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  • Marilyn E. Strutchens

    Marilyn E. Strutchens, Candidate for Director, At-Large

    Position: Professor (mathematics education), Auburn University (2007–).

    Education: A.S. (fashion merchandising), Abraham Baldwin Agricultural College; B.S. (fashion merchandising), M.Ed. (mathematics education), and Ph.D. (mathematics education), University of Georgia (UGA).         

    Previous Experience: Associate professor (2002–07) and assistant professor (2000–02), Auburn University; assistant professor, University of Maryland (1995–2002) and University of Kentucky (1993–2002); instructor, Athens Area (Georgia) Technical Institute (1992–93) and Upward Bound Program, UGA (1991–93); mathematics teacher, Clarke (Georgia) Middle School (1990–91).

    Memberships: NCTM, Association of Mathematics Teacher Educators (AMTE), National Council of Supervisors of Mathematics (NCSM), Benjamin Banneker Association (BBA), TODOS: Mathematics for All, Association of Mathematics Teacher Educators of Alabama, American Educational Research Association, Alabama Council of Teachers of Mathematics, East Alabama Council of Teachers of Mathematics.

    Activities in NCTM: Member: Emerging Issues Committee (2013–16); Program Committees: Annual Meeting, San Francisco (2014–); Regional Conference, St. Louis (2011); Annual Meeting, Washington, D.C. (2009); Regional Conference, Birmingham (2005); co-chair: Regional Conference, Biloxi (2002); Annual Meeting, Chicago (2000); chair (2007–08) and member (2005–08), Research Committee; writing group member, National Assessment of Educational Progress Mathematics monographs (1995–2003); reviewer, NCTM journals (1997–).

    Other Activities: AMTE: president (2011–13); series editor, AMTE Monographs (2007–10); member, AMTE/NCSM Joint Task Force on Formative Assessment (2013–) and Emerging Issues Committee (2013–); Association of Public and Land Grant Universities: member, Planning Committee for the Mathematics Teacher Education Partnership (2011–); Conference Board of Mathematical Sciences: member-at-large, Executive Committee (2012–14); BBA: session leader, National Leadership Summit for Mathematics Education of Black Children (2007).

    Publications: Co-author, “Making Explicit the Commonalities of MSP Projects: Learning from Doing” (Mathematics Enthusiast 2013); editor, Special Equity Issue, Journal of Mathematics Teacher Education (2012); co-editor: Focus in High School Mathematics: Fostering Reasoning and Sense Making for All Students (NCTM 2011); The Learning of Mathematics (69th Yearbook) (NCTM 2007); Changing the Faces of Mathematics: Perspectives on African Americans (NCTM 2000). Numerous other publications. 

    Honors: Mildred Cheshire Fraley Distinguished Professorship (2009–), College of Education Outstanding Faculty Research (2009), Distinguished Diversity Researcher Award (2008), and College of Education Outstanding Faculty Outreach Award (2006), Auburn University.

    Statement: NCTM should continue thinking of ways to include more members in the work of the organization. First, open calls for members to volunteer for committees can be instituted. Open calls can be published on a special volunteer section of the website and listed with specific criteria for each role. Members would then submit their applications to committee chairs for review and submission to the president for appointments. Appointing members in this manner may increase the diversity of actively involved members.

    Second, NCTM should convene a meeting of the presidents of the major affiliate groups, such as AMTE, NCSM, BBA, and TODOS, to rethink the equity initiative, which began in 2008. Collectively, we can help disseminate innovative practices that will enable teachers to help all students develop both critical problem-solving skills and deep knowledge of content related to college- and career-ready standards.

    Third, a major challenge for NCTM is to remain relevant to teachers. Many constituents today do not purchase hard copies of journals or books. They search the Web for lesson plans and other resources. Thus, NCTM needs a marketing campaign that will help members and others know what is available to them electronically and what the organization as a whole has to offer them.

    To the Board, I will bring a history of working collaboratively with key stakeholders to facilitate both prospective and inservice teachers’ development of pedagogical strategies that increase all students’ opportunities to learn meaningful mathematics.