CURRICULUM VITA Armando Moisés Martínez-Cruz Professor of Mathematics California State University, Fullerton

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1 CURRICULUM VITA Armando Moisés Martínez-Cruz Professor of Mathematics California State University, Fullerton Office Home 154 McCarthy Hall, CSU, Fullerton 57 Sycamore Lane Fullerton, CA Buena Park, CA ph ph FAX: Birth: Mexico City, September 4, 1958 U.S. Permanent resident: Dec Interests Mathematical concept development in technology-based classes, teacher education, link between secondary school and college mathematics, problem solving and problem posing within technology contexts, and naturalistic inquiry. Education 1993 The Ohio State University. Columbus, OH. PhD in Mathematics Education Supporting Area: Instructional Design and Technology Dissertation: Knowledge and development of mathematical functions in a technology-enhanced precalculus class. A case study. Suzanne K. Damarin, Advisor The Ohio State University. Columbus, OH. M.A. Mathematics Education. Master s Report: A comparative study on manipulating the transformations f(-x) and -f(x): the use versus the non-use of graphing utilities in high school Universidad Nacional Autónoma de México, Mexico. B.S. Mathematics. Thesis: Some applications of graph theory to group theory. Work experience Fall 2008 On sabbatical leave. 9/04-Present Mathematics Department, CSU Fullerton, Fullerton, CA. Professor of Mathematics Research on mathematical concept development in technology-enhanced environments. Also, studying problem posing and problem solving within technology contexts, especially in geometry. 8/00-8/04 Mathematics Department, CSU, Fullerton, Fullerton, CA. Associate Professor of Mathematics. 8/96-7/00 Dept. of Mathematics and Statistics. NAU. Flagstaff, AZ. Assistant Professor of Mathematics. Studied students' thinking about mathematical concepts (functions) and attitudes toward technology in technology-enhanced mathematics courses. Other research areas include problem-solving and problem-posing abilities by prospective teachers. 5/93-7/96 Maestría en Educación Matemática. UNAM. Mexico. Assistant Professor, Mathematics Education. Studying curricular issues and students attitudes toward mathematics and technology in technology-enhanced early-college mathematics classes.

2 CV, Armando M. Martínez-Cruz, p. 2 1/93-4/93 Educational Policy & Leadership. The Ohio State University, Columbus, OH. Lecturer, Mathematics Education. Conducted a qualitative study on students knowledge and development of math functions in a technology-enhanced high school precalculus class. 8/92-12/92 Educational Policy & Leadership. The Ohio State University, Columbus, OH. Graduate Research Associate, Mathematics Education. 1/89-8/90 Educational Policy & Leadership. The Ohio State University, Columbus, OH. Graduate Research Associate, Mathematics Education. 10/86-9/88 Centro de Investigación en Matemáticas. Guanajuato, Mexico. Research associate, Mathematics Education. Refereed publications Contreras, J. & Martinez-Cruz, A. (2009). Representing, modeling and solving problems in interactive geometry environments. In Understanding geometry for a changing world: 71 st. yearbook, (T. Craine, ed.), pp NCTM, Reston, VA. Martinez-Cruz, A. & Contreras, J. (2009). Inventing a new theorem. In Understanding geometry for a changing world: 71 st. yearbook, (T. Craine, ed.), pp NCTM: Reston, VA. Ellis, M. W., Contreras, J., & Martinez-Cruz, A. M. (2009). The mathematical preparation of prospective elementary teachers: Reflections from an interesting problem. Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal, 2 (Pedagogy). Martínez-Cruz, A. M. & Contreras, J. (2009). Egyptian fractions, a graphing calculator and rational functions: 2000 BC mathematics with 2000 AC tools. In A. Flores (Vol. ed.) Mathematics for every student, Responding to diversity, grades 9-12, pp NCTM: Reston, VA. Contreras, J. & Martínez-Cruz, A. M. (2007). Solving problematic addition and subtraction word problems. Teaching Children Mathematics, 13(9), Martínez-Cruz, A. M., Ellis, M., & Gannon, J. (Spring 2007). Assembling and applying the algebraic thinking puzzle: Patterns, conjectures, proofs and extensions. Ohio Journal of School Mathematics (55), 37-38, 40-41, Martínez-Cruz, A. M., Erickson, D., & Contreras, José. (Autumn 2005). On creating polygons with the centroid of a triangle: An investigation with the Geometer s Sketchpad. Ohio Journal of School Mathematics, 52, Contreras, J. N, & Martínez-Cruz, A. (2004). Drag, drag, drag: The impact of dragging on the formulation of conjectures within Interactive Geometry Environments. In T. Watanabe & D. R. Thompson (Eds.), The Work of Mathematics Teacher Educators: Exchanging Ideas for Effective Practice (Monograph Series, Vol. 1, pp ). Association of Mathematics Teacher Educators. Martínez-Cruz, A. M., & Barger, E. (teacher/student). (2004) Adding a la Gauss. Teaching Mathematics in the Middle School, 10(3), Martínez-Cruz, A. M., McAlister, R. (teacher/student), & Gannon, J. (2004). Ron s theorem and beyond: A true mathematician and GSP in action. The Mathematics Teacher, 97(2), Ratliff, M., McShane, J. & Martínez-Cruz, A. M. (2003). Technology illustrations of four solutions to the problem of Apollonius. Mathematics and Computer Education,37, Martínez-Cruz, A. M. & Contreras, J. (2002). Changing the goal: An adventure in problem solving, problem posing, and symbolic meaning with a TI-92. The Mathematics Teacher, 95, Ratliff, M. I., & Martínez-Cruz, A.M. (2002). A stochastic tip-off: Simulating the NBA Playoffs. Mathematics and Computer Education, 36,

