A Project of CCT

The Program

How can teachers implement standards-based math lessons that meet the varied needs of today’s diverse student body? Math for All, a new program developed by EDC and Bank Street College of Education, enhances the preparation of general and special education teachers to promote math success for each learner, including students with disabilities, in grades 3-5.

Math for All includes all the materials needed for effective professional development for teachers in grades 3 – 5:

  • A facilitator’s guide
  • Companion DVDs
  • Corresponding Book with materials and handouts.

The program shows both general and special education teachers ways to collaborate to provide a high-quality, standards-based mathematics education.

“With so much emphasis on the need to provide equitable instruction for all students, the design of the materials contained within these workshops will allow teachers to develop lessons that include all students in learning”Edward C. Nolan, executive director of the Maryland Council of Teachers of Mathematics.

Develop Your Own Lessons

Math for All participants work within a team to develop math lessons that are accessible to all students. The program consists of five workshops during which teachers engage in an ongoing process of problem solving, decision making, and reflection.

Schools and districts can use the program to increase the expertise of their teachers and enable them to offer workshops for colleagues, eliminating the need to hire outside consultants for the job.

“The materials incorporate every known element of effective professional development including case studies, video clips, teamwork, doing mathematics together, applying theory to practice in a well paced job embedded format. I think these materials are incredibly useful, user friendly, and likely to significantly improve the practice of any professional who fully engages in the sessions.”Lucy West, Author and Consultant, Metamorphosis Teaching Learning Communities

How to Order

To learn more about the program or to order it from Corwin Press, go to www.corwin.com/authors/535495.

About the Developers

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Dr. Babette Moeller

Dr. Babette Moeller is a Senior Research Scientist at the Center for Children and Technology of the Education Development Center (EDC). She brings more than 25 years of experience researching and developing technologyenhanced programs in mathematics and science to help ensure that students with disabilities and those from other traditionally underrepresented groups will be included in and benefit from educational reform efforts. As project director of numerous research and development projects, Dr. Moeller has had extensive experience in designing and implementing technology-supported programs in general and special education, providing professional development for teachers and administrators in a variety of settings, and conducting formative and summative evaluation research. She also has taught courses in technology integration, media research, and child development at Fordham University’s Graduate School of Education and the New School for Social Research. She currently serves as adjunct faculty in the Mathematics Leadership Program at Bank Street College of Education. Dr. Moeller holds a PhD in developmental psychology from the New School for Social Research.


Dr. Barbara Dubitsky

Dr. Barbara Dubitsky, a faculty member of the Graduate School at Bank Street College of Education, is the Director of the Mathematics Leadership Program, a program she developed in collaboration with a team of colleagues. Dr. Dubitsky has been a member of the Graduate School at Bank Street College for more than 30 years, and has worked extensively in public and private schools to help teachers build their capacity to teach mathematics.
One of her major focuses is the use of technology in education, and especially how it can be used for online education. Recently she taught short mathematics courses online. Dr. Dubitsky has worked with technology since the Bank Street College began to use computers with children in 1980, playing a key role in the Center for Children and Technology housed at Bank Street from 1980 to the early 1990s. She was Chair of Computer Programs in the Graduate School. Previously, she worked for many years as a public school teacher in Grades 4 through 6, and went on to become a middle school math teacher and math coordinator. Dr. Dubitsky holds an EdD in Mathematics, Statistics, and Computing Education from Teachers College, Columbia University.

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Dr. Marvin Cohen

Dr. Marvin Cohen is a Senior Faculty member (Niemeyer Chair, 2005) at Bank Street College of Education and a member of the Mathematics Leadership Program (MLP) faculty. He teaches both mathematics pedagogy and content classes and advises in the MLP. Dr. Cohen, with his colleagues, helped to develop the 10 video case studies that are the foundation of this Math for All curriculum, aimed at increasing access to meaningful mathematics for all children K–5. Dr. Cohen was Scholar in Residence at the Ben Franklin International School in Barcelona, Spain, in the spring of 2010.

