Dr. Michaele Chappell, Interim Chair of the Mathematics Department for 200405, is a Full Professor of Mathematics Education and teaches both mathematics and mathematics methods courses to undergraduate and graduate students. With interests in geometry and spatial reasoning, problem solving, and achievement of minority learners, Dr. Chappell has worked on a number of projects, including her role as an investigative researcher from 19921996 for the QUASAR Project funded by the Ford Foundation. She has been active in national, state, and local mathematics education organizations such as the NCTM, the AMTE, the Benjamin Banneker Association; and the Florida Education Fund. She has also served in the role of officer and board/committee member in these organizations. Dr. Chappell served as a workshop leader for a Mathematics Teacher Preparation Project sponsored by the MSEB of the National Research Council and as a Reflective Collaborator for the NCTM Reflections Project. During the past 24 years, Dr. Chappell has demonstrated a breadth of knowledge in mathematics teaching and learning through her teaching, research, and presentations. She has been an invited speaker at conferences and has provided numerous school practitioners with professional development workshops.
PUBLICATIONS

Chappell, M.F., Schielack, J. F., & Zagorski, S. (Eds.). Empowering the beginning teacher of mathematics in elementary school. (2004). Reston, VA: NCTM.

Chappell, M.F., & Pateracki, T. (Eds.). Empowering the beginning teacher of mathematics in middle school. (2004). Reston, VA: NCTM.

Chappell, M.F., Choppin, J., & Salls, J. (Eds.). Empowering the beginning teacher of mathematics in high school. (2004). Reston, VA: NCTM.

Chappell, M.F. Keeping Mathematics FrontandCenter: Reaction to Middle Grades Curriculum Projects Research. In S. Senk and D. Thompson (Eds.), Standardsoriented school mathematics curricula: What does research say about student outcomes? (pp. 285296). (2003). Mahwah, NJ: Lawrence Erlbaum.

Chappell, M.F. Reconsidering the Mathematics that Teachers need to Know: Analyzing Student Work. In National Research Council /Mathematical Sciences Education Board, Knowing and Learning Mathematics for Teaching: Proceedings of a Workshop. (pp. 5359). (2001). Washington, DC: National Academy Press.

Chappell, M.F. Geometry in the middle grades: From its past to the present. Mathematics Teaching in the Middle School (Department: Spotlight on the Standards). 6(9), p. 51619. (2001).

Kersaint, G., and Chappell, M.F. What do you see? A case for examining students' work. Mathematics Teacher. 97(2), p. 102105. (2004).

Chappell, M.F., and Thompson, D. R. Fostering multicultural connections in mathematics through media. For M. L. Strutchens (Ed.), Changing the faces of mathematics: Perspectives on African Americans. (pp. 135 150). (2000). Reston, VA: National Council of Teachers of Mathematics.

Chappell, M.F. and Thompson, D.R. Reflections on Practice: Modifying our questions to assess students' thinking. Mathematics Teaching in the Middle School, 4(7), p. 47074. (1999).

Walker, P., and Chappell, M.F. Reshaping perspectives on teaching mathematics in urban diverse settings. In M.Kenney, & J. Trentacosta (Eds.), Multicultural and gender equity: The gift of diversity (p. 201208). (1997). Reston, VA: NCTM.

Chappell, M.F. and Thompson, D.R. Modeling the Standards: Ideas for initial teacher preparation programs. In D. B. Aichele, & A.F. Coxford (Eds.), Professional Development for Teachers of Mathematics, (pp. 186199). (1994). Reston, VA: National Council of Teachers of Mathematics.
references: http://mtsu32.mtsu.edu:11488/;