3 CV, Armando M. Martínez-Cruz, p. 3 Martínez-Cruz, A. M. & Contreras, J. (Spring, 2002). Graphical patterns with technology: The product of linear functions. Ohio Journal of School Mathematics, 45, Martínez-Cruz, A. M. & Contreras, J. (September 2001). Do solutions always exist in geometry? Ask dynamic geometry software! CMC Communicator, 26(1), Martínez-Cruz, A. M., Contreras, J., Diekelman, A., & Louchart, C. (Spring 2001). Problem solving and problem posing in geometry with dynamic software. Ohio Journal of School Mathematics, 43, Martínez-Cruz, A. M. & Contreras, J. (March 2001). WWW Bios: Integrating history and mathematics courses. CMC Communicator, 25(3), Martínez-Cruz, A. M. (Dec. 2000). Gráficas y ecuaciones en un curso de algebra universitaria con calculadoras gráficas. Educación Matemática,12(3), Ratliff, M. I., & Martínez-Cruz, A.M. (2000). Meet you at the diner. Probably Mathematics and Computer Education, 34(1), Martínez-Cruz, A. M. & Ratliff, M. I. (1998). Beyond modeling world records with a graphing calculator: Assessing the appropriateness of models. Mathematics and Computer Education, 32(2), Martínez Cruz, A. M. (1996). Funciones y graficadores: Resultados, experiencias y preguntas. In E. Sánchez, & L. Santos. (Eds.) Chapter in book, Perspectivas en educación matemática. pp Mexico: Grupo Editorial Iberoamérica. Papers in progress Lewis, L., Martínez-Cruz, A. M., & Contreras, J. From straightedge and compass to complex numbers for regular polygons construction: A 26 century leap with interactive geometry software. Refereed proceedings Contreras, J. & Martínez-Cruz, A. M. (2003). Preservice elementary teachers' solution processes to problematic addition and subtraction word problems involving ordinal numbers and their interpretations of solutions. Proceedings of the 27 th Conference of the International Group for the Psychology of Mathematics Education, v. 2, pp Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. Martínez-Cruz, A. M., & Contreras, J. (2003). How to pose it: an empirical validation of a problem-posing model. Proceedings of the 27 th Conference of the International Group for the Psychology of Mathematics Education, v. 1, p Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. Martínez Cruz, A. M. & Contreras, J. (2002). Engaging teachers in research through problem solving and problem posing with dynamic geometry software. In D. Meawborn et al. (Eds.), PME-NA 24th Annual Meeting, PME, pp Columbus, OH: ERIC Clearinghouse for Science, Mathematics and Environmental Education. Contreras, J. & Martínez-Cruz, A. M. (2001). An investigation of preservice elementary teachers solution processes to problematic story problems involving division of fractions and their interpretations of solutions. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25 th Conference of the International Group for the Psychology of Mathematics Education, vol. 2, pp Utrecht, The Netherlands: Freudenthal Institute. Martínez Cruz, A. M. & Contreras, J. (2001). An exploratory study of problem posing from numerical expressions by preservice elementary teachers. In R. Speisser, C. A. Maher & C. N. Walter, (Eds.), PME-NA 23 rd Annual Meeting. vol. 2, pp Columbus, OH: ERIC Clearinghouse for Science, Mathematics and Environmental Education.

4 CV, Armando M. Martínez-Cruz, p. 4 Martínez Cruz, A. M., Ratliff, M., & Contreras, J. (2001). La investigación de un problema numérico abierto con una calculadora con manipulación simbólica. In C. Cortés, F. Hitt, A. Sepúlveda, & L. Guerrero (Eds.), Memorias, Conferencia Internacional sobre uso de tecnología en la enseñanza de las matemáticas. Noveno Encuentro de profesores de Matemáticas del nivel medio superior, pp Morelia, Michoacán: Universidad Michoacana de San Nicolás de Hidalgo. Ratliff, M., Martínez Cruz, A. M., & Contreras, J. (2001). Problem solving, problem posing, and technology in geometry. In C. Cortés, F. Hitt, A. Sepúlveda, & L. Guerrero (Eds.), Memorias, Conferencia Internacional sobre uso de tecnología en la enseñanza de las matemáticas. Noveno Encuentro de profesores de Matemáticas del nivel medio superior, pp , Morelia, Michoacán: Universidad Michoacana de San Nicolás de Hidalgo. Contreras, J. & Martínez-Cruz, A. M. (2000). Prospective elementary teachers' dominant situations and knowledge about representations of rational numbers. In M. Fernandez (Ed.), 22 nd Annual Meeting, PME. pp Columbus, OH: ERIC Clearinghouse for Science, Mathematics and Environmental Education. Martínez Cruz, A. M. & Contreras, J. (2000). An exploratory study of preservice secondary mathematics teachers' knowledge of four arithmetic operations. In M. Fernandez (Ed.), PME- 22 nd Annual Meeting, PME. p Columbus, OH: ERIC Clearinghouse for Science, Mathematics and Environmental Education. Contreras, J. & Martínez-Cruz, A. M. (1999). Examining what prospective secondary teachers bring to teacher education: A preliminary analysis of their initial problem-posing abilities within geometric tasks. In F. Hitt & M. Santos, (Eds.), 21 st Annual Meeting, PME. vol. 2, pp Columbus, OH: ERIC Clearinghouse for Science, Mathematics and Environmental Education. Martínez Cruz, A. M. (1999). Strategies to solve mathematical problems with a graphing calculator: Are inservice teachers different from preservice teachers? In F. Hitt & M. Santos, (Eds.), 21 st Annual Meeting, PME. vol. 1, pp Columbus, OH: ERIC Clearinghouse for Science, Mathematics and Environmental Education. Contreras, J. & Martínez-Cruz, A. M. (1998). Understanding the evolution of one teacher's philosophy of mathematics through the narrative of his biographical history: Part 1, His initial conceptions. In S. B. Berenson et al., (Eds.), 20 th Annual Meeting, PME. p Columbus, OH: ERIC Clearinghouse for Science, Mathematics and Environmental Education. Martínez Cruz, A. M. (1998). Perception of graphs and equations of functions and their relationship in a technology-enhanced college algebra course. In S. B. Berenson et al., (Eds.), 20 th Annual Meeting, PME. pp Columbus, OH: ERIC Clearinghouse for Science, Mathematics and Environmental Education. Contreras, J. & Martínez Cruz, A. M. (1997). Teachers' ways of teaching: A case study of teaching "solving equations of the form ax = b". VI Simposio Internacional en Educación Matemática, pp Mexico: Grupo Editorial Iberoamérica. Martínez Cruz, A. M. (1997). Investigating students knowledge and development of functions in a technology-enhanced precalculus class: A conceptual framework. In J. A. Dossey et al. (Eds.), 19 th Annual Meeting, PME. pp Columbus, OH: ERIC Clearinghouse for Science, Mathematics and Environmental Education. Martínez Cruz, A. M. & Contreras, J. (1997). Tecnología (calculadoras gráficas y CBL) para la enseñanza y el aprendizaje de las matemáticas en los niveles básicos (5-9 grados). VI Simposio Internacional en Educacion Matematica, pp Mexico: Grupo Editorial Iberoamérica. Contreras, J. & Martinez-Cruz, A. M. (1996). The influence of teachers knowledge of both mathematical and pedagogical representations on their classroom instruction: A case study in the context of algebraic multiplication. In Jakubowski, E., Watkins, D., & Biske, H. (Eds.), 18 th Annual Meeting, PME. pp Columbus, OH: ERIC Clearinghouse for Science, Mathematics and Environmental Education.

