
a week-end of conversation and idea-sharing. Over time, we have become a strong
community with a desire to serve mathematics education in the state on a wider
basis. We have formalized with the creation of an Executive Committee and the
sponsorship of a website: www.washmath.org.

**Memberships
and positions: **

Mathematical
Association of America

Committee
on Professional Development

Committee
on Mathematical Education of Teachers

American Women of Mathematics:

Chair
of the Education Committee

Member
of Association Review Group for studying the revisions the NCTM Standards.

Education
editor of AWM Newsletter

Member
at large of Executive Committee (elected December, 1999)

Member of subcommittee to select a
consultant firm to help the AWM strengthen its
operations.

English language editor of the web-based International
Newsletter on the teaching and learning of Mathematical Proof, found at
www-didactique.imag.fr/preuve/

Member of the National Faculty (an elected membership); Sigma Xi;
Mathematical Association of America; Association pour Recherche en Didactiques
des Mathematiques.

**Appendix:**

Project
SEED is an innovative project which brings professional mathematicians into inner
city elementary classrooms to teach topics in high school and college
mathematics, using special teaching techniques. It is a national project which had state-wide programs in
California and Michigan and now has a major project in Dallas, Texas and a
growing number of projects elsewhere.
During 1970-72, the project had classes in eight schools in the Seattle
Central Area, with a budget of $104,000 (for 1971-72), and employed 30
mathematicians, including 7 members of the University of Washington mathematics
faculty. The duties of the director included administration, teaching, and
training other mathematicians to teach in the project. Reductions in available federal funds
terminated the project in Seattle in 1973.

The
University of Washington department of mathematics used Project SEED as its
model in setting up its remedial mathematics program, which has been run since
its beginning by people trained in Seattle's Project SEED. Since 1973, I have been working as a
teacher and T.A.-trainer in this program.
In 1977 I became one of its administrators. Since 1982 I have been its director. In the course of that
time, I set up the current program
for training T.A.s. Recently, I
have also edited the Student Workbook and drastically revised the Instructors'
Manual. They are currently being
published by Ginn Press.

Details
of many of the items listed above are attached to my Homepage:

http://www.math.washington.edu/~warfield