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  • Daniel Teague

    Daniel J. Teague

    Director, At-Large

    Position: Instructor of mathematics, North Carolina School of Science and Mathematics, Durham (1982–92, 1994–).

    Education: B.A (physical education), University of North Carolina (UNC); M.Ed. (mathematics education), Springfield College (Massachusetts); Ph.D. (mathematics education), North Carolina State University (NCSU).

    Previous Experience: Mathematics teacher, Broughton High School, Raleigh, North Carolina (1975–81).

    Memberships: NCTM, North Carolina Council of Teachers of Mathematics (NCCTM), Mathematical Association of America (MAA), American Statistical Association (ASA), Society for Industrial and Applied Mathematics (SIAM).

    Activities in NCTM: Member: Annual Perspectives in Mathematics Education (APME)Editorial Panel (2015), Commission to Study the Future of the Standards (1995), Student Math Notes Editorial Panel (1989–91); technology consultant, Standards Addenda Projects (1989–95).

    Other Activities: MAA: second vice president (2008–10), governor-at-large for secondary teachers (board of governors) (2005–06, 2011–13); College Board: Mathematical Sciences Academic Advisory Committee (2006–09), AP Statistics Test Development Committee (1997–2001).

    Publications: Author: MT Blog: Joy and Inspiration in the Mathematics Classroom(2014–15), “Experimental Design: Learning to Manage Variability” in Thinking and Reasoning with Data and Chance,Sixty-Eighth Yearbook (NCTM, 2006); coauthor: “Moving Students from Remembering to Thinking: The Power of Mathematical Modeling” in Mathematical Modeling and Modeling with Mathematics (APME, 2016), Guidelines for Assessment and Instruction in Mathematical Modeling (COMAP/SIAM, 2016), “Galileo, Gauss, and the Green Monster” (Mathematics Teacher, 2013), “Issues of Equity for Advanced Students” in Focus in High School Mathematics: Fostering Reasoning and Sense Making for All Students (NCTM, 2011).  

    Honors: Rankin Memorial Award (NCCTM, 2013); Distinguished Mentor Award (NCSU, 2012, 1992); Board of Governors Award for Excellence in Teaching (UNC, 2008); Presidential Award for Excellence in Science and Mathematics Teaching (1991).

    Statement: Calculus has become firmly entrenched as a high school subject. Last year, approximately 750,000 students took calculus in high school—three times the number taking calculus in college. The growing push for calculus in high school percolates down through the K–12 curriculum with both positive and negative effects. NCTM should play a primary role in redefining and supporting high school calculus.

    The modern K–12 curriculum includes content that is new to many teachers. Data analysis, statistical methods, mathematical modeling, and discrete mathematics all offer significant challenges for professional development. NCTM should take the lead in creating online and downloadable video courses (see Jo Boaler’s How to Learn Mathematics and Scott Page’s Model Thinking) to be used by individual teachers and departments for extensive work in these areas.

    I have developed courses in these new topics and made connections to various mathematical communities that could be helpful in these initiatives. These connections include links to the College Board and ASA through my involvement in AP Statistics, to the MAA through my service on its Board of Governors, and to SIAM through my work in mathematical modeling and the GAIMME (Guidelines for Assessment and Instruction in Mathematical Modeling Education) report.