Jennifer Bay-Williams

Dr. Bay-William's curriculum vitae [PDF]

Biography

Jennifer Bay-Williams has been a professor at University of Louisville since 2006. She teaches courses related to mathematics teaching to preservice teachers and practicing teachers and is frequently working in elementary schools to support mathematics teaching. Prior to coming to the University of Louisville, she taught in a variety of other places – Kansas, Missouri, and Perú.

Dr. Bay-Williams is an internationally respected mathematics educator. She is a prolific author and popular speaker on topics related to effective mathematics teaching. Her work has focused on ways to ensure every student understands mathematics and develops a positive mathematics identity (i.e., feels they can do math!). Her most recent work has focused on fluency in mathematics, communicating that it is more than learning facts and algorithms, but is about being able to reason and choose appropriate strategies. Her books on fluency and on mathematics coaching are best sellers, as is her book Elementary and Middle School Mathematics: Teaching Developmentally.

Highlights of her service contributions over the past 20 years include serving as president of the Association of Mathematics Teacher Education (AMTE), on the Board of Directors for National Council of Teachers of Mathematics (NCTM) and TODOS: Mathematics for All, and the Education Advisory board for Teacher2Teacher Global.

She is married and has two children, one attending the University of Louisville and one in high school. Her hobbies include gardening, bird watching, traveling, horseback riding, and binging on TV shows.

Educational Background

• Ph.D., Curriculum and Instruction/Mathematics Education, University of Missouri-Columbia
• M.Ed., Secondary Education, University of Missouri-Columbia
• B.A., Mathematics (with teaching certification, 7-12), DePauw University – Greencastle, IN

Teaching Areas

• Mathematics Teaching and Learning (undergraduate and MAT)
• Elementary Mathematics Specialist Endorsement
• Mentoring Ph.D. students who have a focus in mathematics education

Research Interests

• Basic Fact Fluency
• Procedural Fluency (fluency beyond basic facts)
• Mathematics teaching to support multilingual learners and other diverse learners
• Mathematics Teacher Education and Professional Development
• Mathematics Coaching and Specialists

Methodology

• Qualitative
• Interviews
• Classroom Experiments

Selected Recent Professional Service

• AMTE Associate Vice President for Nominations and Elections Committee
• AMTE Lead Writer, Standards for the Preparation of Mathematics Teachers (2017)
• AMTE President (2007 – 2009)
• NCTM Associate Editor, Mathematics Teacher: Learning and Teaching PK-12, 2021
• NCTM CAEP/NCTM Standards Revision Task Force, 2017 – 2020
• Teacher2Teacher Global, Education Advisory Board
• TODOS: Mathematics for All Advocacy Committee Chair, 2017 - 2020
• University of Louisville Faculty Mentor
• University of Louisville, Signature Partnership Initiative (SPI) Professor in Residence (PIR)
• University of Louisville, College of Education and Human Development (CEHD), Coordinator for Elementary Mathematics Specialist Program
• In addition, Dr. Bay-Williams frequently provides workshops in area schools to support mathematics teaching and learning

Honors & Awards

• Greater Louisville Council of Teachers of Mathematics (GLCTM) Helen Cunningham Educator Award for Excellence in Teaching Mathematics (2018)
• Kansas University Lelon Capps Lecturer, Lelon Capps Lecture Series Inaugural Speaker (2018).
• University of Louisville Distinguished Service Award (2018).
• AMTE Outstanding Service (2017)
• Carroll County Schools “A Champion for Kids” Award, designated for “Her Passion for Developing Outstanding Mathematics Instruction” (2016)
• University of Missouri Citation of Merit for Outstanding Achievement and Meritorious Service (2013)
• University of Louisville Student Athlete Red and Black Banquet Faculty Mentor (2012).

