Note: This application with links to cited
material can be found on the Internet at **Http://jwilson.coe.uga.edu**

November 2005

**B. Disignated Are Committee which will review application**

Professional and Applied Studies

**C. Personal Data**

1.

Full NameJames W. Wilson

2.

Present Rank and Date AppointedProfessor, 1979

3.

Department and/or CollegeDepartment of Mathematics and Science Education, College of Education

4.

Campus mailing addressDepartment of Mathematics and Science Education, 105 Aderhold Hall

5.

Email addressjwilson@uga.edu

6.

Number of Years Employed by The University of GeorgiaThirty-seven, 1968-present

**D. Scholarly Competence**

1.

EducationPh.D. (Mathematics Education) Stanford University, 1967

M.S. (Mathematics) Stanford University, 1964

M.S. (Mathematics) University of Notre Dame, 1965

M.A. (Mathematics) Kansas State Teachers College, 1960

B.S. (social science and science) Kansas State Teachers College, 1958

2.

Title of Master's ThesisAn Error Formula for Square Root Approximations. Kansas State Teachers College, Emporia. 1960.

3.

Title of DissertationGenerality of Heuristics as an Instructional Variable. Stanford University, 1967.

4.

Academic and Professional PositionsUniversity of Georgia, Professor of Mathematics Education, l979-present

University of Georgia, Graduate Coordinator, Department of Mathematics and Science Educaton, 2004-2005.

University of Georgia, Graduate Coordinator, Department of Mathematics Educaton, 1998-2004.

University of Georgia, Head and Graduate Coordinator, Department of Mathematics Education, 1969-1993

University of Georgia, Acting Director, Learning and Performance Support Laboratory, 1993-1995. Affiliated Faculty, LPSL, 1993-2005.

University of Georgia, Associate Dean for Research (Acting) January l983-September l984

University of Georgia. Associate Professor of Mathematics Education, 1969-1979. On leave 1974-75.

National Science Foundation. Program Manager, Materials and Instructional Development Section, Division of Pre-CollegeEducation in Science, 1974-75.

University of Georgia. Assistant Professor of Mathematics Education, 1968-69.

Saint Michael's College, Winooski, Vermont. Visiting Lecturer in Education, Summer, 1967.

School Mathematics Study Group, Stanford University, Research Associate, 1966-68. Project Coordinator, SMSG Research and Analysis Section.

School Mathematics Study Group, Stanford University, 1964-66. Research Assistant, Stanford Staff, full-time. Member of SMSG Headquarters Research and Test Development Section.

Flexible Scheduling Project and Secondary Education Project, Stanford University, 1962-64. Research Assistant, half-time. Primary responsibility as a computer programmer.

Kansas State Teachers College, Emporia, Kansas, 1961-62. Instructor in Education. Primary responsibility was the mathematics instruction in the Secondary Laboratory School (grades 7-12). Some student teacher supervision.

Marion City Schools, Marion, Kansas, February, 1958 - June, 1960. Instructor of Mathematics and Biology.

5.

Published Articlesa.

Refereed scholarly articles and reportsWilson, J. W. (2003). Development of a mathematics education community: A personal perspective. In G. W. A. Stanic & J. Kilpatrick (Eds.), A history of school mathematics. Reston, VA: National Council of Teachers of Mathematics.

Lambdin, D. V., & Wilson, J. W. (2001) The Teaching Preparation of Mathematics Educators in Doctoral Programs in Mathematics Education. In R. E. Reys & J. Kilpatrick (Eds.), One Field, Many Paths: U. S. Doctoral Programs in Mathematics Education. Providence, RI: American Mathematical Society.

b.

Books

Invitation to Mathematics. (Elementary Textbook Series), Scott-Foresman Company, author team, 198l-presentc.

Selected Other publicationsWilson, J. W. (2005)

Taking Some Mystery out of the Nine Point Triangle with GSP.Exploration of the Nine Point Circle as the common circumcircle of three special triangles and constructing the NPC as the image of a dilation of 1/2 of the circumcircle with the orthocenter as the center of dilation.http://jwilson.coe.uga.edu/Texts.Folder/NinePtCir/NPC.htmlWilson, J. W. (2005)

Discussion of the Equal Segments Problem. Given a fixed angle ACB, construct equal segments AX, XY, and YB.http://jwilson.coe.uga.eduWilson, J. W. (2003).

