Join Now
View Cart
NCTM Store

  • Kay A. Wohlhuter

    Kay A. Wohlhuter

    Director, At-Large

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

    Education: B.A. (mathematics) and 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: Chair (2013–14) and member (2012–13), 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 at 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: Inspired by NCTM’s rich history, I welcome all opportunities as a Board member to promote NCTM’s vision of highest-quality mathematics teaching and learning for all students. Accessible and enhanced mathematical learning is possible through integrating mathematics across the curriculum. Initiatives need to expand previous integration work to determine how content area commonalities foster the teaching and learning of ideas unique to a given discipline. As NCTM works with other content professional organizations to encourage and to model meaningful content integration, we hope for scenarios where art students see themselves as mathematicians and mathematics students see themselves as writers. Mathematics accessibility also relates to the need for initiatives that empower early childhood (including birth to age 5) mathematics teachers and support emerging mathematicians.

    Although NCTM’s size provides the organization with visibility and power, the size can make it challenging for an individual member to be an active contributor. Ongoing networking opportunities through conferences, institutes, committee work, and social media are important for helping members develop meaningful roles in the organization. Through my NCTM involvement, I have grown professionally while working with and learning from others. These experiences, along with my teaching, research, and service endeavors in birth-to-college mathematics education have prepared me to serve the membership and carry out NCTM’s mission.