Professional Memberships

• ASCD
• Association of Mathematics Teacher Educators (AMTE)
• Greater Louisville Council of Teachers of Mathematics (GLCTM)
• Kentucky Association of Mathematics Teacher Educators (KAMTE)
• Kentucky Council of Teachers of Mathematics (KCTM)
• National Council of Supervisors of Mathematics (NCSM)
• National Council of Teachers of Mathematics (NCTM)
• TODOS: Mathematics for All

Selected Recent Publications

Books

• Bay-Williams, J. M., San Giovanni, J. J., Martinie, S., & Suh, J. (2022). Figuring out fluency: Addition and subtraction with fractions and decimals. Corwin.
• Bay-Williams, J. M., San Giovanni, J. J., Martinie, S., & Suh, J. (2022). Figuring out fluency: Multiplication and division with fractions and decimals. Corwin.
• San Giovanni, J. J., Bay-Williams, J. M., &. Serrano, R. (2022). Figuring out fluency: Addition and subtraction with whole numbers. Corwin.
• San Giovanni, J. J., Bay-Williams, J. M., &. Serrano, R. (2022). Figuring out fluency: Multiplication and division with whole numbers. Corwin.
• Bay-Williams, J. M., & San Giovanni, J. J. (2021). Figuring out fluency in mathematics teaching and learning. Corwin.
• Charles, R. I., Bay-Williams, J. M., et al. (2020). enVisionmathFlorida. Grade K – 6 Student Editions. Savvas.
• National Council of Teachers of Mathematics (NCTM). (2020). Standards for the preparation of secondary mathematics teachers. Authors: Rasch, K., Bay-Williams, J. M., Cruz-White, I., Lynch, M., Ramirez, N., Roy, G. J, & Barnes, D.
• National Council of Teachers of Mathematics (NCTM). (2020). Standards for the preparation of middle-level mathematics teachers. Authors: Rasch, K., Bay-Williams, J. M., Cruz-White, I., Lynch, M., Ramirez, N., Roy, G. J, & Barnes, D.
• Bay-Williams, J., & Kling, G. (2019). Math Fact Fluency: 60+ Games and Assessment Tools to Support Learning and Retention. ASCD.
• Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2019). Elementary and Middle School mathematics: Teaching Developmentally (10th edition). Pearson Education, Inc. Translated into Arabic, Bahasa Indonesian, Chinese Simplified, Greek and Turkish.
• McGatha, M. B., Bay-Williams, J. M., Kobett, B. M., & Wray, J. A. (2018). Everything you need for mathematics coaching: Tools, plans, and a process that works for any instructional leader. Corwin.
• Van de Walle, J., Bay-Williams, J. M., Lovin, L.A., & Karp, K. S. (2018). Teaching Student Centered Mathematics: Grades 6-8 (3rd edition). Pearson Education, Inc.
• Van de Walle, J., Karp, K. S., Lovin, L.A., & Bay-Williams, J. M. (2018). Teaching Student Centered Mathematics: Grades 3-5 (3rd edition). Pearson Education, Inc.
• Van de Walle, J., Lovin, L.A., Karp, K. S., & Bay-Williams, J. M. (2018). Teaching Student Centered Mathematics: Grades K-2 (3rd edition). Pearson Education, Inc.
• Association of Mathematics Teacher Educators (AMTE) (2017). Standards for Preparing Teachers of Mathematics. Raleigh, NC: AMTE. [Lead writers: N. Bezuk, J. M. Bay-Williams, G. Martin, & D. Clements]
• Bay-Williams, J. M., Bush, S. B., Peters, S. B., & McGatha, M. B. (2015). On the Money: Math Activities to Build Financial Literacy Grades 6-8. NCTM.

Articles

• Kling, G. & Bay-Williams, J. M. (2021). Eight unproductive practices in developing fact fluency. Mathematics Teacher: Learning and Teaching K-12.
• Howell, P. B., Laman, T. T., Gnau, A., Bay-Williams, J., Brown, S., & Finch, J. (2021). Exploring teachers’ perspectives across multiple partnership schools: One University’s work to design mutually beneficial partnerships. School-University Partnerships (SUP), 14(1), 24 – 35.
• Bay-Williams, J. M., & Kling, G. (2019). 5 fundamentals for developing basic fact fluency. Prime Number, 34(2), 4 – 9.
• Bay-Williams, J. M., & Kling, G. (2019). Timing, time, and talk: 3 Ts to effective use of basic fact games. Prime Number, 34(3), 6 – 9.
• Bay-Williams, J. M., & Fletcher, G. (2017). A bottom-up hundreds chart? Teaching Children Mathematics, 24(3), 153 – 160.
• Kling, G., & Bay-Williams, J. M. (2014). Assessing basic fact fluency. Teaching Children Mathematics, 20(8), 488- 497.
• Livers, S. D., & Bay-Williams, J. M. (2014). Timing vocabulary support: Constructing (not Obstructing) Meaning. Mathematics Teaching in the Middle School, 10(3), 153 – 159.