Technology in Mathematics Teaching and Learning. This draft reflects some of the considerations implemented at the University of Georgia in the courses tied to the author's web site.Http://jwilson.coe.uga.eduWilson, J. W. (2002)

Technology in mathematics teaching and learning. Considerations for using technology, particularly the web, in the mathematics classroom. Paper.html. Considerations for using technology, particularly the web, in the mathematics classroom.Http://jwilson.coe.uga.eduWilson, J. W. (2000)

Developing Web Based Courses on a Shoestring: Courses for Inservice and Preservice Mathematics Teachers.

Web presentation for Teleconference on Technology, International Conference on College Teaching and Learning, Jacksonville, FL.Wilson, J. W. (2004).

A few GSP Lessons. A series of 11 demonstration lessons showing a range of capabilities of the Geometer's Sketchpad as an instructional tool.Http://jwilson.coe.uga.eduWilson, J. W. (2003).

Trisecting the Area of a Triangle. This is an investigation of the constructions required to dividee the area of a triangle into three regions of equal area, under different initial conditions.Http://jwilson.coe.uga.edu

6.

Contracts or GrantsInterMath: Technology and the Teaching of Middle School Mathematics, National Science Foundation, Project Director, $691,963, July 1999 through June 2004. (With M. Hannafin, LPSL, and P. Ohme, GaTech)

Center for Proficiency in Mathematics Teaching, National Science Foundation, Co-PI, $10.6M, 2002-2007. (With P. Wilson and J. Kilpatrick, UGA, and D. Ball, H. Bass, and E. Silver, U of Mich)

Conceptual Adjustment in Progressing from Whole to Rational Numbers, U.S. - Israeli Binational Science Foundation, September 1991-August 1994, University of Tel Aviv, University of Georgia, and University of Maryland. (With D. Tirosh, E. Fishbein, and A. Graeber)

7.

Creative AbilitiesComprehensive Web Site development:

Http://jwilson.coe.uga.edu

This Web site serves instruction, research, service, professional, and personal activities. All of Professor Wilson's courses and Seminars since 1994 have been organized around the use of the Web site. These courses include

**EMAT 6680**- EMAT 6680 Technology and Secondary School Mathematics**EMAT 6690**- EMAT 6690 Technology Enhanced Instruction in Secondary School Mathematics,**EMAT 6700**- EMAT 6700 Advanced Explorations with Technology in Mathematics Instruction,**EMAT 7050**- EMAT 7050 Teaching Secondary School Mathematics**EMAT 6990**- EMAT 6990 Masters Seminar in Mathematics Education**EMAT 6000**- EMAT 6000 Special Problems in Mathematics Education**EMAT 8990**- EMAT 899 0Doctoral Seminars in Mathematics Education.**EMAT 6600**- EMAT 6600 Problem Solving in Mathematics**EMAT 4950**- EMAT 4950 Professional Seminar in Teaching Mathematics- A unique feature of this Web Side use is that all student productions (e.g. write-ups, essays, instructional units) are place on the Web Site by the students in these classes. The Web Site receives over 10000 hits per week. It is linked by over 300 other Web Sites worldwide.

E.* *__Additional Evidence of Intellectual Leadership__

1. Papers presented at professional and learned societies

Wilson, J. W. (2005, October)

Taking some mystery out of the nine-point circle with GSP.Annual meeting of the Georgia Council of Teachers of Mathematics, Rock Eagle, GA.Wilson, J. W. (2001, March).

Mathematics problem solving using Geometers Sketchpad.Invited presentation for SciMath MN and the Department of Mathematics and Statistics, Minnesota State University, Mankato.Wilson, J. W. (2000, October).

Technology in school mathematics reform. Invited Presentation, University of Illinois Department of Mathematics Seminar Series on Issues in K-12 Mathematics Education, Champaign-Urbana, IL.Wilson, J. W. (2000, April)

Developing Web Based Courses on a Shoestring: Courses for Inservice and Preservice Mathematics Teachers.Annual Conference on Technology in Higher Education, Jacksonville, FL.Wilson, J. W. (2000, December)

Technology in Secondary School Mathematics.Invited presentation to the Department of Mathematics, University of Kansas.2. Sessions organized and chaired or service as a discussant at professional meetings

Discussant/participant, National Conference on Mathematics Education Doctoral Programs, University of Missiouri, October 2000.

Associate Organizer, Topic Study Group on the Teaching and Learning of Geometry, International Congress on Mathematical Education, Tokyo, Japan, 2000.

3.

