Dr. Serigne Mbaye Gningue
Dr. Serigne Mbaye Gningue
- Ph.D. Mathematics Education, Columbia University
- Master of Philosophy Mathematics, Columbia University
- Master of Art Mathematics Education, Lehman College -The City University of New York
- Bachelor Degree Mathematics, University of Dakar Senegal
- Academic Degree Science Mathematics & Physics I & II, University of Dakar Senegal
Dr Serigne Mbaye Gningue is an Associate Professor of curriculum instruction at Emirates College for Advanced Education (ECAE). Armed with a Ph.D. in mathematics education from Teachers College of Columbia University in the United States (2000), he brings more than 32 years of public school and college of teaching experience from the City University of New York. He has written multiple publications about the teaching and learning of algebra and new teacher induction. The multifaceted roles he has taken during his 33 years journey in education, as a mathematics teacher, educator, educational researcher, PI and/or Co-PI of multiple million-dollar grants from the National Science Foundation (NSF) in the United States, Associate Dean, and Executive-In-Charge (EIC/Interim Dean) of a school of Education in New York City, have enriched his career with productive leadership, relationships, interactions, and effective collaborations, and without a doubt enhanced his understanding of the importance of the educational issues we face today. Through his scholarship, partnerships, travels, professional development, and professional associations, he has had the opportunity to learn about top quality schools and educational programs around the world. He brings a plethora of ideas and experiences to benefit the UAE Ministry of Education in its search for innovative practices in research and policy. One year prior to joining the ECAE in the UAE, he led Lehman College School of Education to full accreditation with no stipulations and zero areas for improvement (AFI) after three years of intensive data analysis of hundreds of variables and multiple factors with teams of faculty and stakeholders.
As a new faculty at ECAE, he acknowledges the immense opportunity him to work with the outstanding and dedicated ECAE team of experienced educators and researchers to examine how the multiple educational constraints and challenges that exist in the preparation of teachers may be leveraged into opportunities and assets for the UAE Ministry of Education (MOE) partners for the benefit of all UAE children. ECAE team’s impressive scholarly output and research experience as evidenced in the biographic sketches in display is an asset which incorporates the values of respect, collaboration, transparency, professionalism, and integrity needed to transform lives and communities, lead and innovate the education of United Arab Emirates (UAE) children. Today, the ECAE team is engaged in developing teacher leadership in the UAE, through the Learning Innovation Networked Communities (LINC), a tripartite partnership between ESE, Schools and ECAE. The LINC’s main objective is the transformation of UAE schools into centers of excellence in the preparation and continuing learning of teachers and students in cohorts of future-ready agents of change. Using a teacher leadership development framework, the LINC has been developing professional learning opportunities to prepare the next generation of teachers capable of supporting improved quality of teaching and learning in classrooms and schools throughout the UAE.
- Gningue, S.M.; Peach, R.; Jarrah, A.M.; Wardat, Y. (2022). The Relationship between Teacher Leadership and School Climate: Findings from a Teacher-Leadership Project. Educ. Sci. 2022, 12, 749. https://doi.org/10.3390/educsci12110749
- Jarrah, A. M., Wardat, Y., & Gningue, S. (2022). Misconception on addition and subtraction of fractions in seventh-grade middle school students. Eurasia Journal of Mathematics, Science and Technology Education, 18(6), em2115. https://doi.org/10.29333/ejmste/12070
- Gningue, S.M. (2016). Remembering Zoltan Dienes, a maverick of mathematics teaching and learning: Applying the Variability Principles to teach algebra. International Journal for Mathematics Teaching and Learning, 17(2). Electronic version available at http://www.cimt.org.uk/ijmtl/index.php/IJMTL/issue/view/1
- Kelly A., Gningue, S.M. & Qian, G. (2015). First-year urban mathematics and science middle school teachers: Classroom challenges and reflective solutions. Education and Urban Society, 47(2), 132-159.
- Gningue, S.M., Peach, R., & Schroder, B. (2014). Reshaping the "Glass Slipper": The development of reflective practice by mathematics teachers through action research. American Secondary Education, 42(3), 18-29.
- Gningue, S.M., Menil, V., & Fuchs, E. (2014). Applying Bruner’s theory of representation to teach pre-algebra and algebra concepts to community college students through the Use of virtual manipulatives. The Electronic Journal of Mathematics and Technology, 8 (3) 159-177.