There have been four recipients of this award from 2015 to 2018, one every year (information about the award also available at http://mme.tamu.edu). The citations provided below highlight the awardees’ scholarly contributions, leadership and impact in mathematics education as an interdisciplinary field.
Citation for the 2015 Award for Excellence in Mathematics Education to Dr. Roger E. Howe
It is with great pleasure that the Award Committee hereby announces that the 2015 Award is given to Dr. Roger Howe, Yale University, New Haven, CT, USA, in recognition of his more than forty years of sustained and distinguished lifetime achievement in mathematics research, his work impact on mathematics education and in promoting interdisciplinary collaboration in mathematics education.
Howe’s mathematical work has been predominantly concerned with representation theory, which is a general tool for deriving consequences of symmetry. Representation theory has applications in nearly all areas of mathematics, and also in the physical sciences. Howe first introduced the concept of the reductive dual pair – often referred to as a “Howe pair” – in a preprint during the 1970s, followed by a formal paper in 1989. Today, Howe continues to work on representation theory, including applications to harmonic analysis, automorphic forms, and invariant theory.
As an educator, Howe has championed national initiatives to advance mathematics education through engaging mathematicians and contributing to issues in mathematics curriculum and teacher education. He served on the Study Committee for the report Adding It Up of the National Academy of Sciences on the state of U.S. mathematics education, and on the Steering Committee for the first Conference Board of the Mathematical Sciences (CBMS) report on The Mathematical Education of Teachers. He was a member and chair of the Committee on Education of the American Mathematical Society, served on the steering committee of the Park City Mathematics Institute, has served on several committees for the College Board, and currently is on the Education Advisory Committee of the Mathematical Sciences Research Institute (MSRI). He has been an item reviewer for the National Assessment of Educational Progress (NAEP). He served for six years on the U.S. National Commission on Mathematics Instruction (USNC/MI), and is currently in his second term on the Executive Committee of the International Commission on Mathematics Instruction (ICMI). Howe’s writing on mathematics education seeks to illuminate and clarify the ideas underlying key stages of mathematical learning.
Howe received his doctorate in 1969 from the University of California, Berkeley. He taught at the State University of New York in Stony Brook from 1969 to 74. During that time, he also belonged to the Institute for Advanced Study and served as a research associate at the University of Bonn in Germany. Howe has been Professor of Mathematics at Yale University since 1974, and served as chair of the Mathematics Department 1992–1995. He was the inaugural Frederick Phineas Rose Professor (1997–2002), and is currently the William Kenan Jr. Professor of Mathematics. Howe is currently also a faculty fellow at Texas A&M University Institute for Advanced Study.
Howe belongs to the National Academy of Sciences, the American Academy of Arts and Sciences, and the Connecticut Academy of Science and Engineering, and was a fellow of the Japan Society for the Advancement of Science and the Institute for Advanced Studies at the Hebrew University of Jerusalem. In 2006, Howe received the American Mathematical Society Award for Distinguished Public Service for his “multifaceted contributions to mathematics and to mathematics education.” He became a fellow of the American Mathematical Society in 2012.
Citation for the 2016 Award for Excellence in Mathematics Education to Dr. Anthony David Gardiner
It is with great pleasure that the Award Committee hereby announces that the 2016 Award is given to Dr. Anthony D. Gardiner, currently retired from University of Birmingham, United Kingdom, in recognition of his more than forty years of sustained and multiple major contributions to enhancing the problemsolving skills of generations of mathematics students in the United Kingdom (UK) and beyond.
Gardiner’s major achievements include:

orchestrating teams of volunteers from many constituencies, including teachers, mathematics educators and university mathematicians, to create a portfolio of mathematics contests, leading eventually to the creation of the UK Mathematics Trust, which creates problemsolving challenges taken by well over half a million students per year;

creating structures that dramatically increased and broadened participation in mathematics competitions and other activities supporting UK participation in the International Mathematics Olympiad;

leading the UK IMO team (1990–1995);