5 CV, Armando M. Martínez-Cruz, p. 5 Martínez Cruz, A. M. (1996). Explorando transformaciones de funciones con una calculadora gráfica. En T. Cruz, W. Torres, J. Rodrigues, & O. Planchart (Eds.), 10 a Reunión Centroamericana y del Caribe sobre Formación de Profesores en Matemática Educativa, pp Puerto Rico. Martínez Cruz, A. M. (1995). Graph, equation, and unique correspondence: Three models of students thinking about functions in a technology-enhanced precalculus class. In D. Owens, M. Reed & G. Millsaps (Eds.), PME-NA, 17 th Annual Meeting. vol. 1. pp Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. Martínez Cruz, A. M. (1995). Graficar como un medio y no como un objetivo: El impacto de las calculadoras gráficas en precálculo y cálculo. In R. Farfán (ed.),9 a Reunión Centroamericana y del Caribe sobre Formación de Profesores e Investigación en Educación Matemática. pp Mexico: CINVESTAV. Martínez Cruz, A. M. (1995). La enseñanza de las matemáticas usando el aprendizaje de los alumnos. Experiencia con funciones. En P. Balderas et al. (Eds.),V Simposio Internacional en Educación Matemática Elfriede Wenzelburger. pp Mexico: Grupo Editorial Iberoamérica. Martínez Cruz, A. M. (1994). El uso de reportes escritos en matemáticas remediales para ingeniería. Una experiencia mexicana. In T. Peralta (Ed.), Octava Reunión Centroamericana y del Caribe para Formación de Profesores. pp San Jose, Costa Rica. Editor Co-editor of the Research, Reflection, Practice deparment in Teaching Children Mathematics,. NCTM journal, (With Julie Cwikla, The University of Southern Mississippi). Martínez Cruz, A. M. (1995) (Ed.) Memorias, V Simposio Internacional en Educación Matemática ELFRIEDE WENZELBURGER. 245 pp. Grupo Editorial Iberoamérica: Mexico. (With P. Balderas, A. Carlón, S. Cruz, J. Estrada, M. Meda & J. Recio). Editorial Board, Member M. Fernandez, (2000), (Ed.). Proceedings, XXII, PME-NA. 2 vols. Tucson, AZ. Columbus, OH: ERIC. Chapter in Books Martínez Cruz, A. M. (2003). Geometer s Sketchpad Web Module, in Musser, G. L., Burger, W. F. & Peterson, B. E. (2003), Mathematics for elementary teachers. A contemporary approach, 6 th edition John Wiley & Sons: New Jersey. This document appears on the web at Manuscripts Entry Level Mathematics Examination Review Course (with M. Bonsangue, J. Gannon, H. Shultz). 2 nd edition Non-refereed publications Contreras, J. & Martínez-Cruz, A. M. (1999). El uso de software dinámico como herramienta para conjeturar, plantear y resolver problemas en la clase de geometría. In A. Carlón, (Ed.), Memorias, VII Simposio Internacional en Educación Matemática. pp Grupo Editorial Iberoamérica: Mexico. Martínez-Cruz, A. M. & Contreras, J. (1999), Exploración y resolución de problemas con una calculadora con manipulación simbólica. In A. Carlón, (Ed.), Memorias, VII Simposio Internacional en Educación Matemática. pp Grupo Editorial Iberoamérica: Mexico.

6 CV, Armando M. Martínez-Cruz, p. 6 Martínez-Cruz, A.M. (September, 1998). Building algebraic thinking with technology: From measurement to modeling with mathematical functions. Arizona Association of Teachers of Mathematics Journal. Martínez Cruz, A. M. (1994). Calculadoras gráficas como puente entre dos mundos distintos: Algebra y geometría. Memorias. X Simposio Internacional de Computación en la Educación, pp , v. 2, Mexico. Martínez Cruz, A. M. (1994). Tecnología, reportes escritos y pequeños grupos en matemáticas remediales. Una metodología para la enseñanza de las matemáticas. Memorias, Primer Simposio sobre Metodología de la Enseñanza de las Matemáticas. pp Mexico. Martínez Cruz, A. M. (1993). Obstáculos cognitivos asociados con el concepto de función en alumnos de precálculo que usan calculadoras gráficas. In A. Carlón (Ed.) Memorias, IV Simposio Internacional en Educación Matemática. pp Mexico. Fiske, M. B. & Martínez, A. M. (1992). Algunos usos de la calculadora HP-28S en la enseñanza del cálculo. Memorias. 2o. Seminario Internacional. La implementación de la computación en la educación latinoamericana. pp Mexico. Martínez, A. M. & Fiske, M. B. (1992). Algunos usos de las calculadoras gráficas en las matemáticas de los niveles medio y medio superior. In A. Ramírez (ed.) Memorias. 2o. Seminario Internacional. La implementación de la computación en la educación latinoamericana. pp Mexico. Grants 9/03-fall08 Faculty partner for Buena Park Cluster in TASEL-M. D. Pagni, P.I. NSF. Amount funded $5,600,000. 3/03 Together with M. Bonsangue received $25,000 from CAPI through Dr. Sylvia Alva s office to continue the work with the ATI and GTI. This project was named Problem Solving Institute. 6/02-5/03 P. I. Geometric Thinking Institute. M. Bonsangue, P. I. Collaborators: G. Gannon & K. Lewis. UCOP competition. Amount funded $84,000. 6/02-5/03 P. I. Algebraic Thinking Institute. M. Bonsangue, P. I. Collaborators: C. Converse, G. Gannon & K. Lewis. UCOP competition. Amount funded $84,000. 6/02-5/04 P. I. Elementary Mathematics Institute. M. Bonsangue, P. I. Collaborators: A, Golan & D. DeMille (Orange County Dept. of Education). UCOP Competition. Amount funded $140,000 12/1-9/03 Balancing the algebra equation: Minorities, algebra and technology. CPEC. Eisenhower competition. Amount funded: $264,023 for two years. Terminated due to difficulties recruiting teachers 8/01-5/02 Release time to prepare for Eisenhower grant. UCOP. Amount funded $13,355 6/01-5/02 P. I. Geometric and Thinking Institutes. M. Bonsangue, P. I. Collaborators: C. Converse, G. Gannon & K. Lewis. UCOP competition. Amount funded $84,000 4/01-3/02 Co-director. Interactive precalculus: Algebra, geometry and applications of functions with interactive software. M. Ratliff, director. Collaborators: A. Diekelman, M. Nelson & K. Louchart. Arizona Board of Regents competition. Amount funded $50,000 4/00-5/01 Director. Geometry for a new millenium: Constructions, investigations, and problem posing with dynamic software. M. Ratliff, co-director. Colaborators: A. Diekelman, K. Louchart & M. Nelson. Arizona Board of Regents, 2000 competition. Amount funded $50,000

