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  • Eric Milou

    Eric Milou

    Candidate for Director, At-Large

    Position: Professor (mathematics), Rowan University (1997–).

    Education: B.A. (mathematics), Franklin and Marshall College; M.A. (mathematics), West Chester University; Ed.D. (mathematics education), Temple University.

    Memberships: NCTM, National Council of Supervisors of Mathematics (NCSM), TODOS: Mathematics for ALL, Association of Mathematics Teachers of New Jersey (AMTNJ), California Mathematics Council, Association of Mathematics Teacher Educators (AMTE).

    Activities in NCTM: Member: Conference Program Development Advisory Group (2012–15), High School Sense Making Media Cluster Editorial Panel (2012–14), Professional Development Task Force (2008–09), and Program Committee, Annual Meeting, Philadelphia (2004); chair, Professional Development Services Committee (2009–10); program chair: Annual Meeting, Atlanta (2007), and Regional Conference, Somerset (New Jersey) (2001).

    Other Activities: NCSM: regional director, Eastern 2 Region (2012–14); AMTE: chair, Membership Committee (2012); AMTNJ: president (2005–06).

    Publications: Coauthor: digits (middle-grades mathematics curriculum) (Pearson 2012), “Unit Fractions and Their ‘Basimal’ Representations: Exploring Patterns,” Mathematics Teacher (NCTM 2004), Teaching Mathematics in the Middle School: A Practical Guide (Allyn and Bacon 2003), “High School Exit Exams across the Nation,” NCTM News Bulletin (2003).

    Honors: Joseph A. Barnes Award for Outstanding Service, Rowan University (2015); Max Sobel Outstanding Mathematics Educator Award, AMTNJ (2009).

    Statement: Perhaps never before in the history of NCTM have teachers of mathematics faced a greater set of challenges all at the same time. Three of these challenges include (1) implementing the Common Core State Standards and Mathematical Practices effectively, (2) preparing for new national or state-developed assessments, and (3) responding to increased levels of teacher accountability. Our Council must maintain strength in its leadership and advocacy to address all of these major challenges and provide clear guidance and support for the membership. The politics and implementation of both the Common Core and new assessments have been major challenges to teachers, and NCTM must use its resources in new ways, such as providing intensive sustained professional development on Principles to Actions via electronic means and designing additional electronic resources (video library, digital lessons) to better support “on the ground” teachers, who must implement these challenges.

    Moreover, with the growth of online communities like the Math Twitter Blogosphere (MtBoS), NCTM must leverage the expertise of those in the MtBoS to design and develop strategic professional development opportunities that capitalize on the amazing potenetial of the MtBoS and at the same time bring into the organization (and thus increase membership) a new generation of millenials—both students and teachers.