creating problemsolving journals for school students (including grading thousands of solutions personally), leading eventually to the Problem Solving Journal for Secondary Students (edited by Dr. Gardiner since 2003, with a circulation over 5000);

authoring 16 books on mathematical thinking and mathematical problem solving, including Understanding Infinity, Discovering Mathematics: the art of investigation, Mathematical Puzzling (all reprinted by Dover Publications), the four volume series Extension Mathematics (Oxford), and the recent Teaching mathematics at secondary level (Open Book Publishers).
In addition, Gardiner’s expertise on the problemsolving abilities of English schoolchildren, and his insights into omissions in UK mathematics education have led to his being consulted by multiple UK Ministers of State for Education, and have influenced significant changes in the UK mathematics curriculum. Gardiner has also served in multiple high level leadership positions in mathematics education both in the UK and internationally, including the Council of the London Mathematical Society, and member of the Education Committee (1990s), Presidency of the (UK) Mathematical Association in 1997–1998, chair of the Education Committee of the European Mathematical Society (2000–2004), and Senior Vice President of the World Federation of National Mathematics Competitions (2004–2008). He has addressed major teacher conferences in more than 10 countries, and he was an Invited Lecturer at the 10th International Congress of Mathematics Education in 2004. He has organized many meetings and programs to support mathematics education, teacher professional development, and to promote problem solving. He has contributed numerous articles to newspapers and magazines to communicate the goals of successful mathematics education to a broader public. Both the extent and impact of Gardiner’s efforts are remarkable. He provides an inspiring example of how a mathematician can have a positive impact on mathematics education; he is a most worthy recipient of the Texas A&M Award for Excellence in Mathematics Education.
Gardiner received his doctorate in 1973 from the University of Warwick, UK. He taught at the University of East Africa from 1968 to 1969, University of Birmingham from 1974 to 2012. During that time he worked at the Free University of Berlin on a fellowship, and held many visiting positions including at the University of Bielefeld in Germany, the University of Waterloo, the University of Melbourne and the University of Western Australia.
Citation for the 2017 Award for Excellence in Mathematics Education to Dr. Jeremy Kilpatrick
It is with great pleasure that the Award Committee hereby announces that the 2017 Award is given to Dr. Jeremy Kilpatrick, University of Georgia, USA, in recognition of his more than fifty years of distinguished and sustained contributions in mathematics education research. Through his writing and leadership, Dr. Kilpatrick has also promoted the development of mathematics education as an interdisciplinary field that bridges theory and practice and connects mathematics education with the discipline of mathematics.
Throughout his academic career, Dr. Kilpatrick has published groundbreaking papers, book chapters and books — many of which are now standard references in the literature — on problem solving, on the history of research in mathematics education, on teachers’ proficiency, on curriculum change and its history, and on assessment. In particular, he edited Adding It Up: Helping Children Learn Mathematics, published in 2001 by National Academies Press. Google Scholar currently counts nearly 2500 citations of this work. Kilpatrick has also coedited several other important volumes, including A Research Companion to Principles and Standards for School Mathematics and A History of School Mathematics, both published by the National Council of Teachers of Mathematics. Kilpatrick’s numerous contributions and services to mathematics education have rested on his extraordinary ability to reflect on, critically analyze, and synthesize essential aspects of mathematics education as it has developed since the early twentieth century, while always insisting on the need for reconciliation and balance among the points of view taken, the approaches undertaken, and the methodologies adopted for research.
Kilpatrick’s immense amount of professional service has been a significant aspect of his contributions to the mathematics education community. Among his numerous accomplishments as an editor, he was the editor of the Journal for Research in Mathematics Education, 1982–1988, and a coeditor of the International Handbook of Mathematics Education (1996) and the Second International Handbook of Mathematics Education (2003). Kilpatrick served three terms on the Executive Committee of the International Commission on Mathematical Instruction, ICMI (1987–1998), including two terms (1991–1998) as one of its two Vice Presidents. He also served on a large number of commissions, committees, boards, and panels in the US, including AERA, the College Board, ETS, MAA, Mathematical Sciences Education Board, NCTM, NAEP, National Academy of Education, National Research Council, and National Science Foundation. Kilpatrick has also worked productively with mathematicians, mathematics educators, and general education professionals on committees and reports that have informed and shaped the direction of important developments nationally and internationally.
