After completing his A.B. degree in mathematics at Hunter College of the City University of New York, he took a position as a teacher of mathematics at Theodore Roosevelt High School in the Bronx (New York), where he focused his attention on the teaching process in general and the improvement of students' problem-solving skills in particular. He developed the school's first mathematics teams and established a special class whose primary focus was enrichment topics in mathematics and problem solving. After six years as a high school teacher, Dr. Posamentier joined the faculty of The City College where he also received his master’s degree. He began to develop in-service courses for secondary school mathematics teachers, focusing on practical classroom applications of educational research. These courses addressed such topics as the uses of new technology in mathematics instruction, efficient ways to teach weaker students, problem-solving strategies, and the enrichment of mathematics through a variety of ways including, but not limited to, recreational mathematics.

Dr. Posamentier received his Ph.D. from Fordham University (New York) in mathematics education. He is an Honorary Fellow at the South Bank University (London, England). He has been visiting professor at the Technical University of Vienna and the Humboldt University at Berlin, and a Fulbright Professor at the University of Vienna.  Dr. Posamentier is often cited for his outstanding teaching. The City College Alumni Association named him Educator of the Year (1993) and he also on May 1, 1993 had a "Day" named in his honor by the City Council President of New York City. He was awarded the Grand Medal of Honor from the Federal Republic of Austria and the Medal of Distinction from the city of Vienna. In 1999 he was awarded the title of University Professor for Austrian Universities.

Now, after more than 35 years on the faculty of CCNY, he still exudes an ever-increasing energy and enthusiasm for mathematics and mathematics education. With his penchant for mathematics instruction, he has been especially concerned that during the recent years of mathematics teacher shortages, those who enter the classroom are as well prepared as possible. He enthusiastically believes that providing mathematics teachers with an appropriate repertoire of teaching strategies enables them to fulfill an essential role in society: empowering our nation's youngsters to engage in the critical study of mathematics.

Dr. Beverly Smith Beverly Smith holds a, MA and Ed.D. in mathematics education from Teachers College — Columbia University and an M.S. degree in computer science from Union College. Prior to becoming a mathematics-teacher-educator, Dr. Smith taught mathematics and computer science at the secondary school and college level in New York State and Massachusetts.   She is currently an Associate Professor in the Secondary Education Department at The City College of New York. 

Dr. Smith’s research interests are in the area of teacher professional development.  As part of her responsibilities as a faculty member of MetroMath: The Center for Mathematics in America’s Cities, she is studying the development of alternatively certified mathematics teachers who are participating in the New York City Teaching Fellows Program.  In addition, Dr. Smith is working with mathematics teachers to better understand how technology can support formative assessment in urban mathematics classrooms.

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