> ADbjbjΊ 3<%8LH!$l$$"%%%%<'&;&,&دfG&%%G&G&>%%Ш>>>G&%%>G&>>WN*_Ny0>>>W>WG&G&G&>G&G&G&>G&G&G&G&G&G&G&G&G&v:
CURRICULUM VITAE
Nicole Miller Rigelman
Portland State University
Graduate School of Education
Department of Curriculum and Instruction
PO Box 751, Portland, OR 972070751
5037254699
HYPERLINK "mailto:rigelman@pdx.edu" rigelman@pdx.edu
EDUCATION
Ed.D. 2002 Educational Leadership: Curriculum and Instruction, Math Education Ph.D. core, Portland State University
M.Ed. 1993 Master of Education: Middle School Mathematics,
Portland State University
B.A. 1991 General Studies in Science (focus in mathematics,
biology, geology, physics), Portland State University
TEACHING CREDENTIAL
Standard Elementary Teaching License (grades preK9). State of Oregon, Teacher Standards and Practices Commission, Endorsements: Basic Mathematics (grades preK12) and Integrated Science (grades 512). Valid May 2011 May 2016.
EMPLOYMENT
Professor, tenured 20122013, Graduate School of Education, Portland State University, Portland, OR, 2008present
Associate Professor, tenured 20072008, School of Education/Department of Mathematics,
George Fox University, Newberg, OR, 20062008
Professional Development Institute Leader, Teachers Development Group, West Linn, OR, 19982008
Assistant Professor, tenuretrack appointment, School of Education/Department of Mathematics,
George Fox University, Newberg, OR, 20012006
District Mathematics Curriculum Specialist, GreshamBarlow School District, Gresham, OR, 19962001
Professional Development Institute Leader and Curriculum Specialist, Math Learning Center, Portland, OR, 19932001
Grades 68 Mathematics Teacher, Clear Creek Middle School, GreshamBarlow School District, Gresham, OR, 19931996
Grades 78 Mathematics Teacher, Gordon Russell Middle School, GreshamBarlow School District, Gresham, OR, 19921993
DISSERTATION
Rigelman, Nicole Ren Miller. (2003). Teaching mathematical problem solving in the context of Oregons educational reform. Director: Dr. Karen Noordhoff, Portland State University, 2002. Dissertation Abstracts International 6306: 2169.
REFEREED PUBLICATIONS OR OTHER CREATIVE ACHIEVEMENTS
Chapters
Rigelman, N. (2015). Proficiencybased and problembased instruction: Mutually supporting moves or contradictions? In C. Suurtamm & A. RothMcDuffie (Eds.), Annual perspectives in mathematics education: Assessment to enhance teaching and learning (pp. 145155). Reston, VA: National Council of Teachers of Mathematics.
Crespo, S., & Rigelman, N. (2015). Professional learning to enhance classroom assessment. In C. Suurtamm & A. RothMcDuffie (Eds.), Annual perspectives in mathematics education: Assessment to enhance teaching and learning (pp. 119121). Reston, VA: National Council of Teachers of Mathematics.
Rigelman, N., & Petrick, K. (2014). Student mathematicians developed through formative assessment cycles. In K. Karp & A. RothMcDuffie (Eds.), Annual perspectives in mathematics education: Using research to improve instruction (pp. 215227). Reston, VA: National Council of Teachers of Mathematics.
Articles
Ruben, B., Rigelman, N., & McParker, M. (2016). Analysis of stakeholder perceptions of a clinical model involving coteaching and extendedfield experiences in an inclusive middlegrades setting. Research in Middle Level Education Online, 39(6), 118. DOI: HYPERLINK "http://dx.doi.org/10.1080/19404476.2016.1171571" http://dx.doi.org/10.1080/19404476.2016.1171571
Saxton, E., Burns, R., Holveck, S., Kelley, S., Prince, D., Rigelman, N., & Skinner, E.A. (2014). A common measurement system for K12 STEM education: Adopting an educational evaluation methodology that elevates theoretical foundations and systems thinking. Studies in Educational Evaluation, 40(1), 1835. DOI: HYPERLINK "http://dx.doi.org/10.1016/j.stueduc.2013.11.005" http://dx.doi.org/10.1016/j.stueduc.2013.11.005
Rigelman, N. R. (2013). Becoming a mathematical problem solver. Mathematics Teaching in the Middle School, 18(7), 416423.
Rigelman, N. M., & Ruben, B. (2012). Creating foundations for collaboration in schools: Utilizing professional learning communities to support teacher candidate learning and visions of teaching. Teaching and Teacher Education, 28(7), 979989. DOI: HYPERLINK "http://dx.doi.org/10.1016/j.tate.2012.05.004" http://dx.doi.org/10.1016/j.tate.2012.05.004.
Rigelman, N. R. (2011). Bringdoleave: Nurturing reasoning and sense making. Teaching Children Mathematics, 18(3), 190197.
Rigelman, N. R. (2007). Fostering mathematical thinking and problem solving: The teachers role. Teaching Children Mathematics, 13(6), 308314.
Monographs
Rigelman, N. R. (2009). Eliciting highlevel student mathematical discourse: Relationships between the intended and enacted curriculum. In L. Knott (Ed.), The Role of Mathematics Discourse in Producing Leaders of Discourse: The Montana Mathematics Enthusiast Journal, Monograph 9 (pp. 153172). Charlotte, NC: Information Age.
Published Proceedings
Weaver, D., Dick, T., & Rigelman, N. M. (2005, September). Assessing the quantity and quality of student discourse in mathematics classrooms. Paper presented at Math Science Partnership Evaluation Summit, Minneapolis, MN. Available at: HYPERLINK "http://hub.mspnet.org/entry.cfm/12626" http://hub.mspnet.org/entry.cfm/12626
NONREFEREED PUBLICATIONS
Books (Invited)
Van de Walle, J. A., Karp, K. S., & BayWilliams, J. M., with Wray, J., & Rigelman, N. (2013). Elementary and middle school mathematics: Teaching developmentally, The professional development edition for mathematics coaches and teacher leaders. Upper Saddle River, NJ: Pearson.
Barta, K. Cooke, J., King, D., Iachelli, M., & Rigelman, N. (2013). Making sense of problem solving, Grade 4, Volume 1. Portland, OR: Teacher To Teacher Publications.
Barta, K. Cooke, J., King, D., Iachelli, M., & Rigelman, N. (2013). Making sense of problem solving, Grade 5, Volume 1. Portland, OR: Teacher To Teacher Publications.
Barta, K. Cooke, J., King, D., Iachelli, M., & Rigelman, N. (2012). Making sense of problem solving, Grade 3, Volume 1. Portland, OR: Teacher To Teacher Publications.
Barta, K., Bolduin, M., King, D., Miller, W., & Rigelman, N. (2012). Making sense of problem solving, Grade 8, Volume 1. Portland, OR: Teacher To Teacher Publications.
Chapters (Invited)
Rigelman, N. (2010). Doesnt it take 100 of these to make 10,000? In D. Schifter, V. Bastable, & S. J. Russell (Eds.), Building a system of tensnumber and operations, part 1 (pp. 2128). Upper Saddle River, NJ: Pearson Publications.
Rigelman, N. (2010). Making sense of division. In D. Schifter, V. Bastable, & S. J. Russell (Eds.), Building a system of tensnumber and operations, part 1 (pp. 108117). Upper Saddle River, NJ: Pearson Publications.
Rigelman, N. (2010). Early multiplication. In D. Schifter, V. Bastable, & S. J. Russell (Eds.), Making meaning for operationsnumber and operations, part 2 (pp. 4246). Upper Saddle River, NJ: Pearson Publications.
Articles
Cooke, J., & Rigelman, N. (2016, January/February). East metro mathematics leadership project, part 2: A look into the lesson study cycle. The Oregon Mathematics Teacher, 3540.
Cooke, J., Rigelman, N., McQueen, A., & Prigodich, K. (2015, November/December). East metro mathematics leadership project, part 1: An overview of the grant. The Oregon Mathematics Teacher, 3840.
Rigelman, N., & McGatha, M. (2015, Summer). Elementary mathematics specialists research conference. Connections, 24(4). Available at: HYPERLINK "http://amte.net/connections/0615/elementarymathematicsspecialistsresearchconference" http://amte.net/connections/0615/elementarymathematicsspecialistsresearchconference.
Rigelman, N., & McGatha, M. (2011, Fall). AMTE elementary mathematics specialists. Connections, 21(1), 12.
McGatha, M., & Rigelman, N. (2011, Spring). AMTE elementary mathematics specialist (EMS) initiative update. Connections, 20(3), 7.
Rigelman, N. (2010, May/June). Elementary mathematics specialists: What, where, why, and how. The Oregon Mathematics Teacher, 57.
Breyfogle, M. L., Hillman, S., McDuffie, A. R., Moeller, B., Morris, K., & Rigelman, N. (2009, Summer). Teaching resources task force update. Connections, 18(2), 1011.
Morrell, P. D., Rigelman, N. M., & Ault, C. (2009, May/June). Science engagement for your students and you! The Oregon Science Teacher.
Rigelman, N. (2009, March/April). Inquiring, investigating, and inventing to promote deeper understanding of mathematics and science. The Oregon Mathematics Teacher, 3032.
Samek, L., & Rigelman, N. (2005, May/June). Preparing competent middle level and high school mathematics teachers. The Oregon Mathematics Teacher.
Book Reviews (Invited)
Rigelman, N. M. (2010). [Review of the book A guide to mathematics coaching: Processes for increasing student achievement]. Teaching Children Mathematics, 17(4), 260261.
Rigelman, N. M. (2009). [Review of the book The learning of mathematics: Sixtyninth yearbook]. Teaching Children Mathematics, 15(6), 382383.
Research Instrument
Weaver, D., Dick, T., Higgins, K., Marrongelle, K., Foreman, L., & Rigelman, N. M. (2005). OMLI classroom observation protocol. Portland, OR: RMC Research Corporation. Available at: HYPERLINK "http://goo.gl/doQJ2p" http://goo.gl/doQJ2p
PRESENTATIONS AT PROFESSIONAL MEETINGS
National Meeting (Invited Featured Speaker)
Rigelman, N. (2004, April). Defining mathematics through assessment. Paper presented at the Annual Conference of the National Council of Teachers of Mathematics, Philadelphia, PA.
National Meetings (Refereed)
Rigelman, N., McQueen, A., & Prigodich, K. (April, 2016). Developing mathematics teacher leaders: Supporting districtwide learning and systemic change. Paper presented at the Annual Conference of the National Council of Teachers of Mathematics, San Francisco, CA.
Rigelman, N., & McGatha, M. (2016, April). Bridging mathematics specialist research and practice. Paper presented at the Annual Conference of the National Council of Supervisors of Mathematics, Oakland, CA.
Rigelman, N., & McGatha, M. (2016, January). Problems of practice for researchers focused on mathematics specialists (MS) and coaches. Paper presented at the Annual Conference of the Associate of Mathematics Teacher Educators, Irvine, CA.
Rigelman, N. (2014, April). Using student thinking to connect operations and algebraic thinking. Paper presented at the Annual Conference of the National Council of Teachers of Mathematics, New Orleans, LA.
Long, C., Rigelman, N., Andrews, D., Jasper, W., Newhouse, A., Olson, T., & Patterson, N. (2014, April). Building mathematics learning communities with NCTM reflection guides. Paper presented at the Annual Conference of the National Council of Teachers of Mathematics, New Orleans, LA.
Long, C., & Rigelman, N. (2013, April). Building mathematics learning communities with NCTM reflection guides. Paper presented at the Annual Conference of the National Council of Teachers of Mathematics, Denver, CO.
Rigelman, N. (2013, April). Is it true? Always? Supporting reasoningandproof focused collaboration among teachers. Paper presented at the Annual Conference of the National Council of Teachers of Mathematics, Denver, CO.
Long, C., Rigelman, N., & Duvall, D. (2013, April). Using NCTMs freely available reflection guides to provide professional development to mathematics learning communities. Paper presented at the Annual Conference of the National Conference of Supervisors of Mathematics, Denver, CO.
Rigelman, N., & Post, R. (2012, February). Using fieldbased assignments to develop visions of and skills with best practices in teaching mathematics. Paper presented at the Annual Conference of the Association of Mathematics Teacher Educators, Fort Worth, TX.
Rigelman, N., McGatha, M., & Goodman, T. (2012, February). Elementary mathematics specialists (EMS) certification programs: Challenges and solutions. A preconference session at the Annual Conference of the Association of Mathematics Teacher Educators, Fort Worth, TX.
Rigelman, N., & McGatha, M. (2011, April). Elementary mathematics specialist: Constructing state certification and transforming student learning. Paper presented at the Annual Conference of the National Council of Teachers of Mathematics, Indianapolis, IN.
McGatha, M., & Rigelman, N. (2011, January). Developing elementary mathematics specialists: An update on certification and program development. Paper presented at the Annual Conference of the Association of Mathematics Teacher Educators, Irvine, CA.
Breyfogle, M. L., Hillman, S., McDuffie, A. R., Moeller, B., Morris, K., & Rigelman, N. (2011, January). Mathematics teacher educators working to assess the use of casebased materials. A discussion group at the Annual Conference of the Association of Mathematics Teacher Educators, Irvine, CA.
Breyfogle, M. L., Hillman, S., McDuffie, A. R., Moeller, B., Morris, K., & Rigelman, N. (2010, January). Mathematics teacher educators sharing experiences with casebased materials. A working group at the Annual Conference of the Association of Mathematics Teacher Educators, Irvine, CA.
Bass, H., Berry, R., Bezuk, N., Erchick, D., Goodman, T., McGatha, M., Mewborn, D., Reys, B., Rigelman, N., Rossi Becker, J., & Stumpf, K. (2010, January). Standards for Elementary Mathematics Specialist (EMS) Teacher Preparation/Certification. A preconference session at the Annual Conference of the Association of Mathematics Teacher Educators, Irvine, CA.
Rigelman, N. (2008, April). We've formed a professional learning community (PLC), now what? Paper presented at the Annual Conference of the National Council of Teachers of Mathematics, Salt Lake City, UT.
Higgins, K., & Rigelman, N (2008, April). Building teacher leadership in mathematics: A district case study. Paper presented at the Annual Conference of the National Council of Teachers of Mathematics Research Presession, Salt Lake City, UT.
Dick, T. P., Knott, L., Rigelman, N. M., Higgins, K., & Van Cleave, M. (2007, January). Building mathematics teacher leaders the Oregon math leadership institute. Paper presented at the Annual Conference of the Association of Mathematics Teacher Educators, Irvine, CA.
Rigelman, N. (2006, April). Its all about the question: Designing and implementing mathematics tasks. Paper presented at the Annual Conference of the National Council of Teachers of Mathematics, St. Louis, MO.
Rigelman, N. (2005, April). Educing the mathematician within. Paper presented at the Annual Conference of the National Council of Teachers of Mathematics, Anaheim, CA.
Lott, J., & Rigelman, N. (2003, April). Addressing the challenges of assessment and accountability: Report of the NCTM assessment task force with presidential response. Paper presented at the Annual Conference of the National Council of Teachers of Mathematics, San Antonio, TX.
Regional and State Meetings (Invited Keynote Speaker)
Rigelman, N. (2015, February 28). Planning with reasoning and proving as a focus. Closing keynote at the Idaho Regional Mathematics Academy. Twin Falls, ID.
Rigelman, N. (2015, February 28). Mathematical reasoning across the grades. Plenary session at the Idaho Regional Mathematics Academy. Twin Falls, ID.
Rigelman, N. (2015, February 27). The role of reasoning in K12 classrooms. Opening keynote at the Idaho Regional Mathematics Academy. Twin Falls, ID.
Rigelman, N. (2015, January 24). Planning with reasoning and proving as a focus. Closing keynote at the Idaho Regional Mathematics Academy. Coeur dAlene, ID.
Rigelman, N. (2015, January 24). Mathematical reasoning across the grades. Plenary session at the Idaho Regional Mathematics Academy. Coeur dAlene, ID.
Rigelman, N. (2015, January 23). The role of reasoning in K12 classrooms. Opening keynote at the Idaho Regional Mathematics Academy. Coeur dAlene, ID.
Rigelman, N. (2014, November 22). Assessing mathematical reasoning: Opportunities and challenges. Plenary session at the Idaho Regional Mathematics Academy. Pocatello, ID.
Rigelman, N. (2014, November 22). Mathematical reasoning across the grades. Plenary session at the Idaho Regional Mathematics Academy. Pocatello, ID.
