The ADD ME Framework and professional learning program was developed by Dr. Catherine Paolucci, drawing from her research in mathematics education and career as a mathematics teacher and teacher educator. Her teaching experience includes K-12, undergraduate, and graduate mathematics and she has integrated aspects of the ADD ME framework at all levels.
Dr. Paolucci has extensive experience leading ADD ME professional development programs for middle and high school teachers, has designed and taught graduate courses on affective development in mathematics, and has explored extensions of this work across STEM subject areas.
Meet other members of the ADD ME professional development team:
Dr. Richard Bex II is a Visiting Professor of Elementary Science Education in the School of Teaching and Learning at Illinois State University. His research centers on designing, developing, and evaluating environments for STEM learning using a design-based research approach and seeks to broaden participation in STEM learning. For example, his research has focused on STEM learning communities to enhance online STEM education and aims to provide impactful professional development opportunities for practicing STEM teachers. Dr. Bex II has extensive experience with mixed-methods, qualitative, machine learning, and social network analysis techniques to understand, evaluate, and improve environments for STEM learning. He helped to build an online community for ADD ME teachers.
Darnell Boursiquot is a graduate student in the mathematics education program at University of Florida. He played a key role in the initial development and facilitation of the ADD ME professional development program, including classroom visits and support for ADD ME teachers. His research interests focus on equity and mathematics education as a mechanism of social justice.
Sam Vancini is a graduate student at the University of Florida studying mathematics education. His research interests center around the development of mathematics curriculum and pedagogical strategies at the secondary and postsecondary level. His recent work and studies have focused on development of students’ affect as well as strategies that both prevent the development of and mitigate the effects of mathematics anxiety. In his free time, Sam enjoys playing chess and hiking.