7 CV, Armando M. Martínez-Cruz, p. 7 4/99-3/00 Codirector. Meeting the new face of algebra: From data to functional models with statistics and techology. M. Ratliff, director. Colaborators: S. Clarke, A. Diekelman, M. Nelson & V. Scheu. Arizona Board of Regents competition. Amount funded $49,996. 4/98-3/99 Director. Professional development for science and mathematics teachers through statistics and technology: Developing case studies of the Colorado Plateau. M. Ratliff, codirector. M. Nelson, colaborator. Arizona Board of Regents competition. Amount requested $45,233., Amount funded $45,000. Su 97 Perception of the equation and the graph of a function and their relationships in a college mathematics course enhanced with graphing technology. $9,000 ($3,000 to buy graphing calculators) competition. Applied Research Grant, NAU. 8/94-9/96 Calculadoras gráficas en el bachillerato mexicano. Su impacto en el currículo, el alumno y el maestro. UNESCO-Texas Instruments. No money was received, only TI equipment (graphing technology) to initiate and continue this project. Presentations 2010 Day of the Reader. Laguna Road School, Fullerton, CA. (Invited reader for 3 rd and 4 th graders) Panel Member for Teaching Associates in the department of Mathematics at CSU, Fullerton th grade parent/student night. Bilingual Presentation. Buena Park High School. Buena Park, CA Matemáticas para Adultos. CMEC. Fullerton, CA. Ten Education Commandments for English Learner parents. Buena Park High School. Buena Park, CA Problems for CSUF Math Majors. Finding Success as a Science & Math Major, CSU, Fullerton. (With P. DeLand, chair and professor). Day of the Reader. Laguna Road School, Fullerton, CA. (Invited reader for 4 th and 5 th graders). Read across America Day. Orangethorpe Elementary, Fullerton, CA. (Invited reader for 4 th and 6 th graders.) El Éxito Universitario: Cómo lograrlo en Familia? CNSM and College of Engineering and Computer Sciences. CSU Fullerton Tour de Pythagoras, Euclid, and Archimedes with Geogebra and a digital camera. 49 th Annual Fall Conference. Palm Springs, CA. (With G. Love and P. Sexton, teachers). Tour de Pythagoras, Archimedes and Euclid with GSP, Powerpoint, and a digital camera. 84 th Annual Meeting, NCTM. Salt Lake City, UT. (With P. Sexton & G. Love, teachers). Day of the Reader. Laguna Road School, Fullerton, CA. (Invited reader for 2 nd and 4 th graders.) Problems for CSUF Math Majors. Finding Success as a Science & Math Major, CSU Fullerton. (With P. DeLand, chair and professor). Problem solving: Numerical patterns with a symbolic calculator. OCMC, Garden Grove, CA. (With A. Reyes, student teacher). Teaching High School Mathematics. Future Teachers Field Trip, CSU Fullerton. Mathematics Teacher Panel. Career Day at CSU Fullerton. (With BPHS teachers, I. DeLeon, L. Cherry, K. Delaney, T. Clark and B. Hunt).

8 CV, Armando M. Martínez-Cruz, p Pythagoras and Archimedes meet GSP and a digital camera. 48 th Annual Fall Conference. Palm Springs, CA. (With P. Sexton, teacher). Address to 6 th graders promoted. Commonwealth Elementary School. (Invited). Mathematics of the Pythagoreans revisited with technology (dynamic software and a digital camera). 84 th Annual Meeting, NCTM. Atlanta, GA. (With P. Sexton & G. Love, teachers). (Invited). Problems for CSUF Math Majors. Finding Success as a Science & Math Major, CSU Fullerton. (With P. DeLand, chair and professor). Pythagoras meets dynamic software and a digital camera. OCMC, Orange, CA. (With P. Sexton, teacher) Teaching High school math. Future Teachers Field Trip Program. CSU Fullerton. Theorem of Pythagoras and Geometer s Sketchpad for golden rectangles, regular pentagons and quadrature. (With P. Sexton, teacher). 47 th Annual Fall Conference. Palm Springs, CA. (Invited). Using Geometer s Sketchpad to learn mathematics through problem solving. (With J. Contreras). 47 th Annual Fall Conference. Palm Springs, CA. (Invited). A historical and mathematical journey with GSP: Developing and assessing student understanding. NCTM, Saint Louis. (With D. Booze and F. Rodriguez, teachers). (Invited). Communication and learning style. Mentor Mixer Program for prospective elementary teachers. CSU Fullerton. Fullerton, CA. (Invited). A professor of mathematics. Career Day at Sycamore Hr. High. Anaheim, CA. (Invited.) This talk was given three times. A brief introduction to GSP. MDTP at CSUF. Fullerton, CA (With M. Fernandez, F. Rodriguez, teachers, and P. Sexton, student teacher). (Invited.) This workshop was presented three times Using the language to increase deeper mathematical meaning and understanding. 46 th Annual Fall Conference CMC Palm Springs, CA (With K. Delaney, math coach). Visualizing geometry with GSP: Nurturing curiosity and understanding. 46 th Annual Fall Conference CMC Palm Springs, CA (With F. Rodriguez, teacher). Reasoning geometry with posing and solving problems. CMC, Palm Springs (With J. Contreras). Learning geometry through conjecturing. CMC, Palm Springs (With J. Contreras). Learning to teach. (Invited.) TA training. Title V Grant. CSU Fullerton, Dept. of Mathematics. A little about me and patterns in mathematics. (Invited). Achievement Institute of Scientific Studies. A nonprofit corporation for bright economically disadvantaged school students. Santa Ana, CA. Family Night. (Invited). Anaheim High School. Anaheim, CA. On being afraid of mathematics. An analogy from swimming. (Invited). Mentor Mixer Program for prospective elementary teachers. CSU Fullerton. Fullerton, CA. Geometry circa early twenty-first century: Everybody conducts research with GSP. 83 rd Annual Meeting of the National Council of Teachers of Mathematics. Anaheim, CA (With C. Smith, student & J. Contreras).