Rigelman, N. (2014, November 21). The role of reasoning in K12 classrooms. Opening keynote at the Idaho Regional Mathematics Academy. Pocatello, ID.
Rigelman, N. (2012, August).Practicing the mathematical practices: Modeling to develop mathematical habits of mind.Opening keynote at the Oregon Council of Teachers of Mathematics Oregon Math Leaders Conference, McMinnville, OR.
Regional and State Meetings (Refereed)
Rigelman, N., & Petrick, K. (2014, October). The students role in formative assessment cycles. Northwest Mathematics Conference. Portland, OR.
Rigelman, N. (2014, October). Using student thinking to connect operations and algebraic thinking: A minicourse. Northwest Mathematics Conference. Portland, OR.
Rigelman, N. (2011, October). Expanding students visions of what it means to be a mathematician. Northwest Mathematics Conference. Portland, OR.
Rigelman, N., & Ruben, B. (2011, March). Developing lasting visions of effective teaching: professional learning communities supporting learning across the professional continuum. Oregon Association of Teacher Educators, Portland, OR.
Ruben, B., & Rigelman, N. (2010, March). Engaging teacher candidates and mentor teachers in a collaborative relationship to enhance teaching and learning about student understanding. Oregon Association of Teacher Educators, Monmouth, OR.
Rigelman, N. (2008, October). Eliciting highlevel student discourse. Northwest Mathematics Conference. Portland, OR.
Marrongelle, K., Higgins, K., & Rigelman, N. (2006, February). Building mathematics leadership: Partnering K12 and higher education institutions in the Oregon mathematics leadership institute. Oregon Association of Teacher Educators, Salem, OR.
Rigelman, N. (2005, October). Developing foundations for algebraic thinking: A focus on equality and relational thinking in K8. Northwest Mathematics Conference, Portland, OR.
Rigelman, N., & Samek, L. (2004, September/October). Engaging all students in mathematics learning (a four part series). Association for Christian Schools International Regional Conference, Portland, OR.
Rigelman, N. (2003, February). Teaching mathematical problem solving in the context of Oregons educational reform. Oregon Association of Teacher Educators, Portland, OR.
Rigelman, N. (2002,October). Reflecting on proportional reasoning: Using concepts of proportionality to organize the 5th9th grade curriculum. Northwest Mathematics Conference, Portland, OR.
Rigelman, N. (1999, October). Implementing statewide expectations through visual approaches to teaching, learning, and assessment. Northwest Mathematics Conference, Portland, OR.
Alexander, P., & Rigelman, N. (1996, October). Problems worth pondering. Northwest Mathematics Conference, Portland, OR.
Rigelman, N., & Alexander, P. (1996, October). Tasks and explorations that correlate with the standards: The what? how? and why we teach visual mathematics. Northwest Mathematics Conference, Portland, OR.
Regional and State Meetings (Invited)
Rigelman, N., & Petrick, K. (2015, August). The students role in formative assessment cycles. Oregon Math Leaders Conference. Salem, OR.
Rigelman, N. (2014, September). Using rich assessments and the STEM pedagogical content knowledge rubric to examine teacher learning. Teachers of Teachers of Mathematics Conference, Monmouth, OR.
Rigelman, N. (2014, September). Assessing elementary mathematics instructional leader programs. Teachers of Teachers of Mathematics Conference, Monmouth, OR.
Rigelman, N. (2013, September). Proficiency based assessment: Implications for our practice. Teachers of Teachers of Mathematics Conference, Bend, OR.
Rigelman, N. (2013, September). The students role in formative feedback cycles. Teachers of Teachers of Mathematics Conference, Bend, OR.
Rigelman, N., & Malter, R. (2013, August). Making the standards within reach for your colleagues. Oregon Math Leaders Conference, McMinnville, OR.
Rigelman, N. (2012, September). Using feedback to move students thinking forward. Teachers of Teachers of Mathematics Conference, Ashland, OR.
Rigelman, N. (2012, September). Mathematics specialists: What will this look like in Oregon? Teachers of Teachers of Mathematics Conference, Ashland, OR.
Rigelman, N. (2012, August). Mathematics specialists: Background, initiatives, and current directions. Oregon Math Leaders Conference, McMinnville, OR.
Rigelman, N. (2011, September). What do mathematicians do? Expanding students visions through the standards for mathematical practice. Teachers of Teachers of Mathematics Conference, Portland, OR.
Rigelman, N., & Beaver, C. (2011, September). Elementary mathematics specialist initiative update: Next stop, state certification. Teachers of Teachers of Mathematics Conference, Portland, OR.
Rigelman, N. (2010, September). Elementary mathematics specialists: Background, initiatives, and directions. Teachers of Teachers of Mathematics Conference, Monmouth, OR.
Rigelman, N., & Thanheiser, E. (2010, September). Mathematics for middle school teachers: A program of activitybased courses. Teachers of Teachers of Mathematics Conference, Monmouth, OR.
Rigelman, N. (2009, September). Developing the mathematical knowledge needed for teaching through analyzing and deepening tasks/curriculum. Teachers of Teachers of Mathematics Conference, Corvallis, OR.
Rigelman, N. (2009, September). Who should be teaching elementary mathematics: Standards for elementary mathematics specialist (EMS) teacher preparation/certification. Teachers of Teachers of Mathematics Conference, Corvallis, OR.
Rigelman, N. (2008, September). Orchestrating learning through cases of student thinking. Teachers of Teachers of Mathematics Conference, Eugene, OR.
Rigelman, N. (2008, August). Deepening the discourse in our mathematics professional learning communities. Oregon Math Leaders Conference, McMinnville, OR.
Rigelman, N. (2007, September). Using videocases and other practicebased strategies in courses for prospective teachers. Teachers of Teachers of Mathematics Conference, Bend, OR.
Rigelman, N., Higgins, K., & Marrongelle, K. (2006, September). Using protocols in the classroom. Teachers of Teachers of Mathematics Conference, McMinnville, OR.
Samek, L., & Rigelman, N. (2005, September). Assessing those competencies: How do we know each of our students understands math in a way that is useful for teaching? Teachers of Teachers of Mathematics Conference. Monmouth, OR.
Rigelman, N. (2004, August). Defining mathematics through assessment: Developing and implementing standardsbased mathematics assessments. Oregon Math Leaders Conference, McMinnville, OR.
Knox, C., Rigelman, N., & Charles, M. (2004, January). Portfolios in teacher education programs. Oregon Technology Education Network Education Faculty Conference, Portland, OR.
Samek, L., & Rigelman, N. (2003, September). Mathematics teacher competencies: Their role in program design and licensure. Teachers of Teachers of Mathematics Conference. Pendleton, OR.
Rigelman, N. (2003, August). Developing and implementing standardsbased mathematics assessments. Oregon Math Leaders Conference, McMinnville, OR.
Rigelman, N. (2002, August). Making sense of fractions and helping students do so. Oregon Math Leaders Conference, McMinnville, OR.
Other Meetings (Invited)
Thanheiser, E., Rigelman, N., Mukhopadhyay, S., & Ferner, B. (2013, October). Making sense of school mathematics. Portland State of Mind, Portland, OR.
Saxton, E., & Rigelman, N. (2013, September). Connect2MATHConnect2SCIENCE: Using a nested PLC model to explore the integration of mathematics and science under the new national standards. Math Science Partnerships Conference, Washington D.C.
Rigelman, N., & Perrins, S. (2011, May). Reciprocity in action: The story of a K8 school/university partnership. Portland State University, International Institute on Partnerships, Portland, OR.
Johnston, T., Saxton, E., Rigelman, N. & Becker, W. (2011, March). Meaningful programming using participant need to integrate math and science. Poster presented at the Math and Science Partnership Program: Regional Conference in San Francisco, CA.
Rigelman, N. (2011, January). Getting started with the common core mathematics standards: First steps for mathematics educators and instructional leaders. Portland State University, Educational Leadership and Policy, PK20 Curriculum Meeting, Portland, OR.
Rigelman, N., & Ruben, B. (2010, November). Developing lasting visions of effective teaching: Professional learning communities supporting learning across the professional continuum. Portland State University, Graduate Teacher Education Program, Brown Bag Symposium. Portland, OR.
Rigelman, N., & Samek, L. (2004, September). Reflecting on proportional thinking: Connecting content, student understanding, and assessment. Poster session presentation at the Meeting the Mark: The Mathematical Preparation of Middle School Mathematics Teachers Conference. St. Louis, MO.
Rigelman, N. (1999, August). Teaching problem solving beyond the scoring guide. GreshamBarlow School District Teacher Academy. Gresham, OR.
Rigelman, N. (1998, April). Supporting implementation of middle school mathematics standards: Development and implementation of a mathematics resource. Poster session presentation at the Oregon Goals 2000 Conference, Portland, OR.
Rigelman, N. (1996, July). Mathematics teaching in a standardsbased system. Oregon State Standards Institute sponsored by the Oregon Department of Education and the Confederation of Oregon School Administrators, Portland, OR.
Rigelman, N. (1996, May). Aligning teaching, learning, and assessment to standards. Mt. Hood Mathematics and Science Conference. Troutdale, OR.
Miller, N. (1994, April). Developing algebraic thinking and reasoning across the grades. SMAT [Science, Math and Technology] Saturday. Gresham, OR.
HONORS, GRANTS, AND FELLOWSHIPS
Developing Elementary Mathematics Instructional Leaders 20152016
Noyce Master Teacher Fellowship
Principal Investigator for National Science Foundation funded 1year, $74,978 capacitybuilding grant partnering Portland State University, Hillsboro School District, and the Portland Metro STEM Center; focused on developing elementary mathematics teacher leaders and coaches that support teacher and student learning at five highneed schools.
East Metro Mathematics Leadership (EaMML) MSP 20152017
Principal Investigator for Oregon Department of Education funded, $1,029,150 grant partnering Portland State University, David Douglas School District, Centennial School District, and Multnomah Educational Service District; focused on developing a cadre of mathematics instructional leaders that support teacher and student learning in the partner districts.
TeachOregon Portland Metro Teaching and Learning Coalition 20132016
Leadership team member; Chalkboardfunded 3year, $690,000 grant partnering Portland State University, David Douglas School District, North Clackamas School District, and Portland Public Schools; focused on improving policies and practices related to 1) recruitment and selection, 2) clinical practice, 3) hiring and placement, and 4) mentoring and induction thus positively influencing K12 student learning experiences.
Examining and Establishing Mathematical Practices Partnership (EEMPP) 20112014
Principal Investigator for National Science Foundation funded 3year, $446,519 grant
partnering Portland State Universitys Graduate School of Education with four Portland Public schools and the Mathematics Learning Teaching and Leading Collaborative (MLTLC). Not funded.
Preparation for Instruction in Science and Mathematics II (PrISM II) 20112016
Coprincipal Investigator for NSFfunded math/science capacity building program, a collaborative with Eastern Oregon University, Oregon State University, Western Oregon University, George Fox University, Lewis and Clark College, Pacific University, and the University of Portland and several Oregon districts and Educational Service Districts. Not funded.
Algebraic Thinking Project 20102013
Serve as supporting faculty for a FIPSEfunded collaboration among Willamette University, George Fox University, Pacific University, and Western Oregon University ($742,858) that pulls together mathematics leaders from around the state to examine research and plan for dissemination into teachers practice [e.g., formative assessments (interviews, tasks), technology applications]. Examination is underway of the impact of the use of the database and resources in methods courses for preservice teachers.
Connect2MATH and Connect2SCIENCE: Proficiency and InquiryBased 20102013
Teaching in Math and Science.
Principal Investigator and Mathematics Research Associate (20112013) for Math Science Partnership funded by Title IIB $900,000 grant partnering PSUs Graduate School of Education with the Center for Science Education and four Portland area school districts: Portland Public Schools, Beaverton School District, Hillsboro School District, and Parkrose School District.
Deepening Mentors, Interns, Students, and Faculty 20102013
Professional Learning Communities Discovery Research K12
Principal Investigator for National Science Foundation funded 3year, $400,000 grant
partnering Portland State Universitys Graduate School of Education with four Portland Public schools and the Mathematics Learning Teaching and Leading Collaborative (MLTLC). Not Funded.
Examining and Establishing Mathematical Practices Partnership (EEMPP) 2010
Summer stipend and one course release (fall) supported by Portland State University Graduate School of Education Research Award, to develop collaborative grant proposal with four Portland Public schools and the Mathematics Learning Teaching and Leading Collaborative (MLTLC).
Partnership for Science and Math Teacher Education, Phase II 20092012
Coprincipal Investigator for a National Science Foundation funded 3year, $600,000 Noyce grant, partnering Portland State Universitys Graduate School of Education with the Center for Science Education.
Improving Mathematics Teaching and Learning through Building University/ 20092010
School Partnerships: An Examination of Learning across the Partnership
Principal Investigator for a Portland State University, Faculty Enhancement Grant ($2822), partnering the Graduate Teacher Education Program with local schools to support teacher and teacher candidate development through the use of mathematics professional learning communities and a triad model for student teaching.
Improving Teaching and Learning through Building University/School 20092010
Partnerships: An Examination of Learning across the Partnership
Principal Investigator for a Portland State University, Graduate School of Education, Sampsell Fellowship ($9359), partnering the Graduate Teacher Education Program with local schools to support teacher and teacher candidate development through the use of professional learning communities and a triad model for student teaching.
Vertically Integrated Teaching of Algebra Math Science Partnership 20082013 Principal Investigator for National Science Foundation funded 5year, $1.4 million grant,
Partnering two school districts with three universities. Not funded.
Preparation for Instruction in Science and Mathematics 20072010
Serve as core faculty for the FIPSEfunded math/science capacity building program ($685,685), a collaborative with Eastern Oregon University, Oregon State University, Western Oregon University, George Fox University, Lewis and Clark College, and the University of Portland
plan and review curriculum
provide feedback/approve common documents
shepherd programs through campus review processes
develop and deliver courses
Eliciting High Level Student Mathematical Discourse 20072008
One course release (Fall) and onesemester sabbatical (Spring) supported by George Fox University Faculty Development, collaborative research project with four elementary teachers, collaborative lesson planning and discourse analysis
Connecting to the Field: Analyzing Mathematics Teaching and Learning 20072008
Oregon Technology in Education Network a USDOE Teacher Quality Enhancement Grant minigrant recipient ($1000), supported purchase of ten audio recorders for student use in working with eliciting student mathematical thinking
Experiencing professional development in algebra: 20052010
What is learned and where is the impact?
Coprincipal Investigator for National Science Foundation funded 5year Teacher Professional Continuum grant, partnering three school districts with two universities. Not funded.
Oregon Mathematics Leadership Institute  Math Science Partnership 20042009
Serve as research fellow and project staff for National Science Foundation funded 5year, $5 million grant, partnering ten school districts with seven universities, four community colleges, RMC and Teachers Development Group
study the literature and research on the development of teachers mathematical content knowledge
develop mathematics content and leadership course curricula for the summer institutes
develop and lead professional development and research during school sitevisits
strategize to inform the field regarding the projects accomplishments and research findings
Oregon Teacher Professional Continuum in Mathematics (OTPCM) 20032008
Coprincipal Investigator for National Science Foundation funded 5year, $4.5 million Teacher Professional Continuum grant, partnering four universities in a statewide initiative to improve preK20 mathematics teaching and learning. Not funded.
