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Desha L. Williams, Candidate for Director, At-Large

  • Desha Williams

    Desha L. Williams

    Candidate for Director, At-Large

    Position: Associate professor (mathematics education) (2012–) and interim chair, Department of Secondary and Middle Grades Education (2016–), Kennesaw State University (KSU).

    Education: B.S. (mathematics), Morris Brown College; M.Ed. and Ph.D. (mathematics education), Georgia State University.

    Previous Experience: Director, Woodrow Wilson Teaching Fellowship, KSU (2013–16); assistant professor (mathematics education), KSU (2007–12); clinical instructor, Georgia State University (2003–07); mathematics teacher, Rockdale County High School, Conyers, Georgia (1999–2003).

    Memberships: NCTM, Association of Mathematics Teachers Educators.

    Activities in NCTM: Program chair, Annual Meeting (San Francisco) (2014–16); presenter, Annual Meeting (Boston) (2015); member: Program Committee, Annual Meeting (New Orleans) (2012–14), Local Arrangements Committee, Annual Meeting (Atlanta) (2006–07); chair, Affiliate Services Committee (2010–11 and member, 2008–11).

    Other Activities: University of Texas–Dallas: mathematics programs reviewer (2016); Teacher Educator Quarterly (2015–): referee; Journal of Urban Mathematics Education: referee (2008–); NCTM/CAEP: program reviewer (2014–).

    Publications: Author: "Hair Braiding" (Mathematics Teaching in the Middle School, 2011), "The Impact of Student Teaching in an Urban Environment on the Development of Teachers' Identities" (Journal of Urban Teaching, Learning, and Research, 2009), "The What, Why, and How of Contextual Teaching in a Mathematics Classroom," (Mathematics Teacher, 2007).

    Honors: Distinguished Faculty for Professional Services (Bagwell College of Education KSU, 2013), Advancing the Teaching of Mathematics and Science Fellowship (KSU, 2010–12), Distinguished Dissertation in Teacher Education (Georgia Association of Teacher Educators, 2008).

    Statement: Maintaining and expanding membership is a challenge for NCTM. The age of technology has created avenues for teachers to access information that was once available only within NCTM resources. Partnering with nontraditional organizations—for example, career/industry, diversity, and psychology organizations—to examine new ways of making NCTM an irreplaceable resource can lead the way to demonstrating value to new and seasoned teachers.

    Advancing advocacy and equity are initiatives that NCTM should address, asserting in a united voice that mathematics education recognizes, respects, acknowledges, and values the vastness of students' identities and their mathematical knowledge. The magnitude of the combinations and permutations in areas of diversity is mindboggling and beautiful. NCTM should ensure that this beautiful array is not lost in the teaching of mathematics but addressed and used to inspire mathematical greatness.

    Colleagues say I'm a cheerleader for mathematics education and a goal-driven leader. My attention to detail and strong belief in collaboration bring ideas to life and will be a resource that enables me to make a significant contribution if I am selected as a member of Board of Directors.