Mark Ellis
PROJECT AFFILIATION:
- TASEL-M
- Roles: Project Professional Developer
- Strengthening Science Teacher Preparation
- Transforming Academic and Cultural Identidad through Biliteracy
- Roles: PI
- Access: Project Admin, Project Contact
PROFESSIONAL ROLES
- Higher Ed: Education, Higher Ed: Administrator, Researcher
BIO
Mark W. Ellis is an Associate Professor in the Department of Secondary Education at California State University Fullerton. Mark earned his Ph.D. in Education from the University of North Carolina Chapel Hill in 2005. He taught mathematics in grades 6-12 in northern California public schools, becoming a National Board Certified Teacher in Early Adolescence Mathematics in 1999 (renewed in 2009). Mark's professional work focuses on supporting pre-service and experienced teachers in creating opportunities for all students-particularly those from groups historically underserved by traditional practices of schooling-to learn important mathematics concepts and skills. He is co-PI of the NSF-funded Fullerton Master Teacher and Mathematics Teacher Fellows project that aims to impact mathematics teaching in two high-need school districts. He served on the NCTM Board of Directors from 2011-2014.EXPERTISE
middle school mathematics teaching and learning
equity in mathematics education
history of school mathematics in the United States
RECENT PUBLICATIONS
Yopp-Edwards, R., Ellis, M., Bonsangue, M., Duarte, T., & Meza, S. (in press). Piloting a co-teaching model for mathematics teacher preparation: Learning to teach together. Issues in Teacher Education.Berry, R. Q., & Ellis, M. W. (2013). Multidimensional teaching. Mathematics Teaching in the Middle School, 19(3), 172-178.
Berry, R. Q., III, Ellis, M. W., & Hughes, S. A. (2013). Examining a history of failed reforms and recent stories of success: Mathematics education and Black learners of mathematics in the United States. Race, Ethnicity, and Education.
Ellis, M. W., Barnhart, T., & Milch, L. (2012). Understanding National Board Certification: A guide for teachers and those who support them. Upper Saddle River, NJ: Pearson.
Ellis, M. W., & Bryson, J. (2011). A conceptual approach to absolute value equations and inequalities. Mathematics Teacher, 104(8), 592-598.
Ellis, M. W. (Ed.) (2009). Mathematics for Every Student: Responding to Diversity, Grades 6-8. Reston, VA: NCTM.