9 CV, Armando M. Martínez-Cruz, p Rich elementary school problems: Problem solving and language. 45 th Annual Fall Conference, CMC. Palm Springs, CA (With E. Medina) Learning and discovery in geometry with Geometer s Sketchpad. 45 th Annual Fall Conference, CMC. Palm Springs, CA (With B. Gilliam, teacher). Using a problem-posing approach to discover geometric relationships with interactive geometry software. The 17 th Annual Conference on Technology in Collegiate Mathematics. New Orleans, LA (With J. Contreras) Involving teachers in mathematical research using dynamic geometry software. 82 nd Annual Meeting of the NCTM. Philadelphia, PA (With J. Contreras). Math opens doors. Sycamore Middle School. Fullerton, CA (Invited). Math counts. Classroom session at Los Amigos High School. (Invited) How many ways? (Invited.) A bilingual presentation in English and Spanish for GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs). San Marcos MS Math Literacy Night, San Marcos, CA. (With D. Pagni) 2003 Interactive software for conjecture making. (Invited). Classroom session at Los Amigos High School. Incorporating technology (GSP) in posing and solving geometry problems. 44th Annual CMC- South Fall conference. Palm Springs, CA. (With B. Gilliam, teacher). Using Sketchpad to enhance geometric reasoning. 44th Annual CMC-South Fall conference. Palm Springs, CA. (With J. Contreras). Solving problems with dynamic geometry environments. 44th Annual CMC-South Fall conference. Palm Springs, CA. (With J. Contreras). How to pose it: An empirical validation of a problem-posing model. 27 th Conference of the International Group for the Psychology of Mathematics Education. Honolulu, HI (With J. Contreras). Preservice elementary teachers' solution processes to problematic addition and subtraction word problems involving ordinal numbers and their interpretations of solutions. 27 th Conference of the International Group for the Psychology of Mathematics Education. Honolulu, HI (With J. Contreras). Working with number patterns. (Invited). Achievement Institute of Scientific Studies. A nonprofit corporation for bright economically disadvantaged school students. Santa Ana, CA. Mathematics and the real world. (Invited.) The GEAR UP Anaheim (Gaining Early Awareness and Readiness for Undergraduate Programs). CSU-Fullerton. Searching for numerical patterns. (Invited.) Upward Bound Math Science Program. CSU- Fullerton. High School Mathematics. Teaching what matters. Math Ed Panel. (Invited.) Organized by the Math Club at CSU-Fullerton, CSU-Fullerton. (With S, Malloy, D. Pagni, A. Guillaume, and L. Kirtman). Geometric reasoning with technology: Formulating theorems with Sketchpad. NCTM 79 th Annual Meeting. San Antonio, TX. (With J. Contreras). Engaging teachers in research through problem solving and problem posing with dynamic geometry software. CESME SEMINAR. Activities in Mathematics Education. CSU- Fullerton. (With D. Pagni and C. Funkhouser). How many ways? De cuántas maneras?. A bilingual presentation in English and Spanish for students and parents in Gear-Up, Anaheim High School. Anaheim, CA. (Invited).

10 CV, Armando M. Martínez-Cruz, p Take the challenge. Acepta el reto. A bilingual presentation in English and Spanish for students and parents in Gear-Up, Anaheim High School. Anaheim, CA. (Invited). How I use mathematics. Math Career Day, Diamond Bar High School. Diamond Bar, CA. (Invited). Math opens doors. TeWinkle Middle School, Costa Mesa, CA. (Invited). Using graphing calculators to enhance statistical reasoning in elementary levels. CMC Southern Seccion, 42 nd Annual Fall Conference. Palm Springs, CA. (With J. Contreras). (Invited.) Graphing calculators for statistics in elementary grades (5-8). OCMC. Irvine High School. (With B. Gilliam, teacher). Engaging teachers in research through problem solving and problem posing with dynamic geometry software. PME- 24 th Annual Meeting, PME. Athens, GA. (With J. Contreras). Software para geometría dinámica para promover la transición de maestro a investigador. V Jornadas de Educación Matemática. Universidad Jaume I de Castellón, Valencia, España. (Invited.) Interactive mathematical multiple representations with TI-Interactive!. NCTM 78 9h Annual Meeting. Las Vegas, NV. (With J. Contreras and T. Rothery). Adventures in problem solving and symbolic meaning with TI-Interactive!. 14 th Annual International Conference. Teachers teaching with technology. Calgary, CA. (Invited). An adventure in problem solving and problem posing with a TI-92. CMC th Annual Conference. Costa Mesa, CA. Interactive mathematical multiple representations with TI-Interactive! 14 th annual MST Conference. CSU, Bakersfield, CA An exploratory study problem posing from numerical expressions by preservice elementary teachers. PME- 23 rd Annual Meeting, PME. Provo, UT. (With J. Contreras). Discovery in Geometry with GSP: An example with the Pythagorean Theorem. OCMC. Irvine High School. (With R. McAllister, teacher). Engaging teachers in research through problem solving and problem posing with dynamic software. MAA Fall meeting. Los Angeles, CA. (With E. Oghi, teacher). Mathematical representations and their connections with TI-Interactive! CMC Southern Seccion, 42 nd Annual Fall Conference. Palm Springs, CA. (With J. Contreras). Solving optimization problems using GSP on the CASIO computer extender. NCTM 78 th Annual Meeting. Orlando, FL. (With M. Peters). From numbers to symbols to graphs with a TI-92 plus. (Invited). 13 th Annual International Conference. Teachers teaching with technology. Columbus, OH. (With J. Contreras) Dynamic software for geometric constructions and investigations. (Invited).13 th Annual International Conference. Teachers teaching with technology. Columbus, OH. (With J. Contreras). Studying polynomials with dynamic software (CABRI II and GSP). 13 th Annual MST Conference. CSU. Bakersfield, CA. (With J. Contreras). Dynamic software for problem solving and problem posing in geometry contexts. Greater San Diego Math Conference. San Diego, CA. La investigación de un problema numérico abierto con una calculadora con manipulación simbólica. Conferencia Internaticional sobre uso de tecnología en la enseñanza de las matemáticas. Noveno Encuentro de profesores de Matemáticas del nivel medio superior, Morelia, Michoacán. (With M. Ratliff & J. Contreras). Problem solving, problem posing, and technology in geometry. Conferencia Internaticional sobre uso de tecnología en la enseñanza de las matemáticas. Noveno Encuentro de profesores de Matemáticas del nivel medio superior, Morelia, Michoacán. (With M. Ratliff & J. Contreras).

