NAGC Position Statements & White Papers
Position Statements and White Papers help clarify issues in gifted and talented education and set NAGC's position on these issues.
Scott Chamberlin is an associate professor in Elementary and Early Childhood Education at the University of Wyoming. He prepares elementary pre-service teachers to engage students in interesting mathematical episodes in an attempt to facilitate meaningful learning in elementary classrooms. His focus is on creating student-centered classrooms so that need(s) of all students, specifically gifted, can be met.
His experience in gifted education is varied. While teaching at Carden Memorial School in Salt Lake City (Utah), Scott completed his Master’s degree in Education at the University of Utah with an emphasis in mathematics education. Subsequently, he attended Purdue University and was fortunate to work with Drs. Sidney Moon, Richard Lesh, and Judy Zawojewski. During this coursework, Scott wrote many Model-Eliciting Activities (MEAs) and gained a passion for mathematical modeling in the content areas of statistics and probability. This familiarity with MEAs enabled Scott to research them for his dissertation and the curricular approach has been the focus of his academic work since earning his Ph. D. from Purdue University in Educational Psychology. His graduate work was the intersection of gifted education and mathematics education and he is active with each field.
Scott is capable of speaking on several mathematics education topics. In specific, he is one of the foremost experts on mathematical modeling by using Model-Eliciting Activities to engage students. His two main areas of scholarly activity pertain to affect (feelings, emotions, and dispositions) and creativity in mathematics education and he enjoys speaking about mathematical problem solving as the approach to actively engage students of advanced abilities.