enVision® Integrated Mathematics Authors

Course I, Course II, Course III

Request More Information

Eric Milou, Ed.D

Eric Milou is Professor in the Department of Mathematics at Rowan University in Glassboro, NJ. Eric teaches pre-service teachers and works with in-service teachers, and is primarily interested in balancing concept development with skill proficiency. He was part of the nine-member NCTM feedback/advisory team that responded to and met with Council of Chief State School Officers (CCSSCO) and National Governors Association (NGA) representatives during the development of various drafts of the Common Core State Standards. Eric is the author of Teaching Mathematics to Middle School Students, published by Allyn and Bacon. He is a member of the authorship team for the enVision Mathematics © 2024 Grades 6-8.

Dan Kennedy, Ph.D

Dan Kennedy, Ph.D., is a classroom teacher and the Lupton Distinguished Professor of Mathematics at the Baylor School in Chattanooga, Tennessee. A frequent speaker at professional meetings on the subject of mathematics education reform, Dr. Kennedy has conducted more than 50 workshops and institutes for high school teachers. He is coauthor of textbooks in calculus and pre-calculus, and from 1990 to 1994 he chaired the College Board's AP Calculus Development Committee. He is a 1992 Tandy Technology Scholar and a 1995 Presidential Award winner. He is part of the authorship team for Precalculus: Graphical, Numerical, Algebraic and Calculus: Graphical, Numerical, Algebraic, AP® Edition.

Christine D. Thomas, Ph.D

Christine D. Thomas is a professor of mathematics education in the Department of Middle and Secondary Education at Georgia State University. She is also the president of the Association of Mathematics Teacher Educators (AMTE). As president of AMTE, her goal is to further solidify AMTE as the premier organization promoting the improvement of mathematics teacher education through the dissemination of high-quality educational research and innovative models for teacher preparation and professional development, and through ongoing advocacy for high quality mathematics teaching. Thomas is also an active member of the National Council of Teachers of Mathematics, where she served on the Board of Directors (2008-2011) and as a member of the editorial panel of the NCTM journal Mathematics Teacher (2007-2011). From 2007 to 2009, she served as co-chair of the steering committee of the North American chapter of the International Group of the Psychology of Mathematics Education (2007-2009).

Her research is grounded in developing, enhancing and retaining effective teachers of mathematics in urban high-need schools. Her work has been supported by the National Science Foundation through the Robert Noyce Teacher Scholarship Program. As principal investigator of the Robert Noyce Urban Mathematics Educator, Thomas’s project was recognized by the NSF for its influence on teacher retention in high-need schools. She was also selected by NSF to serve as mentor to newly funded principal investigator for the NSF Robert Noyce Teacher Scholars program. Thomas is a former high school Geometry teacher and taught for 14 years.

Rose Mary Zbiek, Ph. D

Dr. Zbiek is a Professor of Mathematics Education at The Pennsylvania State University, College Park, PA. She is a former Pennsylvania mathematics and computer science teacher. She joined the Penn State faculty in 2002 after a decade of teaching mathematics and mathematics education at the University of Iowa. Her scholarly interests focus on teachers' and students' mathematical reasoning and representations in technology-intensive environments at the secondary and college levels. Her recent work includes theory-building research in the area of representation and models of mathematics teachers' incorporation of technology in classroom practice. She is the series editor for the National Council of Teachers of Mathematics Essential Understanding project.  Zbiek is part of the writing team for the Guidelines for Assessment & Instruction in Mathematical Modeling Education (GAIMME Report) published by Consortium for Mathematics and Its Applications (COMAP) and Society for Industrial and Applied Mathematics (SIAM) in 2016.


Contributing Author

Al Cuoco, Ph. D

Al Cuoco is the lead author of CME Project, a National Science Foundation (NSF)-funded high school curriculum. Recently, he served as part of a team that revised the Conference Board of the Mathematical Sciences (CBMS) recommendations for teacher preparation and professional development.

Cuoco is a co-author of several books published by the American Mathematical Society including: Famous Functions in Number TheoryApplications of Algebra and Geometry to the Work of Teaching, and Probability through Algebra. In 2013, Cuoco co-authored the book, Learning Modern Algebra: From Early Attempts to Prove Fermat's Last Theorem (published by the Mathematical Association of America—MAA). Other recent books include Mathematical Connections: A Companion for Teachers and Others (also published by the MAA), Reasoning and Sense Making in Algebra (co-authored with Karen Graham and Gwen Zimmermann, published by the National Council of Teachers of Mathematics).

Recently, Cuoco was elected to the Board of Directors for Math for America-Boston and to the Advisory Board for the mathematics department at the University of Massachusetts, Lowell. Previous advisory roles included membership on the Massachusetts Board of Education’s Mathematics and Science Advisory Council and participation in the team that provided background research to the PARCC (Partnership for Assessment of Readiness for College and Careers) Content Frameworks for high school mathematics. Cuoco also provided background research to the writers of the CCSSM.

Cuoco taught high school mathematics to a wide range of students in the Woburn, Massachusetts public schools from 1969 until 1993. He draws constantly on his experience both as a mathematician and a teacher in his work in curriculum development, professional development, and education policy. A student of Ralph Greenberg, he holds a Ph.D in mathematics from Brandeis, with a thesis and publications in Iwasawa theory.