11 CV, Armando M. Martínez-Cruz, p On exploring, proving and generalizing algebraic problems with a TI-89. (Invited). California Mathematics Council, Southern Section, 41 st Annual Fall Conference. Palm Springs, CA. Olympics in the classroom. (Invited). Math high school day. Dept. of Mathematics and Statistics, NAU. Flagstaff, AZ. (With M. Ratliff). Dynamic software for problem solving and problem posing in geometry. Arizona Association of Teachers of Mathematics. Glendale, AZ. (With T. Rothery.) An exploratory study of preservice secondary mathematics teachers' knowledge of four arithmetic operations. PME-NA XXII Meeting. Tucson, AZ. (With J. Contreras). Prospective elementary teachers' dominant situations and knowledge about representations of rational numbers. PME-NA XXII Meeting. Tucson, AZ. (With J. Contreras). On exploring, proving and generalizing problems with a TI-92. (Invited.) National Mu Alpha Theta Convention, San Diego State University. San Diego, CA. Algebraic patterns, graphs, and modeling as problem solving and problem-solving heuristics with the TI-89. NCTM 77 th Annual Meeting. Chicago, IL. (With J. Contreras). Connecting representations and representing connections with a TI-89. T^ International Conference. Dallas, TX. (With J. Contreras & M. Ratliff) Professional development for science and mathematics teachers through statistics and technology (PDSMT-NAU). NCTM Regional Meeting. Phoenix, AZ. (With M. Ratliff). Meeting the new face of algebra: From data to statistical models, symbolic patterns and graphing wuth a TI-89. NCTM Regional Meeting. Phoenix, AZ. (With M. Ratliff). Basketball and baseball playoff simulations using the TI-83. Math high school day. Dept. of Mathematics and Statistics, NAU. Flagstaff, AZ. (With M. Ratliff). Strategies to solve mathematical problems with a graphing calculator: Are inservice teachers different from preservice teachers? 21 st Annual Meeting, PME. Cuernavaca, Mexico. Examining what prospective secondary teachers bring to teacher education: A preliminary analysis of their initial problem-posing abilities within geometric tasks. 21 st Annual Meeting, PME. Cuernavaca, Mexico. (With J. Contreras). El uso de software dinámico como herramienta para conjeturar, plantear y resolver problemas en la clase de geometría. (Invited). VII Simposio Internacional en Educación Matemática. UNAM. Mexico. (With J. Contreras). Exploración y resolución de problemas con una calculadora con manipulación simbólica. (Invited). VII Simposio Internacional en Educación Matemática. UNAM. Mexico. (With J. Contreras). Dynamic software activities for problem posing, conjecturing, and problem solving in geometry contexts. NCTM 76 th Annual Meeting. San Francisco, CA. (With J. Contreras). Diving into Internet sites for statistical purpoises. Math high school day. Dept. of Mathematics and Statistics, NAU. Flagstaff, AZ. (With M. Ratliff). On learning and teaching functions. (Invited). Mathematics Instruction Colloquium. Department of Mathematics. University of Arizona, Tucson, AZ. Using statistics and technology to link science and mathematics. A professional development project. (Invited). 11 th Annual International T^3 Conference, Chicago, IL Understanding the evolution of one teacher's philosophy of mathematics through the narrative of his biographical history: Part 1, His initial conceptions. 20 th Annual Meeting, PME. Raleigh, NC. (With J. Contreras). Perception of graphs and equations of functions and their relationship in a technology-enhanced college algebra course. 20 th Annual Meeting, PME. Raleigh, NC. Simulations in a graphing calculator: Contexts to foster the teaching and learning of statistics.

12 CV, Armando M. Martínez-Cruz, p Arizona Association of Teachers of Mathematics Meeting, Mesa AZ. Y si tuviéramos calculadoras gráficas? Algunas de las actividades que yo haría. Usted qué haría? 6ª. Jornada de la ANPM, Benemérita Escuela Nacional de Maestros. Mexico. Technology to teach, technology to learn: CBL & graphing calculator activities for elementary teachers. NCTM 76 th Annual Meeting, Washington, D.C. (With J. Contreras). TI-92 in high school mathematics: Why? When? How? North Central Arizona Spring Miniconference. Prescott, AZ. CBL experiments + Math = Real-world mathematics (activities for middle and high schools). NCTM Western Regional Conference. Denver, CO. (With D. Erickson). Simulating a fantasy basketball tournament in a graphing calculator. Math high school day. Dept. of Mathematics and Statistics, NAU. Flagstaff, AZ. (With M. Ratliff) Investigating students knowledge and development of functions in a technology-enhanced precalculus class: A framework. 19 th Meeting, PME. Normal, IL. Graphing calculators (TI-80) in elementary school mathematics Arizona Association of Teachers of Mathematics Meeting, Mesa AZ. Advanced use of the graphing calculators. (Invited.) NASA SHARP PLUS program. NAU, Flagstaff, AZ. CBL activities jointly created by preservice math teachers via A demo. NCTM s 75 th annual meeting. Minneapolis, MN. (With M. Hartog). An insight into the mathematical knowledge of prospective teachers. Faculty Seminar, Dept. of Mathematics, NAU, Flagstaff, AZ The influence of teachers knowledge of both mathematical and pedagogical representations on their classroom instruction: A case study in the context of algebraic multiplication. 18 th Meeting PME. Panama City, FL. (With J. Contreras). Fostering teachers thinking through technology. A binational perspective. NCTM s 74 th annual meeting. San Diego, CA. (With D. Erickson & T. Edwards.) Explorations in mathematics and science using the CBL. (Invited.) Department of mathematics. Southern Connecticut State University. New Haven, CT Calculadoras gráficas para promover una imagen global de funciones. Una experiencia mexicana. The Eighth Annual International Conference on Technology in Collegiate Mathematics. San Jacinto College, Houston, TX. Un bosquejo del paisaje actual de calculadoras gráficas. 8 th Annual International Conference on Technology in Collegiate Mathematics. San Jacinto College, Houston, TX. (With G. Foley.) Graph, equation, and unique correspondence: Three models of students thinking about functions in a technology-enhanced precalculus class. PME-NA, 17 th Annual Meeting. The Ohio State University, Columbus, OH. Conceptos de pensamiento matemático avanzado en contextos gráficos: Cuando el objetivo se convierte en un medio. III Congreso Nacional de Investigación Educativa. Universidad Pedagógica Nacional. Mexico. La enseñanza de las matemáticas usando el aprendizaje de los alumnos. El caso de las funciones. V Simposio Internacional en Educación Matemática. UNAM. Mexico. Using students learning to teach for understanding. The case of functions. (Invited). Mathematics Education Department. College of Education. The Ohio State University. Columbus, OH.