Dr. Cohen also has been Director of Instructional Technology at Bank Street and has been director of a variety of technology-based projects that focus on building a technology-using environment at Bank Street. He has coordinated collaborations with Vanderbilt University and the University of Virginia. He was a co-designer of the Mathematics Learning Forums (Annenberg, 1994), a distance education project and was a co-founder of Bank Street’s Center for Minority Achievement (a middle school reform project) and the Mathematics Leadership Program.


Dr. Karen Marschke-Tobier

Dr. Karen Marschke-Tobier (1942–2008) was the Director of the Early Childhood Special Education Program and a faculty member of the Graduate School at Bank Street College of Education. In addition to her appointment at Bank Street, Dr. Marschke-Tobier worked as a child therapist in private practice and served as a psychology consultant at the Corlears School for 20 years. She received her training in child psychoanalysis at the Hampstead Child Therapy Clinic in London run by Anna Freud. Dr. Marschke-Tobier also had experience as an early childhood teacher, Head Start consultant, and school social worker. Her special interests included the influence of emotions and the role of play in development and learning, as well as school and family connections. Throughout her career she remained deeply committed as an advocate for children, the environment, and public education as a means of fostering change.

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Dr. Hal R. Melnick

Dr. Hal R. Melnick is a faculty member of the Leadership in the Math Education program at Bank Street College of Education in New York City (NYC). He teaches courses in math education for new and tenured teachers and for math coaches. Dr. Melnick began his career as an elementary school teacher in the NYC public schools, where he studied in and taught Madison Project courses for NYC teachers across the city. Today he enjoys working as a mathematics professional developer in public and private schools both in the United States and internationally. His focus is on developing professional learning communities in schools, enlarging teacher’s pedagogical content knowledge as they teach mathematics and on helping teachers reflect on their own beliefs about mathematics teaching and its effect on student learning. Currently he is engaged in consulting for the NYC Department of Education’s Early Childhood Assessment in Math Professional Development effort. Dr. Melnick holds a PhD in Mathematics Education from the Union Institute and a master’s degree from Bank Street College.

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Linda Metnetsky

Linda Metnetsky is a faculty member of Bank Street Graduate School of Education and advisor with the Leadership in Mathematics Program. At present Ms. Metnetsky teaches Math for Teachers, Diagnosis in Mathematics, and Integrated Mathematics II, a math content course. She worked extensively in New York City public schools as a math coach and in other professional development capacities at the local and district level. She continues to work with a small public school, supporting teachers in their professional development in mathematics. In addition to her involvement in the Math for All NSF Research Grant, she works with New York City math coaches to train teachers in ECAM, an early childhood assessment tool, and is working to create a portfolio system, a tool for formative assessment, for elementary schools.


Andrea Brothman

Andrea Brothman is the Technology Integration Coach for Radnor Township School District, serving three elementary schools, a middle school, and a high school. Prior to joining the district, she was on the faculty of Bank Street College of Education as an Instructional Technologist. There, she supported faculty’s use of technology in their course work, co-developed and taught the graduate school curriculum course on technology integration, helped classroom teachers conduct action research around the impact of technology on children’s learning, and managed the video production and editing components of the Math for All project. She is experienced in supporting children, teachers, administrators, and graduate faculty through workshops, one-on-one coaching, and modeling. She has created several youth media literacy and media production programs, including Video-Link in New York City and Media Matters in Wilmington, Delaware. She has additionally served as a consultant for Sesame Workshop’s Electric Company, EDC’s Center for Children and Technology, and the Learning Network at the New York Times, all in New York City.


Randi Cecchine

Randi Cecchine is a documentary filmmaker, media educator, and freelance video producer. She has filmed and edited classroom and workshops videos for Math for All and the EDC’s Center for Children and Technology (CCT) since 2005. As a child she struggled with math, and she has great admiration for the care and wisdom of the researchers and educators she has met through this program. She has recently created video content for a website aiding preschool teachers with early math assessment in collaboration with CCT and Columbia University Teacher’s College. Her documentary Scrambled: A Journey Through PCOS has helped many women with a very common yet easily misunderstood medical condition.

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