Making Sense of Student Thinking 20032004
Oregon Technology in Education Network a USDOE Teacher Quality Enhancement Grant minigrant recipient ($450), supported purchase of external harddrive, video editing software, and DVDs bring student mathematical thinking through video clips into courses
Teaching Mathematical Problem Solving in the Summer 2003
Context of Oregons Educational Reform
Summer research grant supported by George Fox University Faculty Development ($2000), supported the development of a manuscript from dissertation data
Integrating Technology into Mathematics Teacher Education 20022003
Oregon Technology in Education Network a USDOE Teacher Quality Enhancement Grant minigrant recipient ($350), partially supported conference attendance to learn more about advances with technology integration in mathematics teacher education
TEACHING, MENTORING, AND CURRICULAR ACTIVITIES
Courses taught since Portland State University Appointment
Preservice Education CoursesTerms and EnrollmentCI 509 Practicum: Initial Field ExperienceFall 2008, n = 20; Fall 2009, n = 22; Fall 2010, n = 20; Summer 2009, n = 22; Summer 2010, n = 20CI 512 Teaching and LearningSummer 20081, n = 23; Summer 20082, n = 20; Summer 20091, n = 27; Summer 20092, n = 23; Summer 2010, n = 21CI 515 Reflective PractitionerWinter 2009, n = 20; Winter 2010, n = 21; Winter 2011, n = 20; Spring 2009, n = 20; Spring 2010, n = 21; Spring 2011, n = 20ITP 551 Research and Classroom InquirySummer 20141, n=26; Summer 20142, n=22
Preservice Field ExperiencesTerms and EnrollmentCI 550 Student Teaching I: ECEWinter 2010, n = 10; Winter 2011, n = 9CI 551 Student Teaching II: ECESpring 2010, n = 7; Spring 2011, n = 9CI 552 Student Teaching I: ELEMWinter 2010, n = 11; Winter 2011, n = 11CI 553 Student Teaching II: ELEMSpring 2010, n = 11; Spring 2011, n = 9CI 554 Student Teaching I: HSWinter 2009, n = 14CI 555 Student Teaching II: HSSpring 2009, n = 14CI 556 Student Teaching I: MSWinter 2009, n = 6CI 557 Student Teaching II: MSSpring 2009, n = 6; Spring 2010, n = 3; Spring 2011, n = 2
Preservice Mathematics Education Courses Terms and Enrollment MATH 212 Foundations of Elementary Mathematics IISummer 2009, n = 15CI 518/ITP 539 Elementary Mathematics Methods (Early Childhood, Elementary)Fall 20081, n = 22; Fall 20083, n = 23; Fall 20091, n = 22; Fall 20092, n = 22; Fall 2010, n = 20; Fall 20111, n = 22; Fall 20112, n = 22; Winter 2012, n = 17; Fall 2012, n = 22; Fall 2014, n=26CI 519 Secondary Mathematics Methods (Middle Level and High School)Fall 2008, n = 14; Fall 2009, n = 19; Fall 2011, n = 20; Fall 2012, n = 18; Fall 2013, n = 10CI 548 Advanced Secondary Mathematics Methods (Middle Level and High School)Winter 2009, n = 15; Winter 2010, n = 11; Winter 2012, n = 13; Winter 2013, n = 13; Winter 2014, n = 9Research and Conference:
Content Area Mathematics Pedagogy
Middle Level Mathematics Curriculum Planning
Fall 2009, n = 1
Summer 2010, n = 1
Inservice Mathematics Education CoursesTerms and EnrollmentAdvanced Mathematics MethodsSpring 2012, n = 4Connect2Math: FractionsSummer 20111, n = 7; Summer 20112, n = 17; Summer 2013, n = 21; Summer 2014, n = 10Connect2Math/Connect2Science IntegratedSummer 2011, n = 18Developing Mathematical Ideas
Examining Base Ten Numeration and Operations (Building a System of Tens)
Building a System of Tens: Leadership and Facilitation
Examining Operations for Whole Numbers and Fractions (Making Meaning for Operations)
Making Meaning for Operations Practicum
Developing Geometric Thinking and Concepts (Examining Features of Shape)
Measuring Space in One, Two, and Three Dimensions
Patterns, Functions, and Change
Reasoning Algebraically about Operations
Reasoning Algebraically about Operations: Leadership and Facilitation
Summer 2010, n = 23; Summer 2011, n = 8; Summer 2014, n = 12; Spring 2015, n = 26
Summer 2010, n = 3
Summer 2015, n = 29; Fall 2015, n = 24
Summer 2015, n = 5
Fall 2015, n = 15
Spring 2014, n = 9; Summer 2015, n = 7
Summer 2013, n = 16; Fall 2014, n = 11
Summer 2011, n = 5; Summer 2012, n = 12; Spring 2013, n = 8; Summer 2015, n = 6, Winter 2016, n = 6
Summer 2012, n = 5
Implementing Mathematics ReformWinter 2015, n = 6Mathematics Leadership: Influencing and Facilitating ImprovementWinter 2014, n = 11; Spring 2016, n = xxMathematics Leadership PracticumSpring 2014, n = 3; Fall 2014, n = 1, Spring 2016, n = 7Doctoral Program Internships
Mathematics Professional Development
STEM Leaders Professional Development
Mathematics Teacher Resource Development
Summer 2013, n = 1; Summer 2014, n = 1
Winter/Spring 2014, n = 1
Fall 2014, n = 1
Courses taught prior to Portland State University Appointment
Preservice Mathematics Education Courses TermsMATH 211 Foundations of Elementary Mathematics IFall 2003, Spring 2004, Fall 2004, Fall 2005, Fall 2006, Spring 2007, Fall 2007MATH 212 Foundations of Elementary Mathematics IISpring 2004, Fall 2004, Spring 2005, Spring 2006, Fall 2006, Spring 2007, Fall 2007EDUC 311 Mathematics for Elementary Teachers IFall 2001, Fall 2002, Spring 2003EDUC 312 Mathematics for Elementary Teachers IISpring 2002, Fall 2002, Spring 2003, Fall 2003EDUC 313 Elementary Mathematics Methods (Early Childhood, Elementary)Fall 2004, Spring 2005, Fall 2005, Spring 2006, Fall 2006, Spring 2007, Fall 2007, EDUG 55X Methods for Teaching Mathematics and Science (various authorization configurations: ECE, Elem, ML)Summer 20021, Summer 20022, Fall 2002, Summer 2003, Summer 2004, Fall 2004Aligning Curriculum with Oregon Math StandardsSummer 1998, Summer 2000
Inservice Mathematics Education CoursesTermsBest Practices in Teaching Mathematics (various grade level configurations e.g., 35, 48, 612, and K12)Fall 2001, Spring 2002, Summer 2002, Summer 2003, Summer 20041, Summer 20042, Summer 20043, Fall 2004, Spring 2005, Fall 2005, Winter 2007Building Algebraic Thinking: A Focus on Equality, Operations, & RelationshipsWinter 2004Choosing a StandardsBased Mathematics Curriculum, Grades 68Spring 2000, Spring 2001Collegial Learning and Community Building in MathematicsSummer 2006Collegial Leadership and Coaching in MathematicsSummer 20051, Summer 20052, Summer 20061, Summer 20062, Summer 20071, Summer 20072A Conceptual Introduction to Functions: Using Visual Models online courseFall 2007Developing Mathematical Ideas
Building a System of Tens
Making Meaning for Operations
Patterns, Functions, and Change
Fall 2007
Summer 2007
Spring 2006, Summer 2008Exploring Mathematics and StandardsBased Curricula:
Connected Mathematics, Grades 68
Investigations in Number, Data and Space, Grade 4
Visual Mathematics Course I
Visual Mathematics Course II
Spring 2002
Summer 2006
Fall 20001, Fall 20002, Spring 2001
Spring 2000Geometry and the Oregon StandardsFall 1999Implementing Statewide Mathematics StandardsSummer 1999, Winter 2000Mathematics and AssessmentSummer 2000Mathematics and School Leadership: Understanding ReformSpring 2002Mathematics Leadership Team DevelopmentSummer 2000Mathematics Reform and Administrative PracticeSpring 2000, Spring 2002, Summer 2005, Summer 2006, Summer 2007Mathematics Roundtables: Family Math Night SeriesFall 2000Opening Eyes to Mathematics: Oregon AssessmentFall 1996Proportional Reasoning online courseSpring 2007Reasoning and Problem Solving
Data, Statistics, & Algebra, Grades 712
Geometry, Measurement, and Algebra, Grades 712
Summer 2000
Summer 2000Teaching Middle School MathematicsSummer 2001, n = 11Visual Approaches to Teaching Math I and IISummer 19941, Summer 19942, Summer 19943, Winter 1995, Summer 19951, Summer 19952, Summer 19953, Summer 19954, Summer 19961, Summer 19962, Fall 1996, Summer 1997, Fall 1997, Summer 1998, Spring 2000
Cohort Leadership
Cohort leader for 21 Graduate Teacher Education Program and M.Ed. students, serving as elementary coleader/adviser with Olivia Murray (20102011).
Cohort leader for 23 Graduate Teacher Education Program and M.Ed. students, serving as elementary coleader/adviser with Barbara Ruben (20092010).
Cohort leader for 20 Graduate Teacher Education Program and M.Ed. students, serving as secondary math/science leader/adviser (20082009).
Advising
Advised 25 undergraduate students (on average) in the Elementary Education major and 3 planning to pursue an MAT for secondary mathematics education at George Fox University (20032008).
Thesis Committee Membership
Doctoral
Mary Duden, EdD candidate, Graduate School of Education, Portland State University, committee chair. The impact of professional development on teachers response to childrens mathematical thinking. Proposed defense: Summer 2017.
Karen Prigodich, EdD candidate, Graduate School of Education, Portland State University, committee chair. Navigating mathematics reform: Understanding teacher perspectives. Proposed defense: Summer 2017.
Krista Strand, PhD candidate, Mathematics and Statistics Department, Portland State University, graduate office representative to the committee. Teachers judgment of mathematical quality of instruction. Winter 2016.
Sarah Enoch, PhD, 2013, Mathematics and Statistics Department, Portland State University, member of committee. Impact of planned questions on opportunities for students to reason mathematically in wholeclass discussion around mathematical problem solving tasks. Summer 2013.
Masters
Carolina Cavedon, MST, Center for Science Education, Portland State University, member of committee. The power of reflective professional development in changing elementary school teachers instructional practices. Summer 2014.
Andrea Leech, MST, Center for Science Education, Portland State University, member of committee. What does this graph mean? Formative assessment with science inquiry to improve data analysis. Summer 2013.
Morgan Mulkey, MST, Center for Science Education, Portland State University, member of committee. The implementation of expeditionary learning and proficiency based assessment in a new school: A case study. Fall 2009.
Mona Tashkandi, MST, Mathematics and Statistics Department, Portland State University, member of committee. Polynomials and the distinction between rational functions and rational expressions. Fall 2009.
Eric Scheuering, MST, Center for Science Education, Portland State University, member of committee. The effectiveness of using a sustainable stormwater management facility as a learning laboratory in affecting middle school student achievement and opinion. Summer 2009.
Kelley Martin, MST candidate, Center for Science Education, Portland State University, member of committee. Examination of how personality traits impact teachers ability to navigate critical junctures during implementation of technology into middle school science curriculum. Spring 2009.
WORK WITH SCHOOLS/SCHOOL DISTRICTS
GreshamBarlow School District, Gresham, OR (Fall 2013 Winter 2014). Conducted professional development for K2 and 35 grade teachers focused ways to improve teaching, learning, and assessment through classroom tasks, tools, and talk [10hour course for each grade level group].
Lenox Elementary School, Hillsboro School District, Hillsboro, OR (Fall 2011 and ongoing). Collaboration with third grade teacher implementing new curriculum adoption. Examining strategies for building a classroom community of mathematicians [weekly].
Hillsboro School District, Hillsboro, OR (Summer 2010). Conducted professional development sessions for K8 teachers focused on deepening their understanding of the base ten number system, ways the structure is used in multidigit computation of whole numbers and decimals, and student thinking and its development across the grades [5day session].
Hillsboro School District, Hillsboro, OR (Summer 2010). Conducted facilitation institute for teacher leaders/coaches focused on engaging colleagues in casebased professional learning [5day session].
Oregon Mathematics Leadership Institute (OMLI) (Fall 2007). Conducted online professional development sessions focused on algebraic thinking [30hour course] in collaboration with Van Cleave.
Winterhaven School, Portland, OR (Summer 2007 Fall 2007). Conducted professional development sessions for K8 teachers focused on deepening their understanding of the base ten number system, ways the structure is used in multidigit computation of whole numbers and decimals, and student thinking and its development across the grades [3 1day sessions, 4 day sessions].
Oregon Mathematics Leadership Institute (OMLI), 10 Oregon Districts (Summer 2007). Conducted professional development sessions focused on the intersection of researchbased best practices in teaching mathematics and leading collegial mathematics professional learning [15 2hour sessions for two groups of teachers, 5 6hour sessions for administrators].
Oregon Mathematics Leadership Institute (OMLI) (Spring 2007). Conducted online professional development sessions focused on proportional reasoning [30hour course].
Albany School District, Albany, OR (Fall 2006Winter 2007). Conducted professional development sessions for K5 grade teachers on researchbased best practices for teaching mathematics [4 day sessions].
Wilson Middle School, Yakima, WA (Summer 2006). Conducted professional development sessions middle school teacher leaders/coaches and administrators focused on the intersection of researchbased best practices in teaching and leading professional learning through establishing professional learning communities [5day session].
Beaverton School District, Beaverton, OR (Summer 2006). Conducted professional development sessions for 4th grade teachers on researchbased best practices for teaching mathematics and Investigations curriculum implementation [4day session].
NO LIMIT Mathematics Integration Specialists, Snoqualmie Pass, WA (Summer 2006). Conducted professional development session for mathematics and technology mentors focused on promoting highlevel student mathematical discourse for all students [1day session].
Oregon Mathematics Leadership Institute (OMLI), 10 Oregon Districts (Summer 2006). Conducted professional development sessions focused on the intersection of researchbased best practices in teaching mathematics and leading collegial mathematics professional learning [15 2hour sessions for two groups of teachers, 5 6hour sessions for administrators].
Oregon Mathematics Leadership Institute (OMLI), 10 Oregon Districts (Fall 2005  Spring 2006). Conducted site visits to each participating school in six OMLI districts; professional learning focused on developing a culture for professional learning within the building and classroombased support for OMLI teachers through collaborative planning, observation, and feedback cycles [4 day sessions in all schools]. Districts/schools included BendLaPine Elementary Schools, Crook County, Elementary Schools, Molalla River, North Clackamas, Reynolds Elementary Schools, and South Lane Secondary Schools.
Sojourner Elementary, Milwaukie, OR (Fall 2005 Spring 2006). Conducted professional development sessions for K8 teachers focused on deepening their understanding of algebra (patterns, functions, and change), connections among representations (contexts, graphs, tables, rules), and student thinking and its development across the grades.
Albany School District, Albany, OR (Fall 2005). Conducted professional development sessions for K12 grade teachers on researchbased best practices for teaching mathematics [4 day sessions].
North Thurston School District, Lacey, WA (August 2005, Fall 2005, Winter 2006). Conducted professional development sessions for 612 grade teachers on researchbased best practices for teaching mathematics [5day session] and followup classroombased support through collaborative planning, observation, and feedback cycles [4 1.5day sessions].
Oregon Mathematics Leadership Institute (OMLI), 10 Oregon Districts (Summer 2005). Conducted professional development sessions focused on the intersection of researchbased best practices in teaching mathematics and leading collegial mathematics professional learning [15 2hour sessions for two groups of teachers, 5 6hour sessions for administrators].
Oregon Mathematics Leadership Institute (OMLI), 10 Oregon Districts (Spring 2005). Conducted initial site visits to all OMLI districts providing details regarding the structure of the summer institute and school year work and facilitated data snaps with district leadership teams [10 day sessions with all school leadership teams, 1day visiting schools]. Districts included Beaverton, BendLaPine, Crook County, Molalla River, North Clackamas, Redmond, Reynolds, Roseburg, South Lane, and Woodburn.
Albany School District, Albany, OR (Fall 2004). Conducted professional development sessions for 612 grade teachers on researchbased best practices for teaching mathematics [4 day sessions].
BendLaPine School District, Bend, OR (August 2004). Conducted professional development sessions for K12 grade teachers on researchbased best practices for teaching mathematics [5day session].
North Thurston School District, Lacey, WA (August 2004, Fall 2004). Conducted professional development sessions for K12 grade teachers on researchbased best practices for teaching mathematics [5day session] and followup classroombased support through collaborative planning, observation, and feedback cycles [2 1.5day sessions].
Portland, OR (June 2004). Conducted professional development sessions for K12 grade teachers on researchbased best practices for teaching mathematics [5day session].
Portland, OR (June 2003). Conducted professional development sessions for K12 grade teachers on researchbased best practices for teaching mathematics [5day session].
Roseburg School District, Roseburg, OR (August 2001 April 2002). Conducted professional development sessions for K8 teacheradministrator teams focused supporting building and sustaining collaborative professional learning communities within their buildings [5day session].
Roseburg School District, Roseburg, OR (August 2001 April 2002). Conducted professional development sessions for 68 grade teachers supporting Standardsbased curriculum implementation [3 1.5day sessions].
Roseburg School District, Roseburg, OR (Fall 2001). Conducted professional development sessions for 35 grade teachers and administrators on researchbased best practices for teaching mathematics [3 1.5day sessions].