13 CV, Armando M. Martínez-Cruz, p Calculadoras gráficas como puente entre dos mundos distintos: Algebra y geometría. X Simposio Internacional de Computación en la Educación. Mexico. Didáctica del concepto de función en el bachillerato. Colegio de Bachilleres. Mexico. El uso de reportes escritos en matemáticas remediales de ingeniería. Una experiencia mexicana. 8 a Reunión Centroamericana y del Caribe sobre Formación de Profesores e Investigación en Educación Matemática. San José, Costa Rica. Functions, students, and technology. (Invited). Curriculum and Instruction. College of Education, Arizona State University. Tempe, AZ. Tecnología, reportes escritos y grupos pequeños. Una metodología para la enseñanza de las matemáticas. Instituto Tecnológico Autónomo de México. Mexico. Students images of functions in a technology-enhanced high school precalculus class. Paper presented at the Research reporting session. NCTM s 72 nd annual meeting. Indianapolis, IN. Evaluación formativa de materiales de apoyo. El caso de Modelando fenómenos con la calculadora gráfica. Curso "Computación en la Educación". Maestría en Educación Matemática. UACPyP-CCH, UNAM. Mexico. Inicio del problem solving. Seminario "Resolución de problemas ". CCH-Sur. UNAM. Mexico Tecnología en la clase de matemáticas: Teoría y práctica. Departamento de Matemática Educativa. Centro de Investigación y de Estudios Avanzados, IPN. Mexico. Métodos cualitativos en la evaluación: Sugerencias prácticas para el nivel bachillerato. Cambios en la enseñanza de las matemáticas. CCH, UNAM. Mexico. Modelando fenómenos con la calculadora gráfica. Universidad Motolinia, Mexico. El impacto de las calculadoras gráficas en educación matemática. El caso del bachillerato. Unidad Académica del Ciclo del Bachillerato. UNAM, Mexico. Calculadoras gráficas en la enseñanza de la estadística. Actividades para la escuela secundaria. IV Congreso de Maestros de Matemáticas. Asociación Nacional de Profesores de Matemáticas y Colegio de Bachilleres. Mexico Algunos usos de la HP-28S en la enseñanza del cálculo. 2 o Seminario Internacional, La implantación de la Computación en la Educación Latinoamericana. Mexico. (With M. Fiske). Algunos usos de las calculadoras gráficas en las matemáticas de los niveles medio y medio superior. 2 o Seminario Internacional. La implementación de la computación en la educación latinoamericana. Mexico. (With M. Fiske). Doctoral Students Balderas, P. (1998). La representación y el razonamiento visual en la enseñanza de la matemática. Unpublished dissertation report. Facultad de Filosofía y Letras. UNAM. Mexico. Dissertation Advisor, and Chair of doctoral committee. Master s Students Gonzales, S. (2000); Schmidt, D. (1999); Melito, M. (1999); Reynolds, K. (1999); Young, T. (1998); Petaisto, H. (1997). NAU. Flagstaff, AZ. Mercado Martínez, M. (1994). Geometría fractal en el bachillerato. Una propuesta didáctica. Unpublished masters' thesis report. Maestría en Educación Matemática, UNAM. Mexico.

14 CV, Armando M. Martínez-Cruz, p. 14 Internal communications Flores P., A., Lerma Rico, J., Martínez Cruz, A. M., & Mirabal García, F. (1987). Prácticas de matemáticas para primer, segundo, y tercer año de secundaria. Comunicaciones del CIMAT. Guanajuato, Mexico. Flores P., A., Lerma Rico, J., Martínez Cruz, A. M., & Mirabal García, F. (1987). Curso de actualización: La computadora en la enseñanza de las matemáticas de secundaria. Comunicaciones del CIMAT. Guanajuato, Mexico. Martínez Cruz, A. M. (1993). Lecturas de apoyo. Estadística descriptiva e inferencial I. 257 pp. El Colegio de Bachilleres. Mexico. Martínez-Cruz, A. M. & Ratliff, M. (1999). Professional development for science and mathematics teachers through statistics and technology: Developing case studies of the Colorado Plateau. Final report submitted to The Arizona Board of Regents, Eisenhower program. 23 pp. Dept. of Mathematics and Statistics, NAU. Flagstaff, AZ. Martínez-Cruz, A. M., Nelson, M., & Ratliff, M. (1998). Professional development for science and mathematics teachers through statistics and technology: Developing case studies of the Colorado Plateau. 200 pp. Dept. of Mathematics and Statistics, NAU. Flagstaff, AZ. Martínez Cruz, A. M., Lerma Rico, J., & Mirabal García, F. (1987). Aprendiendo Matemáticas con computadora. Paquete para la enseñanza de las matemáticas. Disco con programas educativos para el nivel primaria. 90 programas-guía impresos, comentados, con sugerencias para su aplicación. Comunicaciones del CIMAT. Guanajuato, Mexico. Ratliff, M., Martínez-Cruz, A. M., Clarke, S., Diekelman, A., Nelson, M., & Scheu, V. (1999). Meeting the new face of algebra: From data to functional models with statistics and technology. 250 pp. Dept. of Mathematics and Statistics, NAU. Flagstaff, AZ. Ratliff, M., Martínez-Cruz, A. M., Clarke, S., Diekelman, A., Nelson, M., & Scheu, V. (2000). Meeting the new face of algebra: From data to functional models with statistics and technology. Final report submitted to The Arizona Board of Regents, Eisenhower program. 23 pp. Dept. of Mathematics and Statistics, NAU. Flagstaff, AZ. Martínez-Cruz, A. M., Ratliff, M., Diekelman, A., Louchart, K., & Nelson, M. (2000). Secondary school geometry for a new millennium: Constructions, investigations and problem solving with dynamic software. 249 pp. Dept. of Mathematics and Statistics, NAU. Flagstaff, AZ. Ratliff, M., Martínez-Cruz, A. M., Diekelman, A., Louchart, K., & Nelson, M. (2001). Interactive precalculus with interactive software. 249 pp. Dept. of Mathematics and Statistics, NAU. Flagstaff, AZ. Teaching experience (mathematics, mathematics education, and in-service courses) 9/04-present Mathematics Department, CSU, Fullerton, Fullerton, CA Professor of Mathematics Undergraduate courses: Fundamental Concepts of Elementary Mathematics; Logic and Geometry for Secondary Teachers, Mathematics for Liberal Studies; Intermediate Algebra; Independent Studies. Graduate courses: Studies in Problem Solving (with J. Gannon during F04); Independent Studies. Graduate Advisor, MA in Teaching program. 8/00-8/04 Mathematics Department, CSU, Fullerton, Fullerton, CA Associate Professor of Mathematics Undergraduate courses: Business Calculus; Fundamental Concepts of Elementary Mathematics; Logic and Geometry for Secondary Teachers; Fundamental Concepts of Middle School Mathematics; Independent Studies. Graduate courses: Geometric Thinking Institute; Algebraic Thinking Institute; Problem Solving Institute (with M. Bonsangue, J. Gannon, and K. Lewis).