Member of editorial board or referee for scholarly or professional journalReferee,

Journal for Research in Mathematics EducationEditor,

, 1976-1982. (Continue to be consulted by subsequent editors.)JRMEReferee,

American Educational Research JournalReferee,

Journal of Teacher EducationReferee,

PythatorasReferee,

International Journal of Science and Mathematics Education4.

Referee or member of advisory panel for federal, state, or private agency awarding research, development, training,or service grants.Mathematics Advisory Committee, Knowles Science Teaching Foundation

Various National Science Foundation panels.

Various NIE, OERI, and USDE committees.

Grant Incentive for Teachers Program, GTE (administered by ETS)

5. Special honors Received for academic achievement

Lifetime Achievement Award, National Council of Teachers of Mathematics, 2001.

6. Service on important extra-university, professional committees

AERA Committee on Use of the Internet, 1998-2001.

Indiana University of Pennsylvania, External Review Committee, Department of Mathematics, 1999.

Hunter College, Mathematics Department Advisory Committee for an NSF Project on Integrated Curricula in Mathematics and Science, 1997-2001.

Clemson University, FIPSE project on a national field test of Calculus Concepts, 1996-1999.

The University of Missouri. NSF Project on Statewide Implementation of Reform Based Middle School Mathematics Curricula. 1996-1999.

The University of North Florida. NSF Project on Technology, Discovery, and Communication in Secondary School Mathematics. 1995- 1999.

a.

Elected offices heldNone 1999 - 2005

b.

Appointed offices held.None 1999-2005

c.

Committees chaired.NCTM Committe on Interpretive Reports for TIMMS, 1998-2000.

d.

Committee Service.AERA Committee on Use of the Internet, 1998-2001.

7. Other evidence of intellectual leadership.

None

**F. Experience and Effectiveness with Graduate Education**

1. Dissertations Directed

in past 7 years.Susie Lanier, University of Georgia,1999, 3 years. (Georgia Southern University)

LouAnn Huey Lovin, University of Georgia, 2000, 4 years. (James Madison University)

Terry Barron, University of Georgia. 2000, 3 years. (Brenau University, now on Active Duty, U. S. Army)

Inchul Jung, University of Georgia, 2002, 5 years. (Kongju National University, Korea)

Signe Kastberg, University of Georgia, 2002, 4 years. (Indiana University Purdue University Indianapolis)

Lisa Sheehy, University of Georgia, 2004, 5 years but interrupted. (Gainesville City Schools mathematics coach)

Linda Crawford, University of Georgia, 2004, 5 years but interrupted. (Augusta State University)

Kursat Erbas, University of Georgia, 2004, 5 years. (Middle East Technical University, Turkey)

Michael McCallum, University of Georgia, 2005, 4 years. (DeVry University)

Jacob Klerlein, University of Georgia, Anticipated in December 2005, 4 years. (IUPUI)

June Jones, University of Georgia, Anticipated in May 2006, 9 years. (Macon State College)

Samuel Obara, University of Georgia, Anticipated in May 2006, 3 years.Daniel Brink, University of Georgia, Anticipated in May 2007, 3 years.

Stephan Bismarck, Univesity of Georgia, Anticipated in May 2007, 4 years.

2. Theses Directed

None.

3.

Service on student advising, examining, and reading committeesRegularly. Whenever it is in the best interest of the student.

Estimate service on 75 percent of the doctoral committees in in mathematics education in past 7 years.

Advisor to 8 to 10 M. Ed. and Ed. S. students each year.

Major professor for 10 students who have finished in the past 7 years.

Major professor for 5 students currently in progress.

4.

Graduate courses taughtEMAT 6680 Technology and Secondary School Mathematics

Fall, 1999, 2000, 2001, 2002, 2003, 2004, 2005 (2 sections)

Spring 2001 (for Gwinnett Mathematics Teacher Leaders program)

Summer 2000, 2001, 2002, 2003, 2004

End of course evaluations through 2004 used a narrative response format where students discuss how well the objectives of the course have been met. A sample of these responses is appended. End of course evaluation records are maintained by the department and these show uniformly high praise for the EMAT 6680.EMAT 6690 Using Computers in Mathematics Instruction

Summer 1999, 2000, 2001, 2002, 2003

Spring 1999, 2000, 2001, 2002, 2003, 2004, 2005

End of course evaluations through 2004 used a narrative response format where students discuss how well the objectives of the course have been met. End of course evaluation records are maintained by the department and these show uniformly high praise for the EMAT 6690.