SalemKeizer School District, Salem, OR (Fall 2000). Conducted professional development sessions for middle school teachers on visual approaches to teaching mathematics [5day session].
Willamette Educational Service District, Salem, OR (Fall 2000). Conducted professional development sessions for middle school teachers on visual approaches to teaching mathematics [3 1.5day sessions].
Reynolds School District, Portland/Troutdale/Fairview, OR (August 2000 May 2001). Conducted professional development sessions for 48 grade teachers on visual approaches to teaching mathematics [6 day sessions], provided classroombased support to teachers through collaborative planning, team teaching, and observation and feedback cycles [35 hours], facilitated sessions family math night sessions [5 3hour sessions].
Washoe County School District, Sparks, NV (August 2000). Conducted professional development sessions for K9 teachers on developing and implementing meaningful performance assessments and scoring guides [3day session].
Douglas Educational Service District, Roseburg, OR (August 2000). Conducted professional development for 712 grade teachers on deepening students understanding of important mathematical ideas from Data, Statistics, and Algebra [2day session].
Roseburg School District, Roseburg, OR (MayAugust 2000). Conducted professional development sessions for 69 grade teachers on effective mathematics instruction and facilitated the process of choosing a Standardsbased curriculum [5 1day sessions].
Roseburg School District, Roseburg, OR (MayAugust 2000). Conducted professional development sessions for district administrators on effective mathematics instruction to support systemic reform and prepare for curriculum adoption [5 1day sessions].
Douglas Educational Service District, Roseburg, OR (June 2000). Conducted professional development for 712 grade teachers on deepening students understanding of important mathematical ideas from Geometry, Measurement, and Algebra [2day session].
Evergreen Middle School, Hillsboro School District, Hillsboro, OR (April 2000 May 2000). Conducted professional development sessions for middle school teachers on visual approaches to teaching mathematics [3 1day sessions over two months].
Fernridge School District, Elmira, OR (JanuaryMay 2000). Conducted professional development sessions for district administrators on effective mathematics instruction to support systemic reform and prepare for curriculum adoption [5 day sessions].
Portland Public School District, Portland, OR (19992000). Mentored middle school and high school teachers involved in the Algebra Project through collaborative planning, team teaching, and observation and feedback cycles [4 hours of coaching per teacher, 20 teachers]
North Clackamas School District, Portland, OR (Fall 1999). Conducted professional development sessions for K12 teachers on implementing and assessing the Oregon Geometry content standards [3 day sessions].
Variety of districts across Oregon (19982000) Conducted professional development sessions for K12 teachers on implementing and assessing the Oregon mathematics content and assessment standards [5day sessions in six districts].
Eckstein Middle School, Seattle, WA (July 1998). Conducted professional development sessions for middle school teachers on visual approaches to teaching mathematics [5day session].
Robert Frost Middle School, Silverton, OR (SummerFall 1997). Conducted professional development sessions for middle school teachers on visual approaches to teaching mathematics [2 5day sessions].
GreshamBarlow School District, Gresham, OR (June 1997). Conducted professional development sessions for middle school teachers on visual approaches to teaching mathematics [5day session].
Lake Oswego Junior High School (Fall 1996). Conducted professional development sessions for middle school teachers on connecting visual approaches to teaching mathematics with the Oregon standards [3 day sessions].
Seattle Public Schools, Seattle, WA (July 1996). Conducted professional development sessions for middle school teachers on visual approaches to teaching mathematics [5day session].
Monroe High School, Louisville, KY (June 1996). Conducted professional development sessions for middle school teachers on visual approaches to teaching mathematics and curriculum implementation [5day session].
GreshamBarlow School District, Gresham, OR (August 1996). Conducted professional development sessions for middle school teachers on visual approaches to teaching mathematics [5day session].
TigardTualatin School District, Tigard, OR (August 1995). Conducted professional development sessions for middle school teachers on visual approaches to teaching mathematics [5day session].
North Thurston School District, Lacey, WA (August 1995). Conducted professional development sessions for middle school teachers on visual approaches to teaching mathematics and curriculum implementation [5day session].
Balsz Elementary District Office, Phoenix, AZ (August 1995). Conducted professional development sessions for middle school teachers on visual approaches to teaching mathematics and curriculum implementation [5day session].
Portland Public School District, FranklinMarshall Cluster, Portland, OR (June 1995). Conducted professional development sessions for middle school teachers on visual approaches to teaching mathematics and curriculum implementation [5day session] in collaboration with Albright.
GreshamBarlow School District, Gresham, OR (WinterSpring 1995). Conducted professional development sessions for middle school teachers on visual approaches to teaching mathematics [10 day sessions] in collaboration with Kralovec.
Oregon Episcopal School, Portland, OR (August 1994). Conducted professional development sessions for middle school teachers on visual approaches to teaching mathematics [5day session] in collaboration with Atchley.
Troy City Schools, Troy, OH (August 1994). Conducted professional development sessions for middle school teachers on visual approaches to teaching mathematics [5day session].
Wade Carpenter Middle School (July 1994). Conducted professional development sessions for middle school teachers on visual approaches to teaching mathematics [5day session] in collaboration with Albright.
SCHOLARLY WORKS IN PROGRESS
McGatha, M. B., & Rigelman, N. R. (Eds.).Elementary mathematics specialists: Developing, refining, and examining programs that support mathematics teaching and learning.Charlotte, NC: Information Age Publishing. Accepted for publication.
Rigelman, N. M. (forthcoming). Learning in and from practice with others. In L. West & M. Boston (Eds.), Annual perspectives in mathematics education: Assessment to enhance teaching and learning. Reston, VA: National Council of Teachers of Mathematics.
Bright, A., Ferner, B., Lenski, S. J., Rigelman, N. R., & Thieman, G. (under consideration). What teacher educators learned about negotiating power relationships during lesson study planning. Teacher Education Quarterly.
Hall, K., & Rigelman, N. (under consideration). Introducing CCSS statistics concepts to inservice mathematics teachers: The Oregon approach. The Oregon Mathematics Teacher.
Rigelman, N. R. (under consideration). Models that support reasoning, sense making, and proving. In C. Hirsch & A. RothMcDuffie (Eds.), Teaching Children Mathematics.
Rigelman, N., Saxton, E., & Becker, W. (under revision). Increasing elementary teacher and student engagement in mathematics and science through curriculum integration: The case of the Connect2MathConnect2Science project. Invited book chapter.
Rigelman, N. R. (in progress). Using feedback to move students thinking forward. Expected manuscript completion Spring 2016.
Rigelman, N. R. (under revision). Weve formed a professional learning community, now what? Expected manuscript completion Spring 2016.
Rigelman, N. R. (under revision). Inspiring highlevel student mathematical discourse through classroombased coaching. Expected manuscript completion Spring 2016.
Saxton, E., & Rigelman, N. (in progress). The development and validation of the
Teacher Instructional Portfolio (TIP). Expected manuscript completion Summer 2016.
Rigelman, N., & Post, R. (in progress). Using fieldbased assignments to develop visions of and skills with best practices in teaching mathematics. Expected manuscript completion Summer 2016.
Rigelman, N. R. (under revision). Curriculum implementation offering teachers opportunities to learn. Expected manuscript completion Fall 2016.
SIGNIFICANT PROFESSIONAL DEVELOPMENT ACTIVITIES
Conference Invitations
CoTeaching NOW! Presenter Marilyn Friend, August 28, 2014, Bend, OR.
Learning Progressions in Mathematics as influenced by the Common Core State Standards. Presenters Drs. Jere Confrey and Alan Maloney, participated as part of an Oregon Team, May 31, 2011, Lacey, WA.
Middle School Case Writing Conference for Developing Mathematics Ideas a casebased professional development curriculum. October 2006, South Hadley, MA.
Center for the Study of Mathematics Curricula (CSMC) Curriculum Research Conference. February 2005, Chicago, IL.
ShowMe Research Catalyst Conference. May 2003, 2004, Columbia, MO.
National Council of Teachers of Mathematics Research Catalyst Conference: Teacher Preparation Working Group. September 2003, Washington D.C.
Conferences Attended
National Council of Teachers of Mathematics Annual Conference. April 20022008, 20102011, 2013present.
National Council of Teachers of Mathematics Research PreSession. April 20022008, 2010present.
Northwest Mathematics Conference. October 1992, 1995, 1996, 1999, 2002, 2005, 2008, 2011, 2014.
Association of Mathematics Teacher Educators Annual Conference. January/February 2007present.
Teachers Development Group: Leadership Development Seminar. February 19982009, 2011, 2013, 2015.
Teachers of Teachers of Mathematics Annual Conference. September 2001present.
Oregon Math Leaders Conference. Summer 19942004, 2008, 2012present.
Oregon Association of Teacher Educators. February/March 2003, 2006, 2007, 2010, 2011.
National Middle School Conference. Fall 1993.
Continued Professional Learning
How to Learn Math, Massive Open Online Course offered by Dr. Jo Boaler, Stanford University, Summer 2013.
American Association of Colleges of Teacher Education Annual Conference, February 28March 2, 2013, Orlando, FL.
Intel Teach Summit, February 2528, 2013, Orlando, FL.
Teaching Teachers in the Era of the Common Core, sponsored by the College Board of Mathematical Sciences. October 24, 2011, Reston, VA.
Intel Teach to the Future, Faculty Course, Fall 2002 and Faculty Review, September 2008, Portland, OR.
Mathematics Preservice Course Materials: Adapting Inservice Materials to Preservice Environments, June 2007, Denver, CO.
Designing Effective Groupwork, Winter 2006, Beaverton, OR.
Developing Mathematical Ideas: Early Algebraic Thinking: Patterns, Functions, and Change. July 2005, South Hadley, MA.
EdTech Leaders Online Facilitating and Implementing Online Professional Development. Spring 2005.
Dynamic Classroom Assessment Facilitators Institute. October 2003, Portland, OR.
Fostering Algebraic Thinking Institute. Winter 2003, Wilsonville, OR.
Cognitively Guided Instruction: Algebraic Thinking Institute, Grades K5. Summer 2002, Wilsonville, OR.
Collegial Leadership in Mathematics Seminar. July 2001, West Linn, OR.
Cultivating Mathematical Thought. August 2000, West Linn, OR.
NWREL Mathematics Problem Solving Institute. July 1999, Redmond, OR.
GOVERNANCE ACTIVITIES FOR THE UNIVERSITY, SCHOOL, & DEPARTMENT
Portland State University
Member of the Provosts STEM Initiative (Spring 2012present)
Member of the Common Measures Subcommittee for PSUs STEM Center (20112014)
Member of the Faculty Senate (20102014)
Portland State University Graduate School of Education (GSE)
Member of the Program and Policy Committee (20092017), cochair (20152016)
Member of the Consortium (2010present)
Reviewer for Continuing Education Mathematics Education Courses (2010present)
Alternate member of the Promotion and Tenure Committee (20102011)
Liaison between the Center of Science Education (CSE) and the GSE (20082010)
Represent the GSE at meetings for the Noyce program and communicate with the GSE information regarding the program.
Serve as point person for communications from the CSE and coordinate communications with the Dean, Chair of CI, and other GSE faculty.
Work collaboratively with the CSE to seek continued funding.
Portland State University Graduate School of Education (GSE): Curriculum and Instruction Department
Member of the Assessment Committee (2015present)
Cocoordinator of Collaboration and Coteaching Initiatives (2014present)
Cocoordinator for Field Supervisor Professional Development (2014present)
Partnership Coordinator (20132015)
Member of the Technology Working Group (20082011)
Portland State University Graduate School of Education (GSE): Graduate Teacher Education Program
Coordinator for the GTEP Revision (Spring 20132014)
Member of the GTEP Assessment Committee (2012present)
Member of the Professional Collaboration, Elementary Mathematics Methods, and Secondary Methods course development teams for program revision (20112013)
Member of the Field Experience Revision Committee (20102011)
Member of the Instruction and Technology Planning Committee (20082010)
Member of the GTEP Technology Advisory Group (20082010)
George Fox University
Member of a number of peer review committees
Member of University Curriculum Committee (20062007)
Member of the Undergraduate Policy and Procedures Committee (20042008)
Member of University Assessment Committee (20042006)
Member of Spiritual Life Committee (20032004)
George Fox University School of Education
Chair NCATE Committee for Unit Assessment (20042006)
School of Education faculty representative for OTEN (Oregon Technology Education Network)  a collaboration among five private universities (20022004)
George Fox University Undergraduate Education Department
Undergraduate Education Department Technology Committee Chair (20022008)
PROFESSIONALLY RELATED SERVICE
Association of Mathematics Teacher Educators Mathematics Teacher
Preparation Standards Writing Group Summer 2015Winter 2017
Collaborating with mathematics teacher educators writing standards for mathematics teacher preparation programs
Association of Mathematics Teacher Educators Elementary Mathematics
Specialists (EMS) book in AMTEs Professional Book Series Spring 2014Summer 2016
Coeditor with Dr. Maggie McGatha; develop table of contents and invite chapters that align with monograph goals; collaborate with series editor; review chapters and provide feedback
Pearson Teacher Performance Assessment Spring 2015
Scorer for Elementary Mathematics teacher candidate portfolios for edTPA
Association of Mathematics Teacher Educators Elementary Mathematics
Specialists (EMS) Research Conference May 2015
Cochair; colead a conference for individuals/teams engaged in research on Elementary Mathematics Specialists, funded by the Brookhill Institute for Mathematics
National Council of Teachers of Mathematics
Editorial Panel of 2015 Annual Perspectives on Mathematics Education 20132015
Member of panel; develop call for manuscripts; review manuscripts; invite manuscripts to fill gaps, as appropriate
National Council of Teachers of Mathematics
Annual Meeting Program Committee 20132015
Member of planning group; review approximately 350 proposals; develop conference schedule; greet, thank, and help speakers throughout each day of the conference
American Association of Colleges of Teacher Education
Board of Examiners Fall 2014
Member of an NCATE Legacy visit team; review advanced programs, write report for Standard 2: Assessment
Smarter Balanced Assessment System
State Network of Educators 20132014
Member; provide feedback on the development of formative assessment resources and professional learning tools; engage stakeholders with resources and trainings to understand and interpret assessment results
Association of Mathematics Teacher Educators
Elementary Mathematics Specialists (EMS) Project Summer  Fall 2013
Cochair; review current standards and recommendations and revise Standards for Elementary Specialists: A Reference for Teacher Credentialing and Degree Programs
Oregon Department of Education October 2012
member; Blue Ribbon Panel selecting 2012 Oregon Teacher of the Year
Teaching and Teacher Education 2012present
Reviewer
Oregon Mathematics Instructional Leader Task Force 2011present
Member; seek Teacher Standards and Practices Commission (TSPC) approval for an Elementary Mathematics Instructional Leader (EMIL) specialization and a Secondary Mathematics Instructional Leader (SMIL) specialization; sponsor a summit with representatives from higher education and K12 math leaders to design a proposed course of study; launch first MIL cohort, focused on elementarylevel specialization.
National Council of Teachers of Mathematics 2011present
Reviewer for The Mathematics Teacher Educator
Reviewer for The Mathematics Teacher
National Council of Teachers of Mathematics
Professional Development and Services Committee 20122014
Member; create a coherent and comprehensive set of professional development offerings that will meet the needs of teachers at all grade levels and at every stage of their professional careers.
Association of Mathematics Teacher Educators May 2012
Reviewer on behalf of the organization of the Elementary Mathematics Specialist NCTM NCATE Standards
Pearson Teacher Performance Assessment Spring 2012
Scorer for Elementary Mathematics teacher candidate portfolios
Smarter Balanced Assessment Framework 20112012
Reviewer for learning targets, claims; offering feedback regarding coverage of standards, appropriateness of tasks
Oregon Common Core State Standards (CCSS) Stewardship Team 20112016
Member; advise the Oregon Department of Education regarding CCSS Implementation including;
Finalize Oregons transition timeline from the current state standards and assessments to the new Common Core State Standards in mathematics and English language arts and Smarter Balanced Common Assessment.
Assist in the facilitation of a larger statewide stakeholder Common Core State Standards Summit.
Help identify funding sources for transition/implementation work.
Help communicate the events/resources related to CCSS with stakeholders.
Help build Oregons longterm CCSS implementation plan (blueprint).
Association of Mathematics Teacher Educators
Elementary Mathematics Specialists (EMS) Phase III 2011
Cochair; plan and convene national conference on Elementary Math Specialist Certification and Program Development; support development of statelevel EMS certification/endorsement and professional preparation programs; administer minigrants allowing financial support for state action plans (funded through Brookhill Foundation)
Pearson  Elementary Mathematics Modules Summer 2011
Reviewer for online modules for preservice and inservice teacher development.
