Xuhui Li, Director
I am an assistant professor in the Mathematics Department at California State University Long Beach, and a LACTMA Director.
Over the last 15 years I have engaged myself in the mathematical preparation and professional development of K-12 teachers in Shanghai, China (1995-1999), Texas (1999-2005), Michigan (2005-2007), and California (2007-present). I have taught a variety of mathematics content and method courses for prospective elementary and secondary school mathematics teachers, and also worked with practicing mathematics teachers through mathematics education graduate courses, independent studies, master degree theses, and professional development workshops. Two major objectives of my teaching have been to support mathematics teachers in (1) building conceptual links between advanced mathematics and the mathematics content they are/will be teaching, and (2) developing instructional strategies that can effectively make mathematics accessible to learners of different needs and levels of understanding. Meanwhile, I have been involved in several statewide, national, and international research projects on school mathematics curriculum, instruction, and teacher development. These have proven to be invaluable experiences for me to gain insights into mathematics teachers’ knowledge, beliefs, thinking, and daily teaching practices, and develop a better understanding of the complicated relationships among envisioned, enacted, and achieved mathematics curricula.
As a future Director I hope to serve LACTMA by playing the crucial role of a liaison between K-12 mathematics teachers and colleagues in higher education sectors (mathematicians, college mathematics instructors, mathematics teacher educators, etc.) in greater Los Angeles area. In my view, K-16 mathematics education in this area has two imperative and urgent missions: (1) to close the persistent performance gaps among different schools, districts, and student groups; (2) to prepare students making smoother transitions to mathematics studies at higher grade levels, especially, from high school to college. These missions can hardly be accomplished without the mutual communication, trust, understanding, and consensus between mathematics educators at K-12 levels and in higher education institutions. Surrounding a longstanding or current issue, conferences, forums, workshops, seminars, action teams, interests groups, email or web discussions, etc. could all be productive approaches to sharing ideas, reaching common grounds, and taking substantial actions. I feel passionate and prepared for helping LACTMA to organize and facilitate such kinds of cooperation and collaborations which would potentially contribute to the improved mathematics curricula, teaching practices, assessment, and student learning outcomes in greater LA area classrooms.