Kilpatrick received his doctorate in mathematics education in 1967 from Stanford University, and taught at Teachers College, Columbia University, 1967–1975, as an assistant and then associate professor. He joined the University of Georgia as a Professor of Mathematics Education in 1975. In 1993 he was appointed a Regents Professor at Georgia. Over the years he has directly nurtured more than 50 doctoral students, as well as worked in Brazil, Colombia, El Salvador, Italy, New Zealand, Singapore, South Africa, Spain, Sweden, and Thailand.
Kilpatrick was selected as an Inaugural Fellow of the American Educational Research Association in 2009, and elected to the US National Academy of Education in 2010. He received the NCTM Lifetime Achievement Award for Distinguished Service to Mathematics Education in 2003, and the 2007 Felix Klein Medal honoring lifetime achievement in mathematics education from the International Commission on Mathematical Instruction. He has also received several Fulbright awards, and an honorary doctorate from Gothenburg University in Sweden.
Citation for the 2018 Award for Excellence in Mathematics Education to Dr. Sybilla Beckmann Kazez
It is with great pleasure that the Award Committee announces that the 2018 Award is given to Dr. Sybilla Beckmann Kazez, University of Georgia, USA, in recognition of her distinguished and sustained contributions in improving mathematical education for preservice elementary teachers through textbook development, teaching, and research. By emphasizing the integration of mathematical key topics and pedagogy in elementary teacher preparation, Beckmann Kazez has promoted the development of mathematics teacher education as an interdisciplinary field.
Beckmann Kazez’s efforts in strengthening mathematics teacher preparation started with her teaching of the mathematics courses for elementary teacher candidates at University of Georgia. Dissatisfied with the available textbooks, she decided to write a text for her own use. It has since been published by AddisonWesley (now Pearson). Its distinctive character, with patient, sensible and downtoearth, but thorough and careful, explanations of key mathematics topics, has won it wide acceptance among mathematically discerning instructors. Beckmann Kazez went to great lengths to make sure the text addressed the most relevant topics in authentic ways, including teaching a 6th grade mathematics class at a local public school. Her book is intended for use with an inquirybased teaching style, and it has become the leading teacher preparation textbook in the U.S. for this approach. Building on her textbook development and teaching, she has also become actively engaged in mathematics education research. She collaborates with her colleagues to study how teacher candidates approach multiplicative thinking, especially proportional reasoning. This research, funded by NSF, provides further empirical support to her textbook development.
Beckmann Kazez’s understanding of the issues of mathematics education have led to her being sought beyond her home institution to contribute to projects of national and international significance. As examples, she was part of the Work Team for developing the Common Core State Standards in Mathematics (CCSSM). She was recruited by the National Research Council to help write their report on early childhood mathematics education. She was part of the writing team for the recent CBMS report: The Mathematical Education of Teachers. She was also recruited by the Institute for Education Sciences of the U.S. Department of Education to write a guide to Improving Mathematical Problem Solving in Grades 4 to 8. Through these widely promulgated documents and reports, she has exercised considerable influence on mathematics education nationwide. She recently contributed to international mathematics education through membership on the International Program Committee of the ICMI Study 23 on Whole Number Arithmetic. She has also developed a website, called the Mathematics Teaching Community, aiming to engage mathematicians in discussing and sharing how to teach mathematics well.
Beckmann Kazez received her doctorate in mathematics in 1986 from the University of Pennsylvania. After a postdoctoral appointment at Yale University, in 1988, she joined the University of Georgia, where she has been assistant, associate, and then full professor. She has received several teaching awards from the University of Georgia, and in 2011 she was awarded the Josiah Meigs Distinguished Teaching Professorship. She received the Louise Hay Award for Contributions to Mathematics Education from the Association for Women in Mathematics in 2014, and Mary P. Dolciani Award from the Mathematical Association of America in 2015.