The on-line evaulation for EMAT 6690 in Spring 2005 showed a score of 4.38 for "General Teaching Ability". The narrative comments as well as the questionnaire item scores are appended.EMAT 6700 Advanced Topics, Computers and Mathematics Instruction

Summer 1999, 2001, 2002, 2003

End of course evaluations through 2004 used a narrative response format where students discuss how well the objectives of the course have been met. End of course evaluation records are maintained by the department but are unavailable for this application.EMAT 6600 Problem Solving in Mathematics

Spring 1999, 2000, 2001, 2002, 2003, 2004

Summer 1999, 2000, 2001, 2002, 2003, 2004

Fall 2003 (for Gwinnett Mathematics Teacher Leaders Program

End of course evaluations through 2004 used a narrative response format where students discuss how well the objectives of the course have been met. A sample of these responses is appended. End of course evaluation records are maintained by the department and these show uniformly high praise for the EMAT 6600.EMT 8990 Research Seminar

Fall 1999, 2000, 2001, 2002, 2003, 2004 (First Semester Doctoral Seminar)

End of semester evalutions not available.MATH 7030 Geometry and Measurement for Middle School Teachers

Summer 2003 (for Center for Proficiency in Teaching Mathematics institute).

The evaluation form for the Department of Mathematics was used for this end of term evaluation. Copies not available.EMAT 6990 Research in Mathematics Education

Fall 2002 (for Gwinnett Mathematics Teacher Leaders program)

Seminar, no end or term evaluationsIndependent studies supervised: Several each year in each of the following:

EMAT 6000 Special Problem in Mathematics Education

EMAT 7700 Internship in Mathematics Teaching

EMAT 7650 Applied Project in Mathematics Educaton

EMAT 9600 Research in Mathematics Education

EMAT 9700 Internship in Mathematics Education

EMAT 9800 Practicum in Mathematics Education

5.

Effectiveness and quality of mentoring

a.The current placement of my recent doctoral students is given with the list of students in item F.1 above. Klerlein and Jones have current positions even though they have not finished.b. All have completed doctoral study in a reasonable amount of time except for Jones. (Her on campus study was for two years; the rest of the time she has had a fulltime teaching position.)

c. Klerlein and Obara have earned master's degrees in mathematics education enroute to the doctorate. Obara also completed a master's degree in mathematics, outside of the mathematics education program. The others came to doctoral study with a master's degree completed.

d. Lovin, Kastberg, Sheehy, Jung, Erbas, Klerlein, and Obara have all had significant teaching assignments at the University of Georgia.

e. As advisor and instructor (3 of 13 courses) for the Gwinnett Mathematics Teacher Leaders program, I had a major role in helping these experienced middle school teacher develop leadership skills and prepare for leadership roles in their schools. In the GMTL program there was emphasis on building mathematics background for teaching, developing fluencey with technology mathematics, and builing a vision of what mathematics programs in middle school should be.

f. The InterMath project has reached a large number of inservice teachers and provided an opportuning for professional development of doctoral students.

g. The CPTM summer institute in 2003 provided a significant opportunity for professional develop of doctoral students and mathematics colleagues who participated in the institute as observers of my instruction and subsequently engaged in research on the impact of the course.

6.

Other contributions to the Graduate ProgramGraduate coordinator for the Department of Mathematics Education, 1998 - 2004

Graduate Coordinator for the Department of Mathematics and Science Education 2004-2005

I view the service as Graduate Coordinator of the program in mathematics education as an extremely important challenge and contribution to the our graduate program. In this tenure of graduate coordinator (there was a previous service from 1969 to 1993) I provided leadership and service through active recruitment of students, served as the initial advisor of most (until a permanent advisor was available), responded to over 200 inquiries per year about our graduate programs, and managed the graduate progress of students for the MA, MEd, EdS, and Phd programs. Our program continued its national and international visibility during this time.

I was able to provide leadership in putting forward mathematics education students for assistantship support during this time. Three for our students won the prestigious Presidential Graduate Fellows awards of UGa. We have had 1 to 5 Graduate School Assistantships awarded each of those years as well as students funded in the GRO program.

In our Master of Education program we have seen a shift in the number of students who are "career change" students -- those graduate students from outside of mathematics education who are returning to graduate study to build mathematics background and prepare for initial certification. I have helped steer this transition that requires extensive individual attention, advising, and program planning. In my time as graduate coordinator we had over 50 of these career change candidates. Almost all of them have successfully completed the program or are in progress.

**G. Recommendations**

1.

Letter from Department HeadTo be prepared by Dr. Atwater.

2.

Letter from the academic deanTo be prepared by Dean Castenell