May 2022
Thank you to each and every teacher of mathematics! As we close out the month observing Teacher Appreciation Week, and many are closing out the school year as well, I wanted to take this opportunity to thank you for your passion for your students and mathematics. You continue to inspire me, your students, their families, and your colleagues—even in the face of continued challenging times.
April 2022
Recent events have turned a spotlight on the heightened divisiveness in mathematics education. This comes to the detriment of learning for students, and it negatively affects teachers, schools, families, and communities. Attempts to limit the free and
November 2021
When you consider your mathematics community, whom does it include? Is it inclusive of all voices? How do you include others? Is it built upon open communication and a shared vision? Does it support collaborative empowerment? We
October 2021
Consider these three “Rs” of mathematics Students should engage in rigorous and challenging mathematics that is relevant to their lives and is responsive to their background
September 2021
First, let’s celebrate our students. Our students are amazing thinkers and doers of mathematics. They have faced challenges in their lives, classrooms, and in mathematics, especially through the pandemic, and they have persisted and persevered.
August 2021
We are here again—the time of year when we are “returning” to school but with the pandemic still looming over us, that return may be in person, virtual, hybrid, or even moving back and forth between formats
July 2021
Continuing the Journey Decisions to Move Mathematics Learning Forward Moving forward into the 2021 2022 school year seems like a daunting task. After all of the disruptions and challenges accompanying the COVID 19 pandemic, supporting
June 2021
What are you noticing and wondering today? What have you seen or heard that brings to mind noticing and wondering about mathematics around you? When we share a picture, a numberless problem
May 2021
As we finish this school year, prepare for summer activities, and also begin plans for the next school year, we have an opportunity to reflect on the past year—its challenges and successes—and in particular on our students. I have been asking myself an important question: In what ways did we as teachers build on and support our students’ strengths in their learning of mathematics?
April 2021
Advocating for high quality mathematics teaching and learning for each and every student must be more than words. To be effective, advocacy must include thoughtful actions both
March 2021
Recently I have been thinking about the importance and power of literature and storytelling in teaching and learning mathematics. Through literature and storytelling, students can engage in ways that develop a positive mathematical identity in which they see themselves as
February 2021
As I reflect on the February NCTM Virtual 2021 Conference, I recall the amazing experiences and insights shared by our conference speakers and attendees about teaching and learning mathematics. We began with an inspiring panel of
January 2021
Recently I have been thinking about the importance and power of literature and storytelling in teaching and learning mathematics. Through literature and storytelling, students can engage in ways that develop a positive mathematical identity in which they see themselves as
December 2020
What a year indeed! We have celebrated 100 years for NCTM, pivoted to a myriad of instructional formats to reach students during the pandemic, learned new technologies, and found ways to support and broaden our mathematics education community.
October 2020
More than 175,000 teachers of mathematics all over the world participated in NCTM’s 100 Days of Professional Learning and continue to see themselves as lifelong learners. This number includes those attending during the live webinars from April to October, on Facebook, and those watching the recordings later. And this number continues to grow!
September 2020
Do I really believe that each and every student can do mathematics? Do I believe each and every student can engage in rigorous mathematics and problem solving?
August 2020
Teachers of mathematics start to smile when they get to this time of the year. Why? Because they know that soon they will be able to do mathematics with their students!
July 2020
On our journey in teaching and learning mathematics, we make many decisions. Currently, teachers, students, families, state and federal education leaders, school district administrators, school boards, and many other stakeholders are making decisions
June 2020
What does it mean to be a catalyst for change? Many questions come to mind when considering being a catalyst for change in mathematics teaching and learning.
May 2020As I begin my term as president of NCTM, I am finding that it is a time of reflection and goal setting in the next phase of my journey in teaching and learning mathematics. I began this journey when I decided to study mathematics in college.