15 CV, Armando M. Martínez-Cruz, p. 15 8/96-7/00 Dept. of Mathematics and Statistics, NAU, Flagstaff, AZ Assistant Professor Undergraduate courses: Principles of mathematics I and II; Technology applications for secondary teachers; Methods of teaching mathematics; Problem solving; College Algebra. Graduate courses: Technology in mathematics education; Statistics and technology applications (with M. Ratliff); Algebra, Statistics and Technology (with M. Ratliff); Geometry with dynamic software (with M. Ratliff). Precalculus with interactive software (with M. Ratliff). 6/00 Arizona State University-West, Phoenix, AZ. Invited instructor for Eisenhower funded project. Dr. Ron Zambo, director. Geometry with dynamic software for elementary teachers, 30 hs. 7/99 Arizona State University-West, Phoenix, AZ. Invited instructor for Eisenhower funded project. Dr. Ron Zambo, director. Number sense with a graphing calculator for elementary teachers, 30 hs. 7/99 University of Puerto Rico at Humacao, Humacao, PR. Invited instructor for TI funded project. Prof. Marilu Lebrón, director. College algebra with a graphing calculator for high school mathematics teachers, 30 hs. 9/93-7/96 Maestría en Educación Matemática, UNAM, Mexico Assistant Professor, Mathematics Education Graduate courses: Evaluation in mathematics education, Mathematics education seminars 1 and 2, Design and production of instructional materials for mathematical courses, Introduction to research in mathematics education. 8/93-5/96 Instituto Tecnológico de Estudios Superiores de Monterrey, Mexico Instructor, Mathematics Undergraduate courses: Remedial mathematics for engineering and economics students (enhanced with graphing calculators), Calculus and Vector calculus for social sciences students. 1/94 Colegio de Bachilleres, Mexico Instructor, Professional development for inservice mathematics teachers Workshop: Selected topics from statistics (high school level). 1/93-4/93 Educacional Policy & Leadership, The Ohio State University, Columbus, OH Lecturer, Mathematics Education Graduate courses: Exposition, and Measurement 9/92-12/92 Educacional Policy & Leadership, The Ohio State University, Columbus, OH Teaching associate, Mathematics Education Graduate courses: Examples and nonexamples, and Equivalence 8/88 Universidad Autónoma de Sonora, Hermosillo, Sonora, Mexico Instructor, National Program for inservice mathematics teachers Course: Computer use in a mathematics class. 9/87-3/88 Instituto Tecnológico de León, Guanajuato, Mexico Instructor, National Program for inservice mathematics teachers Courses: Calculus and Vector calculus. 3/88-4/88 Centro de Investigación en Matemáticas, Guanajuato, Mexico Instructor, Mathematics. Courses: Modern algebra (for MA students in mathematics education) and 7 th grade algebra (for adults). 3/87 Escuela Secundaria Federal No. 1, Guanajuato, Mexico Substitute teacher for 7 th grade algebra

16 CV, Armando M. Martínez-Cruz, p Facultad de Ciencias, UNAM. Mexico. Teaching assistant, Mathematics Courses: Calculus and Vector calculus. Memberships National Council of Teachers of Mathematics, NCTM Association of Mathematics Teacher Educators, AMTE California Mathematics Council, CMC Service activities (selection) 2009 Present Graduate Advisor, MA in Teaching Chair of Search Math Ed committee (Hired Patrick Kimani); Evaluation of Part-time Faculty (Elizabeth Harper and xxx); Student teacher supervision (Diane Lechuga) Department Personnel Committee, Chair of Search Math Ed committee (Hired Todd Cadwallader-Olsker and Steve Lancaster). Summer 2006 Translated 20 page booklet for New Student Programs 2006 Department Personnel Committee, Evaluation of Part-time Faculty (Mike Judy and Leslie Ly) Department Personnel Committee, Evaluation of part-time faculty portfolio (M. Van Giler, and xxx) in the math department. Chair of Search Math Ed committee (Hired N. Engelke). Proposal reviewer PME International, Mathematics Teacher referee 2004-Present Conflict of Interest Committee member, President s Scholars Committee member, Advisory Board Math Dept. committee member, Student teacher supervision, English Language Development in Mathematics Content State of California Committee member (UCOP), Proposal reviewer PME International, External evaluator of doctoral dissertations at CINVESTAV, Mexico, Mathematics Teacher paper referee, Classroom observation of parttime and full time faculty (M. Kidd, C. Funkhouser, Cheri Bowers) in the math department. Master s Committee Member for J. A. Pomerlau (MA in Teaching Science, Chemistry), CSU-Fullerton Co-editor (with J. Cwikla, Univ. of Southern Mississippi.) of Research, Reflection and Practice department in Teaching Children Mathematics (NCTM), Member Intramural Grants Committee for NSM (CSU-F),, General Education Committee Member (CSU-F), Conflict of Interest Committee Member (CSU-F), Evaluation of part-time faculty portfolio (S. Kasperian, and R. Fahmi) in the math department (CSU-F). English Language Development in Mathematics Content State of California Committee member (UCOP), Reviewer of Math and Science Partnership (MSP) proposals for NSF, External evaluator of doctoral dissertations at CINVESTAV, Mexico. Mathematics Teacher paper referee. Member CSUF ENLACE Implementation Committee (coordinated by Dr. Sy Abrego). Liason for the establishment of exchange programs between CSU-F and Mexican institutions. Supervision of student teachers Reviewer of study guide for CAHSEE (Barron s publisher). Member, Math ed search committee. Proposal reviewer (PME-NA XXIV).

17 CV, Armando M. Martínez-Cruz, p Proposal reviewer (PME-NA, XXIII). Computing affair committee. Teacher Education committee. Curriculum committee. External evaluator of doctoral dissertations at CINVESTAV, Mexico. Liason for the establishment of exchange programs between CSUF and Mexican institutions. Mathematics education search committee helper. CSUF Forgivable Loan/Doctoral Incentive Program Program committee PME-NA, XXII; Coordinator, Mathematics courses for elementary teachers (Dept. of Mathematics and Statistics, NAU); Referee (journal Educación Matemática); Proposal reviewer (PME-NA, XXII); Eisenhower Proposal Review Panel (Arizona Board of Regents); Ran for Member-at-large, AMTE (not elected); Precalculus Text Reviewer (Addison Wesley) Member, Annual Review Committee; Graduate Operations committee; Mathematics Education Search Committee (Dept. of Mathematics and Statistics, NAU); Proposal reviewer (Spanish and English, PME-NA, XXI); Eisenhower Proposal Review Panel (Arizona Board of Regents) Proposal reviewer and program committee (PME-NA, XX); Annual Review Committee, (Dept. of Mathematics and Statistics, NAU) Lecturer Search committee (Dept. of Mathematics and Statistics, NAU); Proposal reviewer and program committee (PME-NA, XIX) Editorial member journal Educación Matemática Proposal reviewer (PME-NA, XVIII); Reviewer doctoral dissertations (UNAM, CINVESTAV) Proposal reviewer (PME-NA, XVII); Member, organizing committee (5 th International Symposium in Mathematics Education) Consultant for reading materials for high school statistics (Colegio de Bachilleres); Proposal reviewer (1994 and 1995 AERA SIG RME) Consultant (Board of Education, State of Guanajuato) Honors and Awards 4/05 Outstanding Teaching Award, CNSM, CSU-Fullerton 4/03 and 4/04 Nominated for Outstanding Non-tenured faculty Award, CNSM, CSU- Fullerton Consejo Nacional de Ciencia y Tecnología. Sistema Nacional de Investigadores. Candidate to National Researcher. Mexico. 12/95 Ranked second best part-time instructor, Engineering department, Instituto Tecnológico y de Estudios Superiores de Monterrey. Mexico. 9/90-12/92 Consejo Nacional de Ciencia y Tecnología. Mexico. Full-time scholarship for doctoral studies at The Ohio State University. Visiting scholar 7/97 Invited as a visiting scholar and guest participant. T 3 teacher training institute. The Ohio State University. Columbus, OH.

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