Name	Harel Barzilai
email	barzilai@barzilai.org
Personal web site	http://barzilai.org and http://barzilai.org/rume
Present institutional and departmental affiliation	Salisbury Department of Mathematics (2006-2007 Sabbatical at Cornell University)
Year(s), type(s), and institution(s) of degrees	1997 Ph.D. in Mathematics, Cornell University
Other contact information:	1101 Camden Ave. Salisbury, MD 21801 ; 410-543-6472 Home: 607-257-sixteen89 for 2006-2007.

My Background

While earning a doctorate in mathematics at Cornell, I took several courses on mathematics education and K-12 teaching and learned about the NCTM Standards. I also became actively involved in leading a graduate student initiative to reform the calculus sequence. Incorporated were in-class groupwork (including investigations I wrote up), written long-term modeling-based group projects, and student oral presentations (see http://www.math.cornell.edu/~projcalc/)

Another rewarding experience was my serving as a Teaching Assistant for a discussion, writing, and discovery based Geometry course (taught by David Henderson) largely intended for prospective school teachers, and participating in a related NSF Undergraduate Faculty Enhancement workshop on teaching geometry.

Upon completing my dissertation ('97), I declined an offer for a hybrid research/education postdoc at Duke University and took a postdoctoral position at the University of Minnesota to focus exclusively on mathematics education (both collegiate and K-12) and curricular development. There, I was workshop designer and coordinator for 12 sections of the University's Calculus Initiative, designed and ran weekend workshops for mathematically gifted K-12 students, and taught courses to both university students and K-12 students in the University of Minnesota Talented Youth Mathematics Program (UMTYMP). I also co-authored a (successful) grant proposal to encourage girls in mathematics, spoke at an MCTM meeting, and joined NCTM.

Pedagogical Interests and Experience

I frequently use in-class cooperative learning; short writing assignments; long-term group assignments: papers (lower division) or projects (Calc II and above); and student presentations. I use java applets as well as web pages/resources and class listservs.

I've designed and run some weekend workshops for mathematically talented K-12 students; I'd like to do so again, but am particularly interested in designing and running workshops for in-service (and pre-service) teachers as well as designing and teaching more courses for pre-service teachers.

I'd like to learn more about the K-12 sector and teacher preparation; Geometers Sketchpad, JavaSketchpad, and other (truly!) appropriate uses of technology.

Current Pedagogy and/or Math-Ed Projects