Join Now
View Cart
NCTM Store

  • Linda Ruiz Davenport

    Linda Ruiz Davenport

    Director, At-Large

    Position: Director of K–12 mathematics, Boston Public Schools (BPS), Boston, Massachusetts.

    Education: B.A. (liberal arts and history of mathematics), University of Texas at Austin; M.Ed. and Ph.D. (mathematics education), University of Washington.

    Previous Experience: Director of elementary mathematics, BPS (2000–14); senior research associate, Education Development Center, Newton, Massachusetts (1993–2000); assistant professor of mathematics education and research associate for the Center for Urban Research in Education, Portland State University (Oregon) (1988–93); mathematics teacher (junior high and high school), Austin (Texas) Independent School District (1975–79).

    Memberships: NCTM, National Council of Supervisors of Mathematics (NCSM), TODOS: Mathematics for ALL; Association of Teachers of Mathematics in Massachusetts; American Educational Research Association (AERA); Phi Delta Kappa.

    Activities in NCTM: Chair, Emerging Issues Committee (2009–11 and member, 2008–11); member, Task Force on Research Access (2007–09); presenter at multiple annual and regional meetings (1992–).

    Other Activities: NCSM: editor, Journal for Mathematics Education Leadership, and board member (2009–13); Massachusetts Department of Elementary and Secondary Education: member, Mathematics Science Advisory Council (2009–11); AERA: co-chair, SIG Research in Mathematics Education (2001–03).

    Publications: Author, “What Does It Take to Learn from and through Curriculum Materials?” in Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction (Taylor & Francis, 2008); coauthor: Principals in Partnership with Math Coaches (National Association of Elementary School Principals, 2009), Fostering a Stance of Inquiry among Teachers: Professional Development in Mathematics Education (Education Development Center, 2001); contributor, Supporting Implementation of the Common Core State Standards for Mathematics: Recommendations for Professional Development (North Carolina State University, 2012).

    Statement: The Common Core State Standards for Mathematics have been released, many states are revisiting and refining those standards, and these frameworks are taking hold in many districts. NCTM’s Principles to Actions is now available to support the enactment of these standards. How can these resources be used to help greater numbers of students graduate from high school, college and career ready, especially in our urban districts, where many students are currently underperforming in mathematics?

    These are exciting times for mathematics education. With our mathematics frameworks and Principles to Actions, we now have opportunities to create shared visions for mathematics teaching and learning across the pre-K–12 spectrum. These shared visions have the potential to strengthen collaboration among teachers and administrators, increase respect for the work of colleagues at other grade levels, and support the movement of powerful instructional strategies up and down the grade levels.

    To the NCTM Board, I bring my experience in a large urban district, my knowledge of mathematics teaching and learning, pre-K–12, and my passion for equity and excellence for all. I am eager to serve the membership of NCTM and help address its mission.