Presidential Awards for Excellence in Mathematics and Science Teaching Spring 2011
Reviewer.
Teacher of Teachers of Mathematics 20102011
Copresident; plan and organize annual meeting; remain informed of current mathematics issues in the state; function as a liaison between Association of Mathematics Teacher Educators, TOTOM, Oregon Council of Teachers of Mathematics, and the Oregon Department of Education; disseminate information TOTOM membership; preside over the business meeting including organization of the elections.
Statewide Validation Panel for Mathematics Standards Review OctoberDecember 2010
Member; review Oregon standards relative to the Common Core State Standards in Mathematics; provide feedback on Crosswalk Document and implementation/ professional development plans
Brookhill Foundation Elementary Mathematics
Specialists (EMS) Advisory Board 2010present
Member; advise foundation regarding various EMS initiatives including advocacy for statelevel EMS endorsements/certificates; disseminate information about the various EMS initiatives and impact of EMS professionals in the broader education community; support the development of EMS programs and provide ongoing support for EMS professionals
Winterhaven School and Jason Lee School, Portland Public Schools
Scouters Mountain, North Clackamas School District 20102011
Partnership schools implementing triad model for student teaching, sitebased supervision, and facultysupported professional learning communities engaged in examining and deepening students thinking
Association of Mathematics Teacher Educators
Elementary Mathematics Specialists (EMS) Phase II 2010
Cochair; plan and convene national conference on Elementary Math Specialist Certification and Program Development, support development of statelevel EMS certification/endorsement and professional preparation programs, administer minigrants allowing financial support for state action plans (funded through the Brookhill Foundation)
Cochair joint committee (Association of Mathematics Teacher Educators, Association of State Supervisors of Mathematics, National Council of Supervisors of Mathematics, and National Council of Teachers of Mathematics) to write EMS position statement
Educational Policy Improvement Center (EPIC) Summer 2010
Developer; mathematics scoring guides for CPAS (CollegeReadiness Performance Assessment System) for 6th and 7th grades and revise scoring guides for 8th through 12th grades
Association of Mathematics Teacher Educators
Elementary Mathematics Specialists (EMS) Project 20092010
Member; review current work and assess the need for advocacy for statelevel EMS endorsements/certificates; generate a model EMS state endorsement statement, specifying the recommended benchmarks/criteria
Winterhaven School and Vestal School, Portland Public Schools 20092010
Partnership schools implementing triad model for student teaching, sitebased supervision, and facultysupported professional learning communities engaged in examining and deepening students thinking
Beaverton School District Institute on Algebra Failure 20092010
Advisory board member; participant in discussion among Oregon mathematics educators regarding causes and potential solutions for algebra failure in order to plan a grant designed to address the problems and implement the recommended solutions
Association of Mathematics Teacher Educators
Teaching Resources Task Force 20082009
Member; develop and administer online survey designed to determine members current mathematics teaching resources, their mathematics teaching resource goals and professional learning needs; develop recommendations for Association of Mathematics Teacher Educators board regarding how to best support members
Oregon Mathematics Education Council 2008present
Member; public university representative
Oregon Department of Education 20082009
Adviser; curriculum and assessment specialists with curriculum, assessment, instructional materials, professional development, etc.
High School Mathematics Standards reviewer
Moving Math Education Forward, professional development developer
Coaching Institute for Mathematics Educators, a collaborative with the Noyce Foundation, Oregon Department of Education, Southern Oregon Educational Service District, adviser
Educational Policy Improvement Center (EPIC) WinterSpring 2008
Developer; draft mathematics scoring criteria for 6th through 8th grade performance tasks, score student work samples, develop feedback for anchor papers to be used in training sessions, refine decision rules
Education Development Center Developing Mathematical Ideas 20072008
Field tester, reviewer, and contributor for the Building a System of Tens mathematics professional development curricula.
Reviewer and contributor for the Making Meaning of Operations mathematics professional development curricula.
National Council of Teachers of Mathematics 2006present
Reviewer for Teaching Children Mathematics
Reviewer for Mathematics Teaching in the Middle School
Oregon Mathematics Education Council 20022006
President (20042006), presidentelect (20022004)
Codeveloper Basic Mathematics Teacher Competencies, Advanced Mathematics Teacher Competencies, and adopted by Teacher Standards and Practices Commission
Codeveloper Elementary Mathematics Teacher Competencies currently under review by Teacher Standards and Practices Commission
Teachers Development Group Board of Directors 20032006
Member; advise current and future work of the nonprofit professional development organization and engage in task force work
Dundee Elementary School, Newberg School District 20032008
Partnership with local elementary school to facilitate Family Math Night, four times per year, engage families in doing mathematics as reflected in national reform literature, communicate connections between the mathematics activities, the national and state standards, and researchbased best practices
The Math Learning Center  Bridges in Mathematics 20032005
Adviser, reviewer and contributor for the reformbased 4th and 5th grade mathematics curricula.
Oregon Department of Education 20002008
Member of Mathematics Content and Assessment Panel; develop state mathematics curriculum frameworks and review assessment items relative to the frameworks
Education Development Center Lenses on Learning 2000
Field tester and reviewer for the Lenses on Learning mathematics leaders/administrators professional development curricula.
Oregon Mathematics Education Council 20012008
Member; private college/university representative
Codeveloper; Recommendations for the Mathematics Preparation of Teachers
National Council of Teachers of Mathematics Assessment Task Force 20012003
Member; develop recommendations for National Council of Teachers of Mathematics to pursue regarding position statements, strategic actions, and print resources related to effective mathematics assessment
Oregon Mathematics Education Council 19982001
Member; district curriculum specialist representative
Oregon Department of Education 19942004
Scorer; openended problem solving assessments and train teachers to score openended problem solving assessments and classroombased work samples
Consortium for Mathematics and Its Applications
Mathematics Modeling Our World 19941996
Field tester and reviewer for the reformbased high school mathematics curricula.
The Math Learning Center  Visual Mathematics 19931996
Field tester, reviewer, and contributor for the reformbased middle school mathematics curricula.
The Math Learning Center  Math and the Minds Eye 19921994
Field tester and reviewer for the Visual Algebra reformbased middle and high school mathematics curricula.
MEMBERSHIPS IN PROFESSIONAL ORGANIZATIONS
American Educational Research Association, 20022006
Research in Mathematics Education SIG, 20022008
Association of Mathematics Teacher Educators, 2007present
National Council of Teachers of Mathematics, 1992present
National Council of Supervisors of Mathematics, 2002present
Oregon Council of Teachers of Mathematics, 1992present
Teachers of Teachers of Mathematics, 2001present
TODOS: Mathematics for All, 2013present
PAGE
PAGE 3
) `
u
>PTXYZ[fgջϲ}tjd^
h(XCJ
hb+MCJhhm`>*CJhzhzCJ
h!JyCJ
h^CJ
hCJ
h3tCJ
h)_CJ
hz5CJ
hay5CJhhm`CJhKhm`CJhwdh(0JCJhh(CJ
h(CJjh(CJUhm`CJaJ
hm`CJhhm`5CJhKhPCJ$)C` )
_
`
t
u
^gdm`p^p`gdm`^`gdm` ]^` gdm`gdm`$a$gdm` $1$a$gdm`u
Z[fg1_`
O
P
)
gdm`gdm`^gd(X0^`0gd(X$a$gdm`gdz1SU^
A
C
N
z

(GJF#BCDN\辶h/2CJaJhEkhxJCJaJhxJCJaJhxJhxJCJaJhcCJaJh5>*CJ
hm`5CJ
hm`CJhhm`6CJhhm`5CJhhm`CJhh(XCJ
h(XCJ7
CDMN`b0^`0gd;Z0^`0gdegdK~N0^`0gd0^`0gdvgdxJ0^`0gdxJgdm`$a$gdm`
gdm`
&F0^`0gdm`EJQR
)*56>lqxyǼ嬤zqzqzqzqffhI)hvCJaJhv6CJaJhEkhv6CJaJhEkhvCJaJhXCJaJhxJhvCJaJhvCJaJhxJCJaJhcCJaJhI)hxJCJaJhxJ6CJaJh/6CJaJhEkhxJ6CJaJhEkhxJCJaJh/2CJaJh/CJaJ()*,<@AELM\]hiyzĹv^.heheB*CJaJfHphq
