Jennifer Suh

  • Desiree Harrison

    Jennifer Suh
    Candidate for Director
    At-Large

    Position:
    Professor, mathematics education, George Mason University, Fairfax, Virginia (2006–current).

    Education:
    BS (psychology) and MT (elementary education), University of Virginia, Charlottesville; PhD (mathematics education), George Mason University (Virginia).

    Previous Experience:
    Elementary classroom teacher, Loudoun County Public Schools (Virginia) (2000–2004); elementary classroom teacher, Fairfax County Public Schools (Virginia) (1996–2000); elementary classroom teacher, Department of Defense Dependent Schools, South Korea (1994–1996).

    Professional Memberships:
    NCTM, Association of Mathematics Teacher Educators (AMTE), National Council of Supervisors of Mathematics, American Education Research Association, Virginia Council of Teachers of Mathematics, TODOS: Mathematics for ALL.

    Leadership Experiences in Mathematics Education:
    Member, Professional Development Services Committee (2017–2020), facilitator, Productive Struggle Institute (2017), Numbers Institute (2014–2016), Lesson Study Course (2006–2007), designer, Activities with Rigor and Coherence (2013–2016), digital liaison, Teaching Children Mathematics editorial panel (2010–2013), advisor, Illuminations (2008–2010) NCTM; member, Emerging Issues Committee (2019–2022) AMTE.

    Publications:
    Author, 18 NCTM publications in Teaching Children Mathematics and Mathematics Teaching in the Middle School related to modeling, technology, and teaching practices; Modeling Mathematical Ideas (Rowman Littlefield); textbook author, Envision K–6, (Pearson).

    Honors:
    Programs That Work Award, Virginia Mathematics and Science Coalition, 2018; Claudia A. Balach Teacher Researcher Award, 2018.

    Statement:
    Teachers and coaches have the most success when they design and implement rich modeling tasks that are responsive to students’ backgrounds, experiences, and funds of knowledge. My extensive experience in facilitating Lesson Studies with teachers and coaches at all grade levels in diverse settings has shown me how teachers who are empowered to use authentic tasks and equitable teaching practices build access to challenging and meaningful mathematics for each and every student.

    As a Board member, I would advocate for an initiative called NCTM’s Multiplier Effect: Empowering Educators for Equitable Mathematics. By leveraging existing networked communities like MyNCTM, we can encourage current and new members who are teachers, coaches, university educators, and researchers to collectively work on specific problems of practice. These collaborative teams can showcase successes in student learning from diverse communities to illustrate what works, for whom, and under what conditions. Our members engaged in the collective inquiry can create this multiplier effect by sharing “visions of practices” through NCTM’s digital outlets, annual conferences, and publications. This deliberate and collective effort by NCTM to tap into the “geniuses” of our members will build an active community of teacher designers/researchers who can move us forward in realizing NCTM’s vision around mathematical proficiencies, practices, and participation. We will sustain and grow our membership by inviting educators to creating more rigorous opportunities to learn for all.