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  • Kay A. Wohlhuter

    Kay A. Wohlhuter, Candidate for Director, At-Large

    Position: Professor (mathematics education), University of Minnesota Duluth (1998–).

    Education: B.A. (mathematics; teacher certification), Augustana College, South Dakota; M.S. (mathematics, emphasis in mathematics education), Montana State University; Ph.D. (mathematics education), Oregon State University.

    Previous Experience: Assistant professor, Western Illinois University (1995–98); instructor, University of Minnesota Morris (1989–90) and University of Northern Iowa (UNI) (1988–89); secondary mathematics teacher, UNI Laboratory School (1987–88) and Lyle (Minnesota) School (1982–85).

    Memberships: NCTM, Research Council on Mathematics Learning (RCML), Association of Mathematics Teacher Educators (AMTE), National Council of Supervisors of Mathematics (NCSM), Minnesota Council of Teachers of Mathematics (MCTM).

    Activities in NCTM: Member (2012–13) and chair (2013–14), Mathematics Teaching in the Middle School (MTMS) Editorial Panel; member, Emerging Issues Committee (2010–12); CAEP/NCTM review team leader, Council for the Accreditation of Educator Preparation (2004–present); NCTM representative, Committee on Research for Undergraduate Mathematics Education (Mathematical Association of America) (2002–04); presenter, multiple annual meetings and regional conferences.

    Other Activities: RCML: president (2011–13) and vice president of conferences (2002–04); MCTM: vice president of mathematics (2009–12).

    Publications: Coauthor: “Supporting Teachers’ Effective Use of Curricular Materials,” NCSM Journal of Mathematics Education Leadership (2012); “Tailoring Tasks to Meet Students’ Needs,” MTMS (2011); “Strengthen Your Mathematical Muscles,” Teaching Children Mathematics (2010); “Developing Curricular Reasoning for Pre-K–12 Mathematics Instruction,”Contemporary Issues in Mathematics Curriculum (2010 NCTM Yearbook).

    Statement: I appreciate NCTM’s roots and have a desire to work with others to build on this foundation to promote NCTM’s vision of highest-quality mathematics teaching and learning for all students. While NCTM will always provide opportunities for teachers at all levels, it is especially important to develop initiatives that empower early childhood (including birth to age 5) mathematics teachers and support emerging mathematicians. With respect to instructional materials, the dynamic and changing nature of technology creates a need to generate educational resources that continue to endorse purposeful technology use.

    Although NCTM’s size provides the organization visibility and power, it can also make it challenging for members to be active contributors. Ongoing networking opportunities through conferences and institutes, committee work, and social media are important for helping members develop meaningful roles in the organization. Through my involvement in NCTM, I have gained knowledge about the significance of NCTM serving as the voice of mathematics education, the importance of NCTM working with other professional organizations to promote mathematics education, and the methods NCTM uses to accomplish tasks. This knowledge, along with my teaching, research, and service experiences in birth-to-college mathematics education, has prepared me to serve the membership and to carry out NCTM’s mission.