heh;ZB*CJaJphh;ZhV&CJaJh5U?5>*CJhhm`5>*CJh5>*CJhEkhI)CJaJhI)hI)CJaJhEkhI)6CJaJh/6CJaJhEkh6CJaJh/CJaJh/2CJaJhEkhCJaJ *,\]^`bdܺ܃tcRA h;Zh)+6B*CJaJph h;Zh1!6B*CJaJph h;Zh,p6B*CJaJphh;Zh,pB*CJaJphh;Zh;ZB*CJaJphhNthe0JCJaJheheB*CJaJphheB*CJaJph jheB*CJUaJph heh;Z6B*CJaJphheh;ZB*CJaJph(heB*CJaJfHphq
"KvðthYJY8#h h<6B*CJ]aJphh h5B*CJaJphh h<B*CJaJphh,pB*CJaJphhiB*CJPJaJphh2*hs<0JCJPJaJ!h/hs<B*CJPJaJphhs<B*CJPJaJph$jhs<B*CJPJUaJphhihiB*CJaJphh;Zh,pB*CJaJphh;ZhiB*CJaJphh;ZhD
B*CJaJphb
mnSTjk$a$gdm`gd&#gdm`0^`0gdK~N0^`0gdm`gd,p0^`0gdivzLjnzseTH9HTh}h}B*CJaJphh}B*CJaJph jh}B*CJUaJphhK~NB*CJ]aJphhK~N6B*CJ]aJph#hK~NhK~N6B*CJ]aJphh/B*CJaJphhK~NB*CJaJphhK~NhK~NB*CJaJph
h<CJh h<B*CJaJphh h~B*CJaJphhD
B*CJ]aJph#h h56B*CJ]aJph;<=>[_cdklmTjkVW{ohhm`CJwh2hIzhm`6CJhhm`5>*CJ
hD
CJh
Q9hm`6CJhhm`6CJ
hm`6CJhhm`CJ
hm`CJ
hK~NCJhK~NhK~NB*CJaJphh}B*CJaJph jh}B*CJUaJphh*g@h}0JCJaJ)WXd@<ƿvjvj`SIhsmKB*CJphh
hsmKB*CJphhm`B*CJphhu6B*CJphh2hm`6B*CJphh2hm`B*CJph
hm`CJhh665CJh66h665CJhm`5>*CJhhm`5CJ
h5CJhhm`CJh2*hs<0JCJwh2h/hs<CJwh2hs<CJwh2jhs<CJUwh2GH !!q"r"I#J#S#$"0^`0gd
gdm`gdm`0^`0gd 0^`0gdV0^`0gdsmK0^`0gdm`<[nHM 5 vj]NC;CNh CJaJh h CJaJh h B*CJaJphhsmKhm`B*CJphhm`6B*CJphh
hm`6B*CJphhm`B*CJphh
hm`B*CJphhV6B*CJphh
hV6B*CJphhVB*CJphh
hVB*CJphh
hsmKB*CJphhsmKB*CJphhsmK6B*CJphh
hsmK6B*CJph5 L T ] g $!/!0!9!:!=!>!?!I!J!U!V![!!!!!!!""Ⱦysibibi[bi[i[iUsi[
hTCJ
h"S6CJ
h/6CJhIzhm`6CJ
hm`CJhhm`6CJhIzhm`CJhhm`CJhhm`>*CJhhm`5CJhhm`5>*CJhm`5>*CJh B*CJphh 6B*CJphh6B*CJphh
h 6B*CJph h h 6B*CJaJph!"""""!""""."3"4"q"r"""""""""""""##
#J#R#S#m######$$$=$z${$$$$$yhhCJh*B*\aJphh6B*\aJphh7bB*\aJphhB*\aJphhFhm`5CJhhm`5>*CJ
hm`CJhIzhm`CJ
hTCJhhm`CJ
hm`6CJ
h"S6CJhIzhm`6CJ.$$$$&&&&''''5(6(((l)m)******gdm`0^`0gdm`0^`0gdm`m$"0^`0gdm`
gdm`$$$1%@%Q%R%S%T%`%%%%&&&&&l&z&~&&&ٰ١ٰنvgWKgD
hm`\aJhD
B*\aJphhd*hm`6B*\aJphhd*hm`B*\aJphhwhw6B*\aJphhwhTB*\aJphh"hw0J\aJhwhwB*\aJphjhwB*U\aJphhB*\aJphhw6B*\aJphhwB*\aJphhTB*\aJphhhB*\aJph&&&&&&&&&'''''d'e''''(((%()((.(4(5(:(X(t((ķyoyof`fUhhm`CJaJ
hm`CJhhm`CJhm`B*CJphhm`6B*CJphhD
hm`B*CJphhD
B*CJphhD
6B*CJphhhm`6B*CJphhhm`B*CJphh"Ghm`B*CJphh"Ghm`6aJ
hD
\aJh"Ghm`6\aJ
hm`\aJh"Ghm`\aJ((C)D)e)k)l)v)y)))**
**(*.*E********"+&+C+E+G+L+T+U+V+_+i+j+k+++,!,",.,B,ǻФpjhw*CJUaJhw*hw*CJaJhw*CJaJhOA>*CJaJhw*hw*>*CJaJ
hw*CJ
hm`6CJhhm`5CJhhm`5>*CJhOa5>*CJ
hm`CJhD
hm`CJ
hD
CJ
hD
6CJhhm`CJhhm`6CJ,*U+V+j+k+\,],^,,,,,ij.0^`0gdizh^hgdm`gdm`0^`0gdaygdF$^`a$gdm`gdm`0^`0gdw*m$0^`0gdw*0^`0gdm`B,D,E,Y,Z,[,\,],^,,,,,,,,,!")hij{}tfYMhizB*CJaJphhhm`CJOJQJhhm`>*CJOJQJhh~J3CJhhm`B*CJphhhm`6CJ
hm`CJhF&Uhm`5CJhF&Uhm`5>*CJ
hm`5CJhhm`5CJhhm`CJhw*hw*>*CJhw*hw*CJaJh[P1hw*0JCJaJjhw*CJUaJhw*CJaJ.!.~......a/b///R0S0T0q0ȰpZK<h6Sh`B*CJaJphhizhizB*CJaJph+hizB*CJ\aJfHphq
4hizhiz6B*CJ\aJfHphq
hizhd?B*CJaJph+hd?B*CJ\aJfHphq
.hd?6B*CJ\aJfHphq
hd?B*CJaJphh6ShizB*CJaJphhizB*CJaJph hizhiz6B*CJaJph..b/c/S0T0%1&1D2E2333355!6"6/70^`0gdm`gd{0^`0gd6gd0^`0gd0^`0gd`0^`0gdiz0^`0gdd?q000%1&1>1K1W1c1d1m1n1111D2E2O2ƷyhyWH7!h1h6B*CJPJaJphh1h`B*CJaJph h6Sh6B*CJaJph!h6Sh6SB*CJPJaJphhtB*CJPJaJphh6SB*CJPJaJph!h6Sh,pB*CJPJaJph!h6ShB*CJPJaJphh6ShB*CJaJphh6Sh`B*CJaJph h6Sh`6B*CJaJph1h6Sh`6B*CJaJfHphq
O2Q2^2m2u222233;3333$4344ucuTC2 h1hy^O6B*CJaJph!h1hb8B*CJPJaJphh1hUllB*OJQJph#h1hUll6B*CJ]aJphh1hUllB*CJaJphh1h{B*CJaJphh1h6B*CJaJph h1h66B*CJaJphhK6B*CJaJphh{6B*CJaJph!h1h6B*CJPJaJph!h1h1B*CJPJaJphh{B*CJPJaJph4455G5555]66666.7/707<7=7[77771828ŴţxxkakRkakDhm`B*CJ^JaJphhhm`6B*CJphhm`B*CJphhhm`B*CJphhPYhm`B*CJ^JphhPYhm`6B*CJphhPYhm`B*CJph!hPYhm`B*CJ^JaJph hPYhm`6B*CJPJphhPYhm`B*CJPJphhb8B*CJPJphh1hb8B*CJaJph h1hb86B*CJaJph/7071828,9.9U:V:v;w;<<==>>??@@0A1AHBIBgdm`0^`0gdm`gdm`01$7$8$H$^`0gdm`
1$7$8$H$gdm`28=8>8_8888888 9,9.99999::::U::;;#;4;5;7;8;H;h;;;<k<<<<mamammamhm`B*CJ^Jphhhm`B*CJ^Jph hhm`6B*CJ^Jphhhm`B*CJphhHhm`6B*CJphhm`B*CJphhHhm`B*CJphhhm`B*CJph$hHhm`6B*CJ^JaJphhm`B*CJ^JaJph!hHhm`B*CJ^JaJph&<<<<<<<;=R=c=d=k==>1>B>C>J>>>>F?^?o?p?w??@1@B@C@J@@@@@@@YAAAABB
BHBIBdBfB}BBҼүhFCJOJQJhhFCJOJQJhhF>*CJOJQJhhm`CJOJQJ
h"SCJ
hm`CJhhm`6CJhhm`CJhm`B*CJphhhm`B*CJphhhm`B*CJph2IBBBCCCCMDNDDDEE!F"FFFeGfGGGH0^`0gdF0^`0gd0^`0gdD
gdWY0^`0gdWYgd+gdFBBBBBCCC@CiCCCCCCCDLDMDNDoDDDDDDE9EEEEEE F!F"FAFԿԖԧԖuԧԖԿԖԧԖԧԖ^,hD
B*CJPJaJfHphq
#hcCJPJaJfHq
hWYhWYB*OJQJph!hWYhWYB*OJPJQJph/hWYhWY6CJPJ]aJfHq
)hc6CJPJ]aJfHq
)hWYhWYCJPJaJfHq
,h+B*CJPJaJfHphq
$AFCFDFFFFFFFFGGeGfGϷnTn9n5hlh6B*CJPJaJfHphq
2h+hB*CJPJaJfHphq
,hB*CJPJaJfHphq
,hlB*CJPJaJfHphq
5hlhl6B*CJPJaJfHphq
/h6B*CJPJaJfHphq
,hD
B*CJPJaJfHphq
2h+hD
B*CJPJaJfHphq
fGhGGGGGGGGGGGHH?HҸqqWH5h9hF6B*CJPJaJfHphq
h9hFB*CJPJph2h9hFB*CJPJaJfHphq
/hPr6B*CJPJaJfHphq
/h6B*CJPJaJfHphq
,h7)B*CJPJaJfHphq
2h+h7)B*CJPJaJfHphq
,hD
B*CJPJaJfHphq
,h+B*CJPJaJfHphq
?HpHqHrHHHHHHII
I7I:Iɸwl^QD7(hP&hB*CJaJphhP&hB*CJphh3hB*CJphhhm`CJOJQJhhm`>*CJOJQJhr>*CJOJQJh9hFB*PJph2h9h,:zB*CJPJaJfHphq
2h9hFB*CJPJaJfHphq
h9hF6B*CJPJph5h9hF6B*CJPJaJfHphq
5h9h,:z6B*CJPJaJfHphq
HHI
III@JAJJJKKLL&M'MNNNNOOJP
0^`0gdm`gdm`0^`0gdH0^`0gdm`gdHgdm`:IlImIIIIIJ0J2J@JAJ^JJJJJJJJJKKչre[eK;hHhm`6B*CJ\phhqhm`6B*CJ\phhm`B*CJphhHhm`B*CJphhrhm`5B*CJphh}hm`6B*CJphh}hm`B*CJphhP&h3B*CJphhP&hH6B*CJphhP&hHB*CJphhP&h6B*CJphhP&hB*CJphhP&h36B*ph hP&h36B*CJaJphKKKKKKKvLLLLLMMfMMM*CJOJQJhhm`6CJH*hhm`6CJaJhhm`6CJhhm`CJhhm`B*CJ\phhhm`6B*CJ\phhhm`B*CJphhm`B*CJphhHhm`B*CJphhHhm`B*CJ\ph'JPKP
QQQQ]L]M]n]]]]^O^^^+__y____
```Maaa`bbcPcccd dd!d"d#dAdMdqdddddµ~h}h}B*CJ\ph
h}6CJ
h}CJh}h}CJh}B*CJ\ph
hm`CJhF&Uhm`CJOJQJhm`CJOJQJhhm`>*CJOJQJhhm`hhm`6CJhhm`CJhhm`6CJ\,N]]]^^8_9___``aa2b3bbbccd d"d#dd0^`0gdl1gdm`gdm`
0^`0gdm`0^`0gdm`ddeetfufmgngohphiijj=k>k'l(lmmmm7n8ngd&#gdm`0^`0gdm`0^`0gd[gd[0^`0gdl1ddxeeee!f"fsfuffflgmgnggh hnhohhhhhh%i&i'iyi{iiiiǾΣǃypjp^^Tpjpjpjhhm`6CJh#Lhm`6CJ\
hm`CJhhm`CJh6hm`CJ\h6hm`6CJ\h[hm`CJ\h[h[CJ\!h[h[B*CJPJaJphhm`56CJ\hm`6CJ\
hm`CJ\
h[CJ\hkZhl1B*CJphhkZhl16B*CJphhkZhl1B*CJ\ph iijjjZkkClslulll)mamcmdmmmmm7n8nXnYno ooooopp ppqqr¸wmwchzJ B*CJphh1DB*CJphh5B*CJphhih6B*CJphhiB*CJphhB*CJphhR@B*CJphhnB*CJphhB*CJphhhm`B*CJphhhm`5CJ
h#5CJ
hm`CJ
hm`6CJhhm`6CJhhm`CJ$8nXnYnnnp papqqrsstmt(u)uuvvwy^gdm`^gdm``gdm`^gdzJ ^gd5^gdgdm`$a$gdm`rMrRrSrss~sssu(uuvvvvyyyyyz_zczzzz{{ǸǩǸtjt`t`tQ`t`tQ`hhm`6B*CJphhm`B*CJphhdB*CJphhhm`B*CJphhhm`B*CJaJphhm`B*CJaJphhhm`B*CJphh`Ohm`B*CJaJphh`Ohm`6B*CJphh`Ohm`B*CJphh=@B*CJphhzJ hzJ B*CJphhzJ B*CJphh6sB*CJphyycyyzz;{w{{}}I~pLׂ^gd1D`gdm`^gdm`gdm`}}d}f}q}}}}}σDlmt)*S۹۪yl]]hhm`B*CJPJphh:"=hm`B*PJphh:"=hm`CJPJaJhm`CJPJaJh:"=hm`CJaJh:"=hm`CJ
hdCJhhm`6B*CJphhhm`CJh1DB*CJphh1Dhm`6B*CJphhhm`B*CJphhm`B*CJphh`Ohm`B*CJph σ*EoI,tPQ?
&F8`8gdm`@&gdm`
,@&gdm`
&Fgdm`^gdm`gdm`opDOQ=&136&'Ztv9誠~u~u~u~u~o
hHCJh%t9hm`CJh%t9hm`5CJhh]5CJ
h]5CJ
hm`5CJhhm`5CJ
h#5CJhhm`B*CJPJphhdB*CJph
hq82CJhhm`CJhhm`6B*CJphhhm`B*CJphhOaB*CJph*=23knoyzǏ'DH$1$If]Hgdm`01$^`0gd]$01$^`0a$gdm`1$gd&#^gdm`^gd6gdm`
&F8`8gdm`DYZvgT
Z$1$If]Zgdm`:$1$If]:gdm`}kd$$Ifl0$Z
t0644
layt&
$1$Ifgdm`ur_
Z$1$If]Zgdm`:$1$If]:gdm`}kd$$Ifl0$Z
t0644
layt&uvr_
Z$1$If]Zgdm`:$1$If]:gdm`}kd$$Ifl0$Z
t0644
layt&:cr_
Z$1$If]ZgdH:$1$If]:gdH}kd$$Ifl0$Z
t0644
layt&9:bcdeޓ&(/GHpryÔ!#*SU\/79?GԹőńhZhm`B*CJph
hP&CJ
h#CJh%t9h#CJh%t9hdCJh%t9hd5CJhhShm`5>*CJh%t9hm`CJ
hm`CJh%t9hm`5CJhm`5>*CJh%t9hH5CJ
hHCJh%t9hHCJ.cdewhY
$1$Ifgdm`H$1$If]Hgdm`
:1$]:gdm`}kd $$Ifl0$Z
t0644
laytHߓr_
$1$If]gdm`H$1$If]Hgdm`}kd$$Ifl0$Z
t0644
layt&ߓ'r_
$1$If]gdm`H$1$If]Hgdm`}kd>$$Ifl0$Z
t0644
layt&'(Hqr_
$1$If]gdm`H$1$If]Hgdm`}kd$$Ifl0$Z
t0644
layt&qrr_
$1$If]gdm`H$1$If]Hgdm`}kdN$$Ifl0$Z
t0644
layt&ڔr_
$1$If]gdm`H$1$If]Hgdm`}kd$$Ifl0$Z
t0644
layt&"r_
$1$If]gdm`H$1$If]Hgdm`}kd^$$Ifl0$Z
t0644
layt&"#ATr_
$1$If]gdm`H$1$If]Hgdm`}kd$$Ifl0$Z
t0644
layt&TUtr_
$1$If]gdm`H$1$If]Hgdm`}kdn$$Ifl0$Z
t0644
layt&ەwl]
$1$Ifgdnq
$1$Ifgdd
:1$]:gdm`}kd$$Ifl0$Z
t0644
layt&$8xx $Ifgd#}kd~$$Ifl0$Z
t0644
layt&89Nxx $Ifgdm`}kd$$Ifl0$Z
t0644
layt#!)+<MNʗ̗ݗߗit~89vwǺњ~qg]WMG
h3CJh%t9hm`5CJ
hm`CJhDB*CJphh{k7B*CJphhMhMB*CJphh^B*CJphh@hxnSCJh@h!nCJh!nB*CJphhZhm`B*CJphh%t9hm`CJhrhm`B*CJphhP&B*CJphh^hrB*CJphhrB*CJphh3B*CJphh6Yhm`B*CJphNOxx $Ifgdm`}kd$$Ifl0$Z
t0644
layt&?xo $IfgdD $Ifgdm`}kd $$Ifl0$Z
t0644
layt&$7xkkxxx
&F$Ifgdm` $Ifgdm`}kd $$Ifl0$Z
t0644
layt&789aviZ
$1$Ifgdnq0$1$If^`0gdm`gdm`}kd&
$$Ifl0$Z
t0644
layt&vwvg
$1$Ifgdm`
$1$Ifgdm`}kd
$$Ifl0$Z
t0644
layt&#>?RSTr˾رre[e[ehUB*CJphhnqhnqB*CJphhzWB*CJphh%t9hm`5CJhrB*CJphhBB*CJphhHB*CJphhhB*CJphhh&B*CJphh&hm`B*CJphh%t9hm`B*CJphh&B*CJph
hzWCJh%t9hm`CJ
h3CJh%t9h3CJxi
$1$Ifgdr $Ifgd&}kd6$$Ifl0$Z
t0644
layt&?Svg
$1$Ifgdm`
$1$Ifgdm`}kd$$Ifl0$Z
t0644
layt&STrJr
7vi\\\\\\\
&F$Ifgdnq
&F$IfgdU
$1$Ifgdnq}kdF$$Ifl0$Z
t0644
layt&
֚ך+HIr
678`a}~Μǽǽǳх{ndZPFh6,1B*CJphhdB*CJphhBB*CJphhHlB*CJphhh!nB*CJphhB*CJphhiB*CJphh%t9hnqB*CJphhnqh&B*CJphh&B*CJphhiB*CJphhB*CJphhUB*CJphhnqB*CJphhzWB*CJphhnqhnqB*CJphhUhHlB*CJph78~ќ
!"456]^
$1$Ifgdnq
&F$Ifgd
$If^gdiΜМќ "6<AH\^oqԝʩ~qg]PhVhMB*CJphhVB*CJphh^B*CJphhhnqB*CJphhnqB*CJphh%t9hnqB*CJphhdB*CJphhB*CJphh
h&B*CJphhHlB*CJphhiB*CJphhB*CJphhfB*CJphhnqhnqB*CJphhUB*CJphhs<B*CJph12rsϞݟޟߟGȿwneaZSIh%t9h]5CJ
hd5CJ
h]5CJhnqh%t9hdCJh%t9hiCJhUB*CJphhdB*CJphhiB*CJphh%t9h{k7CJhiB*CJphhnqh{k7B*CJphh{k7B*CJphh%t9hcCJhcB*CJphh%t9hnqCJh'Xh!nB*CJphhnqhnqB*CJphh
B*CJph1vg
$1$Ifgdnq
