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  • DeAnn Huinker

    DeAnn Huinker

    Director, At-Large

    Position: Professor (mathematics education), University of Wisconsin–Milwaukee (UWM) (2004–), and director, Center for Mathematics and Science Education Research, UWM (1999–).

    Education: B.S. (middle school mathematics) and M.S. (mathematics for elementary and middle schools), University of Northern Iowa; Ed.D. (mathematics education), University of Michigan.

    Previous Experience: Associate professor and assistant professor, UWM (1990–2004); classroom teacher, Spencer (Iowa) Community Schools.

    Memberships: NCTM, National Council of Supervisors of Mathematics, Association of Mathematics Teacher Educators (AMTE), TODOS: Mathematics for ALL, Benjamin Banneker Association, Wisconsin Mathematics Council (WMC), Research Council for Mathematics Learning, American Educational Research Association.

    Activities in NCTM: Member: Principles to Actions Professional Learning Toolkit development team (2014–), Principles to Actions Writing Team (2012–14), Addenda Series Institute Task Force (1992–94); chair, Teaching Children Mathematics Editorial Panel (1997–99 and member, 1996–99); program co-chair, Regional Conference (Milwaukee) (1995–97 and Program Committee member, 1993–97); presenter at multiple Interactive Institutes (2014–) and annual meetings (1991–).

    Other Activities: AMTE: Teacher Preparation Standards Committee (2015–), conference program chair (2002–03), Conference Committee (2001–03), listserv manager (1997–2000); Milwaukee Mathematics Partnership (NSF-MSP grant): principal investigator (2003–12); WMC: board member (1990–96), journal editor (1993–98); Milwaukee Area Mathematics Council: president (1993–95); WGBH: teaching math video library advisor (1992–95).

    Publications: Writing team member, Principles to Actions (2014); development team member, Principles to Actions Professional Learning Toolkit (2016); coauthor, Navigating through Number and Operations in Grades 3–5 (2007); editor, Mathematics Assessment Sampler Pre-K–2 (2006); author or coauthor of multiple articles (1989–2014).

    Honors: Wisconsin Distinguished Mathematics Educator (2008).

    Statement: NCTM provides vision and leadership for the highest quality of mathematics teaching and learning for each and every student. I welcome the opportunity as a Board member to further improve our work as teachers, teacher leaders, researchers, and mathematics education professionals. NCTM needs to increase its presence in the digital world while strengthening the value and worth of its messages by staying grounded in the needs of school mathematics and drawing attention to and communicating key research findings on mathematics learning.

    As an organization, NCTM can do more to lead, advocate, and support equitable teaching and learning of mathematics among all stakeholders. This includes focusing on initiatives and resources that promote a culture of access and equity in daily interactions of teachers with students, ongoing work of mathematics leaders and coaches, and policies enacted by school and district administrators. NCTM should also broaden its focus from “professional development” to “professional learning” with more attention on nurturing prospective teachers, an underserved constituency of the organization. A task force on building the next generation of teachers can consider resources, tools, and innovative ways to reach out to prospective teachers, such as providing access to blogs and online mentorships.

    My work as a lead writer for Principles to Actions reflects my commitment to effective teaching as the nonnegotiable core of high-quality mathematics programs. My passion is providing opportunities and resources for teachers to strengthen their use of instructional practices that build the mathematical identity, agency, and authority of each and every student in learning mathematics.