Delise R. Andrews
Grades 3–5 mathematics coordinator, Lincoln Public Schools (LPS), Lincoln, Nebraska (2011–).
BS (elementary education), MAT (middle level mathematics), University of Nebraska–Lincoln (UNL).
Special appointment lecturer, UNL (2009–2017); grades 3–5 mathematics teacher leader (2006–2011), math interventionist (2006–2008), and elementary level classroom teacher (1998–2006), LPS; grades 1-8 classroom teacher, Brown County District 7, Ainsworth (Nebraska) (1995–1997); grades 4-8 classroom teacher, Cherry County District 7, Wood Lake (Nebraska) (1994–1995).
NCTM, National Council of Supervisors of Mathematics, Nebraska Association of Teachers of Mathematics.
Leadership Experiences in Mathematics Education:
Chair, Annual Program Committee, St. Louis (2020), member, Regional Program Committee, Hartford (2018), member, Innov8 Conference Program Committees, Las Vegas (2017) and St. Louis (2016), member, Summer Institute Planning Committee (2016–2017), facilitator, Institutes (2016–2017), referee (2016–), journals (NCTM); member, Nebraska State Assessment Item Writing and Bias Review Committees (2017, 2019); panelist, Nebraska State Selection Committee for the Presidential Awards for Excellence in Mathematics and Science Teaching (2018) (PAEMST); panel chair (2014), panelist (2012), National Selection Committee for PAEMST; master teacher, NebraskaMATH (2009–2017).
Feature article coauthor, “Refining Planning: Questioning with a Purpose,” Teaching Children Mathematics (2018); coauthor, “One District’s Journey to Promote Access and Equity,” New England Mathematics Journal, XLVII (2015); author, “Integer Operations Using a Whiteboard,” Mathematics Teaching in the Middle School(2011).
Robert Noyce National Science Foundation Master Teaching Fellowship (UNL, 2011–2016); Don Miller Math Recognition Award (Lincoln Rotary Club 14, 2014); R. L. Fredstrom Leadership Award (LPS, 2013); Presidential Award for Excellence in Science and Mathematics Teaching (2006).
Statement: NCTM and other
leaders in mathematics education have written extensively about the destructive
impact of tracking, but the problem persists. Evidence suggests tracking really
begins with ability grouping in elementary math classes. However, establishing effective
heterogeneous classroom structures and organizing truly equitable learning
experiences for each and every student can be difficult in resource-constrained
schools and districts.
With such publications as the Catalyzing
Change series, NCTM has invested in
deepening our understanding of this issue. As a member of the NCTM Board, I
would advocate that we build on that work by developing concrete resources to
support teachers, schools, and districts in designing the necessary structures
to truly eradicate tracking in mathematics. My experience, both in the
classroom and at the district level, will enable me to champion the perspective
of those who are at the front lines of this critical work: classroom teachers.