$1$Ifgdnq}kd$$Ifl0$Z
t0644
layt&12svg
$1$Ifgdnq
$1$Ifgdnq}kdd
$$Ifl0$Z
t0644
layt&vg
$1$Ifgdd
$1$Ifgdnq}kd
$$Ifl0$Z
t0644
layt&:`˟̟ݟvhhhYYYYY
$1$Ifgdd
&F!$1$Ifgdd
$1$Ifgdnq}kd$$Ifl0$Z
t0644
layt&
ݟޟߟGMsshY
$1$Ifgdnq
$1$Ifgdnq01$^`0gd]}kd&$$Ifl0$Z
t0644
layt&GLM
^ѣ֣ףأBCФѤ jkɥʥTUV»xxh%t9hm`5CJh%t9hm`6CJh%t9hm`CJh%t9hnq5CJh%t9hnqCJh%t9hdCJh%t9hd5CJ
hHl5CJh%t9hHl5CJh%t9hzW5CJh%t9hzWCJ
hnqCJh%t9h]CJh%t9h]5CJ
hnq5CJMNϠxx $Ifgdnq}kd$$Ifl0$Z
t0644
layt&ϠРVxo $Ifgd] $Ifgdnq}kdD$$Ifl0$Z
t0644
layt&VWxx $Ifgdnq}kd$$Ifl0$Z
t0644
layt&١xx $Ifgdnq}kdT$$Ifl0$Z
t0644
layt& Oxx $Ifgdnq}kd$$Ifl0$Z
t0644
layt&]xx $Ifgdnq}kd$$Ifl0$Z
t0644
layt&]^vg
$1$IfgdzW
$1$IfgdzW}kd$$Ifl0$Z
t0644
layt&ѣףwdU
$1$Ifgdnq0$1$If^`0gdd
1$gdnq}kd$$Ifl0$Z
t0644
layt&ףأCѤvg
$1$Ifgdnq
$1$Ifgdnq}kd4$$Ifl0$Z
t0644
layt&ѤҤ ,vg
$1$Ifgdnq
$1$Ifgdnq}kd$$Ifl0$Z
t0644
layt&,kvg
$1$Ifgdnq
$1$Ifgdnq}kdD$$Ifl0$Z
t0644
layt&ʥvg
$1$Ifgdnq
$1$Ifgdnq}kd$$Ifl0$Z
t0644
layt&ʥ˥Uvg
$1$Ifgdnq
$1$Ifgdnq}kdT$$Ifl0$Z
t0644
layt&UVvg
$1$Ifgdm`
$1$Ifgdm`}kd$$Ifl0$Z
t0644
layt&˦&'1xk^kOO
$1$Ifgdm`
&F$Ifgdm`
&F$Ifgdnq $Ifgdm`}kdd$$Ifl0$Z
t0644
layt&%&'01<=UV 89ŨV]Ϊ#$1itfgxzȻxlbhm`B*CJphhhm`5>*CJhm`5>*CJhi5>*CJh%t9h`CJ
h&CJh%t9hm`6CJ
hkZCJhQ1hm`CJhnqh^<CJh^<h8B*CJph
hm`CJh%t9hm`B*CJph
hnqCJhnqh8B*CJphh%t9hm`CJhnqhm`CJ#1=VWi`SSSS
&F$Ifgdm` $Ifgdm`}kd$$Ifl0$Z
t0644
layt& $Ifgdnq
$1$Ifgd^< ,89_kli^
$1$Ifgdm`}kdt$$Ifl0$Z
t0644
layt& $Ifgdm`
$1$Ifgdm`
ƨߨvg
$1$Ifgdm`
$1$Ifgdd}kd$$Ifl0$Z
t0644
layt&ߨvg
$1$Ifgdm`
$1$Ifgdm`}kd$$Ifl0$Z
t0644
layt&@Lvg
$1$Ifgdm`
$1$Ifgdm`}kd$$Ifl0$Z
t0644
layt&LMuvg
$1$Ifgdm`
$1$Ifgdm`}kd$$Ifl0$Z
t0644
layt&vg
$1$Ifgdm`
$1$Ifgdm`}kd$$Ifl0$Z
t0644
layt&$.vg
$1$Ifgdm`
$1$Ifgdm`}kd$$Ifl0$Z
t0644
layt&./^hvg
$1$Ifgdm`
$1$Ifgdd}kd,$$Ifl0$Z
t0644
layt&hivg
$1$Ifgdm`
$1$Ifgdm`}kd$$Ifl0$Z
t0644
layt&#$0xkk\\\\
$1$Ifgdm`
&F$Ifgdm` $Ifgdm`}kd<$$Ifl0$Z
t0644
layt&01Thvg
$1$Ifgdr
$1$Ifgdr}kd$$Ifl0$Z
t0644
layt&hievg
$1$Ifgdm`
$1$Ifgdm`}kdL$$Ifl0$Z
t0644
layt&efgyzwweS=
$:01$]:^`0gdm`
$01$^`0gdm`:01$]:^`0gdm`
:1$]:gdd}kd$$Ifl0$Z
t0644
laytHlܬ߬ qtz ./8ͮ&ٻ߯٣p_ h9h96B*CJaJphh9h9B*CJaJphhDhEB*CJaJphhEB*CJaJphhm`6>*CJh*6hm`6>*CJhhm`5>*CJhfbhm`CJh*6hm`5>*CJhr5>*CJ
hm`CJhhm`CJhm`B*CJphhhm`B*CJph"./89ϰаgdm`gd6SgdEgdm`:01$]:^`0gdm`
$1$gdr
$1$gdm`
$01$^`0gdm`m°̰Ͱΰϰаaijo÷ҨyypeZRh6SCJaJhDh6SCJaJhih6SCJaJhE6CJaJhyS6CJaJh6SB*CJphhEB*CJphh6CJaJhP&6CJaJhDhEB*CJaJphhEB*CJaJphh9hEB*CJaJphhDhECJaJh(RCJaJhECJaJh
CJaJhihECJaJƲǲȲnotʻ㠖xlxax]VNG@VhOBHhhOBHhOBHhOBHhOBH6hOBHhVhDhhCJaJhh6CJaJhhDCJaJhhm`6>*aJhm`6>*h*6hm`6>*hm`hhVB*CJphhB*CJphhhm`6B*CJphhh6B*CJphhayB*CJphhhm`B*CJphhDhDB*CJaJphǲȲ}WX$%34VWz{
h1$^hgd
&Fh1$^hgdm`
h1$^hgdm`$:01$]:^`0a$gdm`
:1$]:gdnqgdm`
:1$]:gdm`gdgdgdm`}ߴFLWXhĵԵ
#$89ɶʶ%&234IUVWz{̿̿̿ppi_Uhd;B*CJphhhm`5CJ
hd5CJhhm`6CJ\hhm`CJhhm`6CJ
h6CJh B*CJphh6B*CJaJph hhm`6B*CJaJphhhm`B*CJphhhm`B*CJaJphhhm`B*CJphPMhhm`6 h6hhm`hV!>g59Uqqr678)*+ʷshhTNxCJhhOaCJhhdCJhhm`6CJhhm`CJH*hhCJ
hm`CJ
hdCJhhm`CJhm`B*CJphhhm`B*CJphhdB*CJphhd;B*CJphh7}B*CJphhB*CJph^_ ~1$gdd1$gd1$gdm`
h1$^hgdm`
h1$^hgdd
&Fh1$^hgdm`~01PQqr78231$gdd
&Fh1$^hgdm`1$gdm`_`*+
h1$gdr
&F
hh1$^hgdr
hh1$^hgdd
&F
hh1$^hgdm`
h1$gdm`1$gdTNx
&Fh1$^hgdm`1$gdm`+v 78Z hSDhhCJOJQJaJ(hB*CJaJfHph"""q
.hTVhTVB*CJaJfHph"""q
4hTVhTV6B*CJ]aJfHph"""q
.hTVhTVB*CJaJfHph"""q
hB*CJaJphhhm`5CJhhOaCJ
hm`CJhrhm`CJ
hrCJhhm`6CJ
hdCJhhm`CJjkQR hi
&FLh1$]L^hgdd
&Fh1$^hgdm`1$gdm`uvRS34LM780^`0gdgd$a$gdm`
h1$^hgdm`1$gdm`
&Fh1$^hgdm` b3@U\^yz{ ()*´skZRZRGR>RGh~6CJaJhbh~CJaJh~CJaJ hbh~B*CJ\aJphhfCJaJ#hfhf6CJOJPJQJ^Jhf6CJOJPJQJ^Jh~6CJOJPJQJ^J hfhfCJOJPJQJ^JhfCJOJPJQJ^JhCJOJPJQJ^JhhB*CJaJphhhCJOJQJaJ"hh6CJOJQJ]aJ{*+HIvw0^`0gdq820^`0gd[gdN0^`0gd30^`0gdN"gd~0^`0gd~gdf/0d^`0gdf*+<ORνm^mOmOmhRxh*WB*CJaJphhRxhB*CJaJphhRxhrAB*CJaJphh~6B*CJ\aJphhEkhNCJaJhNCJaJhNB*CJ\aJph hRxhNB*CJ\aJph h4hNB*CJ\aJphh4hNCJaJhNB*CJaJphhRxhNB*CJaJphh~B*\aJphABEFGIƵzkZI;hq82B*CJ\aJphhiB*CJ\aJph hRxhq82B*CJ\aJph hRxhq826B*CJaJphhRxhq82B*CJaJph hRxh[B*CJ\aJphh{B*CJ\aJphh4B*CJ\aJphh`B*CJ\aJph hRxhkZB*CJ\aJphhRxhkZB*CJaJphh4B*CJaJphhRxh3B*CJaJphhRxh[B*CJaJphiostvw
ķĒseXI8 hRxhq6B*CJPJphhRxhqB*CJPJphhRxhFB*CJphhiB*CJPJaJphh`B*CJPJaJph hRxh[B*CJ\aJph!hRxh[B*CJPJaJphhq82B*CJphh`B*CJphhRxhq82B*CJphhq82B*CJPJaJphhRxhq82B*CJaJph hRxhq82B*CJ\aJphh`B*CJ\aJphlm_h^hgdm`
&Fgdm`gdm`$a$gdm`0^`0gdF0^`0gdqgdq821$7$8$H$^gd[aefijlm./_d
K]뺭Ħ{{u{o{eo{ooo{hhm`6CJ
hdCJ
hCJ
hm`CJ
h&#CJhhm`5>*CJhhm`CJhhm`5CJ
h~5CJhRxhB*CJphhq82B*CJphhRxhFB*CJphhRxhqB*CJphhRxhySB*CJphh`B*CJphhiB*CJph'!z"u.4<ouN廨ueehqB*CJOJPJQJph%hD;hD;B*CJOJPJQJphhB*CJOJPJQJphhD;B*CJOJPJQJph%h11hB*CJOJPJQJphhhm`5>*CJ
h8CJ
h6,1CJ
hD;CJ
hayCJ
hm`CJhhm`CJ
h!nCJ
h#AKCJ
hr)vCJ!#C>N_t
v
&Fgdm`
&FgdD;gdm`
&Fgdm`%`kq}~Q]^ct2?AB!"&'(/پ}tkhhySCJhyShySCJ
h6CJ
hZsCJhyShCJ
hCJhhm`5CJ
hd5CJ
hm`CJ
hdCJhhm`CJ%hc!hm`B*CJOJPJQJphhdCJPJhm`CJPJhc!hm`CJPJ%hqhqB*CJOJPJQJph*AB(QRSX
&F9Dgd$'
&F8^8gdm`
&Fgdm`
&FgdyS
&Fgdgdm`$a$gdm`
&Fgdm`/OPQRSWa L M k շբxkXkXkXR
hD;CJ$h$'h$'CJOJPJQJ^JaJh$'h$'CJPJaJh`B*CJaJphhhm`B*CJaJphh3 h3 B*CJaJphh3 h3 CJaJhm`B*CJphhB*CJphhiB*CJphhD;B*CJphhhm`B*CJph
hcCJhhm`CJhhySCJ
hySCJ M q
<
s
KH!
&F]gdm`]gdm`
&F gdm`gdm`
&Fgdm`
&Fgd$'
&F9Dgd$'k o p q
<
s
/4Itu*+⫡ysysy
h&#CJ
hCJhhCJhaCJ^JaJ
haCJhhaCJhhm`5CJ
hzW5CJ
hCJ
hm`CJ
h.CJ
h\CJ
hcCJ
h8CJ
h6CJ
hySCJhhm`CJh$'h$'CJ
hD;CJ
hCJ*!
W
*tu+!klgd6,1gdjh
1$7$8$H$gd6,11$7$8$H$^gdgd1$7$8$H$^gdagda$a$gdm`]gdm`
&F
]gdm`+,LN} !lj"ýÀsmgmmam
hksCJ
h&#CJ
hCJhh6,1CJ^JaJh4h6,16CJ^JaJhs<CJ^JaJ
h4CJ
h6,1CJhh6,1CJhZshjhCJ
hjh6CJ
hjhCJh6,1CJ^JaJhCJ^JaJh#CJ^JaJhCJ^JaJhhCJ
hCJ
hrPCJ%VWz{^gd^gd^gd@l{^gdksgd1$7$8$H$^gd6,1gd6,1 'DZj3UW\7˸覝覔yh6CJ^JaJhCJ^JaJ
h6SCJhhCJhhCJ
hCJ
hjhCJ
hCJh@l{h@l{CJhySB*CJphh@l{B*CJphh@l{h@l{B*CJph
h4CJ
hrPCJ
h&#CJ
hCJ
h@l{CJ+KUV67w;>gdZs^gdm`^gdZs&gdm`gdm`^gdb^gd81$7$8$H$^gd19>KLMSTVi"#0Mbijwz˿Ź˳{sk{{sk{hD;OJQJhI6OJQJh.BOJQJhchm`OJQJhm`OJQJhOJQJhhm`CJ
h.BCJ
hm`CJ
hq82CJ
h CJ
hCJ
h8CJh8h8CJhZsh86CJhahaCJ
haCJ
hCJhhCJ^JaJ*&467Nnwxy;<COǻ{ulW)h[9hm`CJPJaJfHq
h[9hm`CJ
hm`CJh8h86CJ
h86CJ
h8CJ
hCJh8h86CJ
h86CJh8h8CJh8h CJ
h CJ
h8CJh`ph8CJhchm`CJOJQJhD;OJQJhm`OJQJhchm`OJQJhI6OJQJO>?!#$*PSZ_cde *+Zjý}wq}iaYahCJaJhm`CJaJhCJaJ
haCJ
hzWCJhGHhm`CJ
h6CJ
hm`CJ
hwCJhx
hm`CJ
h@mpCJhZshZsCJ
hZs6CJ
hCJ
hZsCJ
hjhCJh[9hm`B*CJPJph)h[9hm`CJPJaJfHq
#hm`CJPJaJfHq
""#d*UA C"D""""&#^gd\1$7$8$H$^gdm`
&Fgdm`^gdm`gdm`gdZs17 h!k!!!","B"C"D"N"l""""""""&#'#1#k#l###畋ysjj`hCJ^JaJhx
hm`CJ
hdCJh\hm`CJh"hm`CJh.lhm`6CJh.lhm`CJhhm`CJ^JaJhm`6CJ^JaJh6s6CJ^JaJhm`CJ^JaJhhm`CJ^JaJ
hCJhhm`CJ
hm`CJhwCJaJhhm`CJaJ##2#k#$$M%&&0&j&''(J())B))**1$7$8$H$^gd
1$^gdm`1$gdm`^gdm`gdm`1$7$8$H$^gdm`
1$7$8$H$gdm``gdm`###$1$U$$$$$$M%N%/&0&P&W&i&j&k&r&&&'''''%(@(J(K(Q)X)d))))*_*****++,
,,,,ڰڪ~hFUhm`B*CJphhB*CJph*hm`B*CJphhFUhm`CJ
hq82CJhCJ^JaJhm`6CJ^JaJ
h6SCJhhm`CJ
hCJhhm`CJ^JaJhm`CJ^JaJ
hm`CJh7+hm`CJ1*++,,,,4..S.//g/Z0[0001112Z2
h1$^hgdm`
1$^gdm`1$gdm`1$7$8$H$^gdm`^gdm`gdm`1$7$8$H$^gd,,8,o,p,u,w,},,,,,,,,,,,,, *45<..S.T.g/h/20Y000111222Z2[2̼̼賭vl*hg hm`CJhZxhm`6CJ!hZxhm`B*CJPJaJphhZxhm`CJhhm`CJ^JaJ
hCJ
hm`CJhhm`CJ
hq82CJhFUhm`CJH*hFUhm`CJ%hFUhm`B*CJPJ^JaJphhFUhm`B*CJphhB*CJph)Z2[223A332434y4J5K5566666&7'7c7708888o9^gd8^8gdm`
&Fgdm`^gdm`gdm`[22222A3^333)4*42434y444444J5K5j5555556656Q666666666%7c7d77777770818:8<8=8i888889999':hbhm`6CJ
hTJCJhbhm`CJ*hg hm`CJ
h CJ
hq82CJhFUhm`CJH*hFUhm`CJ
hm`CJh`phm`6CJ
hCJh`phm`CJ>o9p99::;;;;`<a<<==Y====)>>>2?h?i??3@4@e@^gdTJ^gdm`gdm`':,:::;;;,;;.;6;>;N;d;e;g;m;o;u;;;;;;;`<a<<<<<<<<<Y=Z=========)>*>M>x>2?3?h?i???ɹɹ쳪êàêêêêê*hg hm`CJ
hq82CJ
hs<CJhwhm`6CJhwhm`CJ
hOaCJh`hm`CJH*
hTJCJ
hm`CJ
hm`6CJh"hm`CJ
hzWCJ
*hm`CJhbhm`CJhbhm`6CJ6???e@@@@@@@@@A AA0A1A8A>AFAWA\AAAAAAAAAAABCBEBaBnBoBpBBCCD?D@DADgdm`h]hgdm`&`#$gdm`'D(D.D/D0D2D3D9D:D;D*B*\o1\yHeading 4 Char'5B*CJOJPJQJ\^JaJphFV`AF
0FollowedHyperlink>*B*phDY@RD
$c0Document MapCJOJ
QJ
aJXoaX$c0Document Map CharB*CJOJ
PJQJ
aJph4 @r4lFooter
!DoDlFooter CharB*OJPJQJph.)@.lPage Number44lHeader
!DoDlHeader CharB*OJPJQJphD>@DqTitle$a$5B*CJ$OJQJph@o@q
Title Char5CJ$OJPJQJR^@R;mE0Normal (Web)
XDYDB*OJPJQJph@O@ tRegularB*CJPJ aJphDoDtRegular CharCJOJPJ QJaJ\`\t
Medium Grid 2!%B*OJPJQJ_HmH phsH tH `o"`"GDefault"1$7$8$H$)B*CJOJQJ_HaJmH phsH tH 818ETapplestylespanBAB9appleconvertedspacejSjF&U
Table Grid7:V%0%v@bvc Colorful List  Accent 1
&^m$B*CJOJPJQJaJph/q@l{aqjH@H)Balloon Text(CJOJ
QJ
^J
aJ\o\(Balloon Text Char!B*CJOJ
PJQJ
^J
aJphB'`B
Comment ReferenceCJaJ4@4,
Comment Text+PoP+
Comment Text CharB*OJPJQJph@j@@.
Comment Subject5\\o\
Comment Subject Char5B*OJPJQJ\ph^o^fNormal1/dB*CJOJPJQJ^J_HmH phsH tH PK!pO[Content_Types].xmlj0Eжr(]yl#!MB;.n̨̽\A1&ҫ
QWKvUbOX#&1`RT9<l#$>r `С;c=1g~'}xPiB$IO1Êk9IcLHY<;*v7'aE\h>=^,*8q;^*4?Wq{nԉogAߤ>8f2*<")QHxK
]Zz)ӁMSm@\&>!7;wP3[EBU`1OC5(F\;ܭqpߡ 69&MDO,ooVM M_ո۹U>7eo >ѨN6}
bvzۜ6?ߜŷiLvm]2SFnHD]rISXO]0 ldC^3شd$s#2.h565!v.chNt9W
dumԙgLStf+]C9P^%AW̯f$Ҽa1Q{B{mqDl
u" f9%k@f?g$p0%ovkrt ֖ ? &6jج="MN=^gUn.SƙjмCR=qb4Y" )yvckcj+#;wb>VD
Xa?p
S4[NS28;Y[,T1n;+/ʕj\\,E:!
t4.T̡e1
}; [z^pl@ok0e
g@GGHPXNT,مde*YdT\Y䀰+(T7$ow2缂#G֛ʥ?qNK/M,WgxFV/FQⷶO&ecx\QLW@H!+{[{!KAi
`cm2iUY+ި [[vxrNE3pmR
=Y04,!&0+WC܃@oOS2'Sٮ05$ɤ]pm3FtGɄ!y"ӉV
.
