The California Department of Education has recently awarded San Diego State University and the Sweetwater Union High School District one of five $1.28 million California Mathematics Readiness Challenge Initiative (CMRCI) grants. The goal of the CMRCI program is to is to provide indepth professional learning opportunities for collaborative teams of secondary educators, their schoolsite administrator, and faculty from their partner institution(s) of higher education to support the implementation and evaluation of grade 12 experiences that are designed to prepare pupils for placement into collegelevel courses in mathematics. San Diego State and Sweetwater are using the grant to design and implement a discrete mathematics course for high school seniors. The project builds on the existing infrastructure of the SDSUSweetwater Compact for Success, and this work provides a structure for faculty and teachers to collaborate around designing a course to better prepare prospective students. The new curriculum will be used in Sweetwater’s Discrete Math classes during the 201718 school year.
Principal Investigator, Dr. Osvaldo “Ovie” Soto, is a 17year veteran high school teacher and a graduate of the SDSUUCSD doctoral program in mathematics education. Soto also has an MS in Mathematics from SDSU. Since completing his doctoral studies, Dr. Soto has dedicated his career to the improvement of mathematics instruction in the San Diego region by mentoring over 50 secondary math teachers through Math for America San Diego’s Master Teacher Fellowship Program. Professors Randy Philipp (School of Teacher Education) and Bill Zahner (Mathematics and Statistics Department), of SDSU’s Center for Mathematics and Science Education, are the grant’s CoPIs. Sweetwater’s Assistant Superintendent Ana Maria Alvarez is the grant’s CoPI at the district, and she is assisted by Roman Del Rosario, the Executive Director of Curriculum and Instruction. Professors Mike O’Sullivan (Mathematics and Statistics Dept. Chair) and Vadim Ponomarenko (Department of Mathematics), are supporting the grant’s teachers as consultants. This was made possible through the support of College of Sciences Dean Stanley Maloy and College of Education Dean Joe Johnson.
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Layman’s abstract: Funding: 
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A significant contribution of the work will be connecting the research on mathematics learning generally with research on mathematics learning of English language learners. In addition to advancing theoretical understandings, the research will also contribute practical resources and guidance for mathematics teachers who teach English language learners.
The Faculty Early Career Development (CAREER) program is a National Science Foundation (NSF)wide activity that offers awards in support of junior faculty who exemplify the role of teacherscholars through outstanding research, excellent education, and the integration of education and research within the context of the mission of their organizations.
Zahner’s abstract is available on the NSF website below.
http://www.nsf.gov/awardsearch/showAward?AWD_ID=1553708&HistoricalAwards=false
The recent experimental realization of BoseEinstein Condensates (BECs)—leading to the 2001 Nobel Prize in Physics— has ignited an intense interest from the Mathematics and Physics communities. BECs area fascinating, fertile platform for the study of nonlinear waves such as solitons and vortices with profound implications in areas such as superconductivity, superfluidity (topics of the 2003 Nobel Prize in Physics) and quantum computing. The main theme of this grant is to study newly emerging directions pertaining to the existence, stability, bifurcations, dynamics and interactions of coherent structures (solitons, vortices, and vortex rings) in BECs. The plan involves a coordination of mathematical modeling, analytical and asymptotic methods, and computational techniques synergistically interwoven with the collaborations of two experimental groups of Profs. P. Engels (Washington State) and D.S. Hall (Amherst College).
Figure 1: Prototypical example of the a) amplitude and b) phase profiles of a trapped vortex at the center of a parabolic trap. c) (x,y,t) dynamics for an offcenter precessing vortex from the full GPE (1) (blue points) and the reduced ODE model (2) (thin black line). d) Animation of the evolution of the density for a precessing vortex.

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Jerome Gilles, Ph.D. (Ecole Normale Superieure of Cachan, France, 2006) Gilles is a mathematician specializing in applied harmonic analysis. His areas of interest include Fourier and wavelet analysis, signal and image processing, inverse problems, compressive sensing and adaptive (datadriven) methods. He is presently developing a new adaptive wavelet theory called Empirical Wavelet Transform (EWT) which paves the way to the creation of new harmonic analysis tools providing much more accurate timefrequency representation than other existing methods. He is currently investigating the use of such tools in the neuroscience field by analyzing electroencephalographic signals involved in Parkinson’s disease and Epileptic patients.
BoWen Shen, Ph.D. (North Carolina State University, 1998) Shen is an atmospheric scientist specializing in global numerical weather and climate modeling, highend computing, and nonlinear dynamics. His areas of interest include numerical hurricane modeling, predictability of nonlinear weather systems, nonlinear multiscale analysis, scientific visualizations and parallel computing. He has been a principal investigator for the NASA HighEnd Computing (HEC) program since 2006, and a principal investigator for the NASA Advanced Information System Technology (AIST) program of Earth Science Technology Office (ESTO) since 2009. Since 2011, he has studied the chaos in highorder Lorenz models with the aim of understanding the impact of butterfly effect on predictability.
William Zahner, Ph.D. (University of California, Santa Cruz, 2011) Zahner is a mathematics educator whose uses a sociocultural approach to learning to research how students learn important algebraic concepts though participating in mathematical discussions. Zahner’s recent work has combined tools from discourse analysis and mathematics education research to explore the affordances of classroom discussions in linguistically diverse mathematics classrooms where some students are classified as English Learners. As a graduate student, Zahner was supported by a fellowship from the National Science Foundation funded Center for the Mathematics Education of Latinos/as. He also has six years of experience as a secondary mathematics teacher, including three years in Chuuk, Federated States of Micronesia.
http://newscenter.sdsu.edu/sdsu_newscenter/news.aspx?s=75138
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