Delise R. Andrews

  • Desiree Harrison

    Delise R. Andrews
    Candidate for Director
    Central Region

    Grades 3–5 mathematics coordinator, Lincoln Public Schools (LPS), Lincoln, Nebraska (2011–).

    BS (elementary education), MAT (middle level mathematics), University of Nebraska–Lincoln (UNL).

    Previous Experience:
    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).

    Professional Memberships:
    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).

    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.