`עv,O.%вKasSƭvMz`3{9+e@eՔLy7W_XtlPK!
ѐ'theme/theme/_rels/themeManager.xml.relsM
0wooӺ&݈Э5
6?$Q
,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}$b{P8g/]QAsم(#L[PK!pO[Content_Types].xmlPK!֧6_rels/.relsPK!kytheme/theme/themeManager.xmlPK!!Z!theme/theme/theme1.xmlPK!
ѐ'(
theme/theme/_rels/themeManager.xml.relsPK]#
A< $$$'vW<5 "$&(B,q0O2428<BAFfG?H:IK1STVX\dir9ΜG+ */k +O#,[2':?'DAD!"$%),./023579;=?@ACEGIKLOu
b$*./7IBHJPUN]d8nyDucߓ'q"T8N7vS71ݟMϠV]ףѤ,ʥU1ߨL.h0he~!
&#*Z2o9e@#DAD
#&'(*+1468:<>BDFHJMN,
\
WS!$D$Y$A<XXXXXXX '!!8@0( kCGSSessionAudit
B
S ?
_Hlt328746036_Hlt88903283U
oB<@@V
.B<
y
HMgo
.7(/##%%&&s'z'0.7.@/G/2090.171V2_2333333333333A$A'E2EBKIKYN_NRRVVVWaW#\\A\M\U\[\ffChHhiidmimvvyy!&(+ Ѫت]f*4?EAGw}SX5dhip$*s
ELe j j
s
6
""&
&++<<< <!<#<$<&<'<?<B<)0uDNb b
dM<>lk;~&8H4wZ[23r
W1DBjk&f 4 t D!E!k!!!!!E"F"""""&#T#k####$$$$&&T(o(q(( )")&))))@*B*E*l*m**+++9+G+N++++2,@,F,G".\.../20^0111T2233u3w344k4l4444456F777778888:::::;;?;@;i;j;;;;;<<<<N<n<o<<<<<<<==8=9=s=t=======
>> >">C>>>>>>??U?f???????@r@@:AlAmAAAAB1BAB^BBBCCwDDDDDDDEEFF;FFFGJGKGGGGGHHIHKHgHHHH
II+I,IIIII
JJ;JJJJJJ K^KKKKKKKBLCLLLLLLL M#MBMMMMMMN
NFNtNNNNNNN/O0OlOoOOOPP'PrPPPPP,QQjQQQQR0RORRR[SSSS&TdTfTTULUNUmUnUUUUUVVOVQVVVVVVV6WyWWWWXXXXOYYYYY1ZZZZ
[[O[P[[[[[\#\p\q\\\\\x]u^^n__ `n```bbbb>cYcc%d(dBdCdtde(e)ebeeee)fmlwlm'mnncqqssttvvxxy z{{{{*}.}E}L}o}w}}}DO?F&1z
aF*mLVXíĭ#%Ư̯IU{=>ʲ*Cӹչ WXd1`aDEOpr68{1N 8:^)+~
kPR FG giP./tvQS24KM68lm<T]^z (RGkpIJuCABkSz>?^_"#d#$B>fgN_`~_egstv)@]^28LT&/$$*+...01d3g34577880999C:<<< <!<#<$<&<'<?<B<:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::$ee[#P^t .R
I,fʌKxnj /t>xJnxpY>P^&dJԨb((@6>`(n]P)al/0V!sD2#@7.Z8(@6.:i.w;1P"=4ڰXB(bNd6EMGfڴ0HbR:2K yCLb_CTbs&nc<$8irx
ixJnJ~yl"0 9zrx.}xn^`OJQJo(8^8`OJQJo(^`OJ
QJ
^J
o(o p^ `OJQJo(@^`OJQJo(x^x`OJQJo(H^H`OJ
QJ
^J
o(o^`OJQJo(^`OJQJo(^`CJOJQJo(^`CJOJ
QJ
o(opp^p`CJOJQJo(@@^@`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(88^8`OJQJo(hHp^p`OJ
QJ
o(hHo@^@`OJQJo(hH^`OJQJo(hH^`OJ
QJ
o(hHo^`OJQJo(hH^`OJQJo(hHP^P`OJ
QJ
o(hHo ^ `OJQJo(hH^`CJOJQJo(^`CJOJ
QJ
o(opp^p`CJOJQJo(@@^@`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(h^`OJQJo(hHhp^p`OJ
QJ
o(hHoh@^@`OJQJo(hHh^`OJQJo(hHh^`OJ
QJ
o(hHoh^`OJQJo(hHh^`OJQJo(hHhP^P`OJ
QJ
o(hHoh ^ `OJQJo(hHh^h`CJOJQJo(^`CJOJQJo(p^p`OJQJo(hH@^@`OJQJo(hH^`OJ
QJ
o(hHo^`OJQJo(hH^`OJQJo(hH^`OJ
QJ
o(hHoP^P`OJQJo(hHh8^8`OJQJo(h^`OJ
QJ
o(hHoh ^ `OJQJo(hHh^`OJQJo(hHhx^x`OJ
QJ
o(hHohH^H`OJQJo(hHh^`OJQJo(hHh^`OJ
QJ
o(hHoh^`OJQJo(hH^`OJQJo(^`OJ
QJ
o(op^p`OJQJo(@^@`OJQJo(^`OJ
QJ
o(o^`OJQJo(^`OJQJo(^`OJ
QJ
o(oP^P`OJQJo(h^`OJQJo(hHhp^p`OJ
QJ
o(hHoh@^@`OJQJo(hHh^`OJQJo(hHh^`OJ
QJ
o(hHoh^`OJQJo(hHh^`OJQJo(hHhP^P`OJ
QJ
o(hHoh ^ `OJQJo(hH88^8`CJOJQJo(hHp^p`OJ
QJ
o(hHo@^@`OJQJo(hH^`OJQJo(hH^`OJ
QJ
o(hHo^`OJQJo(hH^`OJQJo(hHP^P`OJ
QJ
o(hHo ^ `OJQJo(hHh^h`OJQJo(^`OJ
QJ
o(hHop^p`OJQJo(hH@^@`OJQJo(hH^`OJ
QJ
o(hHo^`OJQJo(hH^`OJQJo(hH^`OJ
QJ
o(hHoP^P`OJQJo(hHh8^8`OJQJo(h^`OJ
QJ
o(hHoh ^ `OJQJo(hHh^`OJQJo(hHhx^x`OJ
QJ
o(hHohH^H`OJQJo(hHh^`OJQJo(hHh^`OJ
QJ
o(hHoh^`OJQJo(hHh8^8`OJQJo(h^`OJ
QJ
o(hHoh ^ `OJQJo(hHh^`OJQJo(hHhx^x`OJ
QJ
o(hHohH^H`OJQJo(hHh^`OJQJo(hHh^`OJ
QJ
o(hHoh^`OJQJo(hHh^h`OJQJo(^`OJ
QJ
o(hHop^p`OJQJo(hH@^@`OJQJo(hH^`OJ
QJ
o(hHo^`OJQJo(hH^`OJQJo(hH^`OJ
QJ
o(hHoP^P`OJQJo(hHh^`OJ
QJ
^J
o(hHoh^`OJ
QJ
o(hHohp^p`OJQJo(hHh@^@`OJQJo(hHh^`OJ
QJ
o(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJ
QJ
o(hHohP^P`OJQJo(hH^`OJQJo(hH^`OJ
QJ
o(hHop^p`OJQJo(hH@^@`OJQJo(hH^`OJ
QJ
o(hHo^`OJQJo(hH^`OJQJo(hH^`OJ
QJ
o(hHoP^P`OJQJo(hHh^`OJQJo(h^`OJ
QJ
o(hHohp^p`OJQJo(hHh@^@`OJQJo(hHh^`OJ
QJ
o(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJ
QJ
o(hHohP^P`OJQJo(hH@^`OJQJo(^`OJ
QJ
o(hHo^`OJQJo(hHP
P
^P
`OJQJo(hH
^
`OJ
QJ
o(hHo^`OJQJo(hH^`OJQJo(hH^`OJ
QJ
o(hHo``^``OJQJo(hHh8^8`OJQJo(hHh^`OJ
QJ
o(hHoh ^ `OJQJo(hHh^`OJQJo(hHhx^x`OJ
QJ
o(hHohH^H`OJQJo(hHh^`OJQJo(hHh^`OJ
QJ
o(hHoh^`OJQJo(hHh^`OJQJo(hHhp^p`OJ
QJ
o(hHoh@^@`OJQJo(hHh^`OJQJo(hHh^`OJ
QJ
o(hHoh^`OJQJo(hHh^`OJQJo(hHhP^P`OJ
QJ
o(hHoh ^ `OJQJo(hHhh^h`OJQJo(hHh8^8`OJ
QJ
o(hHoh^`OJQJo(hHh ^ `OJQJo(hHh^`OJ
QJ
o(hHohx^x`OJQJo(hHhH^H`OJQJo(hHh^`OJ
QJ
o(hHoh^`OJQJo(hH^`CJOJQJo(^`CJOJ
QJ
o(opp^p`CJOJQJo(@@^@`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(h^`OJQJo(hHh^`OJ
QJ
o(hHohp^p`OJQJo(hHh@^@`OJQJo(hHh^`OJ
QJ
o(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJ
QJ
o(hHohP^P`OJQJo(hH`h^``hOJPJQJ^Jo(^`OJ
QJ
o(hHo^`OJQJo(hH
^
`OJQJo(hHp
^p
`OJ
QJ
o(hHo@^@`OJQJo(hH^`OJQJo(hH^`OJ
QJ
o(hHo^`OJQJo(hH@^`OJQJo(^`OJ
QJ
o(opp^p`OJQJo(@@^@`OJQJo(^`OJ
QJ
o(o^`OJQJo(^`OJQJo(^`OJ
QJ
o(oPP^P`OJQJo(^`CJOJQJo(^`CJOJ
QJ
o(opp^p`CJOJQJo(@@^@`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(h^h`OJQJo(^`OJ
QJ
o(hHop^p`OJQJo(hH@^@`OJQJo(hH^`OJ
QJ
o(hHo^`OJQJo(hH^`OJQJo(hH^`OJ
QJ
o(hHoP^P`OJQJo(hH@^`CJOJQJo(n^`OJ
QJ
o(o^`OJQJo(pp^p`OJQJo(@@^@`OJ
QJ
o(o^`OJQJo(^`OJQJo(^`OJ
QJ
o(o^`OJQJo(h^h`OJQJo(^`OJ
QJ
o(hHop^p`OJQJo(hH@^@`OJQJo(hH^`OJ
QJ
o(hHo^`OJQJo(hH^`OJQJo(hH^`OJ
QJ
o(hHoP^P`OJQJo(hH88^8`OJQJo(hHp^p`OJ
QJ
o(hHo@^@`OJQJo(hH^`OJQJo(hH^`OJ
QJ
o(hHo^`OJQJo(hH^`OJQJo(hHP^P`OJ
QJ
o(hHo ^ `OJQJo(hHh^`OJ
QJ
o(oh^`OJ
QJ
o(hHohp^p`OJQJo(hHh@^@`OJQJo(hHh^`OJ
QJ
o(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJ
QJ
o(hHohP^P`OJQJo(hHh^h`OJQJo(^`OJ
QJ
o(hHop^p`OJQJo(hH@^@`OJQJo(hH^`OJ
QJ
o(hHo^`OJQJo(hH^`OJQJo(hH^`OJ
QJ
o(hHoP^P`OJQJo(hHh8^8`OJQJo(h^`OJ
QJ
o(hHoh ^ `OJQJo(hHh^`OJQJo(hHhx^x`OJ
QJ
o(hHohH^H`OJQJo(hHh^`OJQJo(hHh^`OJ
QJ
o(hHoh^`OJQJo(hHh^h`OJQJo(^`OJ
QJ
o(hHop^p`OJQJo(hH@^@`OJQJo(hH^`OJ
QJ
o(hHo^`OJQJo(hH^`OJQJo(hH^`OJ
QJ
o(hHoP^P`OJQJo(hHh^h`OJQJo(^`OJ
QJ
o(hHop^p`OJQJo(hH@^@`OJQJo(hH^`OJ
QJ
o(hHo^`OJQJo(hH^`OJQJo(hH^`OJ
QJ
o(hHoP^P`OJQJo(hHh8^8`CJOJQJo(h^`OJ
QJ
o(hHoh ^ `OJQJo(hHh^`OJQJo(hHhx^x`OJ
QJ
o(hHohH^H`OJQJo(hHh^`OJQJo(hHh^`OJ
QJ
o(hHoh^`OJQJo(hH$8iXBD2:2K0H>6E>`( 9zyCLJ~yxpYI,_CT#al/7.:&d>
i.Z8b(.}0&ncj MGt "=P).w;e[$$ 3hw 3hw 3hw * e 3hw 3hw * 3hw 3hw 3hw O1k}~T
uG
E?1 V)(f/
/1{Q3>P9Fi RbWdY@i8hLiw[n
OvYz{z}+~_^DeiHlGJCRx4ZsH11dyS rU+ zJ
n<
`^<)e
Eu$3!#k/wd;d<td? 7a0q~D
i
jHrTH];Z3 ^ 1!E!"x"&#&]%4n%P&$'We'd((I)o*w*)+(+C,%0g06,1l1xx1/2q82T2Se2y23~J3l3 '45666T7{k7r72:?n:\;~;n<s<5U?=@.BD!DZNEFHOBHTJ3K#AKsmKoKLLb+M\cNK~NO0OU>Oy^OSPR(RARSR6S"S+SgjSxnS8VTVzW(XWYuYMh^)_m` aaa7bid=deejhZziEklUllml!n@nsn@mp9cq[r6sksius3tr)vTNx!Jy,:zizB{@l{z{/{}7}6@(YBflz!1Dr~D;5kZg$I*YXfg%r
iR7u3B_rA*bay8z*WOvcpI69FrPOaj8tvkz]O}^DKrcVr+~[^4VP.`b^OAW<s}'T#
(5}cwB{c[Yn!7)xJw7Iu` *[nq3o+,pR@cUN_+e 6^Pro'U.&8N V&~XvwfM\NV'X7z1Dr9nqb8}<<@^
^
6}^
^
A<x@UnknownG*Ax Times New Roman5Symbol3*Cx Arial7@Cambria7Georgia;[xPHelvetica3Times[
Open SansTimes New RomanK MTimesRomanTimes7@ CalibriC
PLucida GrandeATrebuchet MSUMS ??Arial Unicode MS? *Cx Courier New;WingdingsA$BCambria Math Ahb1FGg*./"=./"=ahh24z;z;K#qHP?'22,Nicole RigelmanNicole Rigelman$
!"#
Oh+'0
0<H
T`hpx'Nicole RigelmanNormal.dotmNicole Rigelman42Microsoft Macintosh Word@@n2>@Tŧ
&@Fd"./
՜.+,D՜.+,Dhp
'Portland State University=z;Title0 8@_PID_HLINKS'A*http://goo.gl/doQJ2pYhttp://amte.net/connections/0615/elementarymathematicsspecialistsresearchconferencedQ&http://hub.mspnet.org/entry.cfm/12626T http://dx.doi.org/10.1016/j.tate.2012.05.004*0http://dx.doi.org/10.1016/j.stueduc.2013.11.005Gz0http://dx.doi.org/10.1080/19404476.2016.1171571]mailto:rigelman@pdx.edu
!"#$%&'()*+,./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{}~
!"#$%&'()*+,./0123456789:;<=>?@ABCDEFGHIJKLMNOPRSTUVWXYZ[\]^_`bcdefghijklmnopqrstuvwxyz{}~Root Entry F+Data
Q\1TableaڰWordDocument
3SummaryInformation(DocumentSummaryInformation8MsoDataStoreTfNJC3CUSRKREGQSCA==2UfItem
PropertiesUCompObj
`
F Microsoft Word 972004 DocumentNB6WWord.Document.8