In developing young mathematicians, we encourage children to think critically, communicate effectively, and take risks frequently. Engaging in this process can empower a student or teacher beyond the classroom and build a sense of agency to face the challenges of the 21st century. I am grateful that this award recognizes how this important work has foundations in the primary classroom and by developing teachers of young children.

Eliza Chung New York, NY | K-6, Mathematics, 2014

The official biography below was current at the time of the award.

Eliza Chung is in her 13th year at The School at Columbia University where she has taught first through third grades as a classroom teacher. She now provides mathematics learning support in kindergarten through third grades, collaborating with teachers to differentiate instruction for students. Eliza teaches mathematics pedagogy as an adjunct professor in the Bank Street Graduate School of Education and, through Teach 21, her school’s professional development institute. She believes in creating meaningful contexts for developing young mathematicians with entry points for all learners, while using constructivist approaches within the School's integrated curriculum. Passionate about leadership, Eliza mentors new teachers as co-coordinator of the Associate Teacher Program at her school and a facilitator of the New York State Association of Independent Schools' Beginning Teachers Institute. She enjoys sharing her knowledge by presenting at National Council of Teachers of Mathematics and Teaching With Technology conferences. She co-leads her school’s faculty Diversity Committee and helps plan professional development. Eliza holds a B.A. in psychology from Barnard College of Columbia University (where she won the Kossoff Prize for Excellent Contributions in Elementary Education), and a M.A. from Teachers College at Columbia University in cognitive studies in educational practice.

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