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Melissa Boston

  • Desiree Harrison

    Melissa Boston
    Candidate for Director
    At-Large

    Position:
    Professor of mathematics education, Duquesne University, Pittsburgh, Pennsylvania (2006–).

    Education:
    BS (mathematics/secondary education), Grove City College (Pennsylvania); MA (mathematics), EdD (mathematics education), University of Pittsburgh (Pennsylvania).

    Previous Experience:
    Professor, Duquesne University (Pennsylvania) (2006–); assistant professor, Slippery Rock University (Pennsylvania) (2005–2006); research associate, University of Pittsburgh (Pennsylvania) (1998–2005); mathematics teacher, Butler Area School District (Pennsylvania) (1992–1998).

    Professional Memberships:
    NCTM, Association of Mathematics Teacher Educators (AMTE), National Council of Supervisors of Mathematics (NCSM), TODOS: Mathematics for ALL, Pennsylvania Council of Teachers of Mathematics, Pennsylvania Association of Mathematics Teacher Educators (PAMTE).

    Leadership Experiences in Mathematics Education:
    Series editor, Annual Perspectives in Mathematics Education (2017-2018), member, Principles to Actions Toolkit Development Team (2014–2016), associate editor, Mathematics Teacher Educator (2011–2015), chair (2009) and member (2006–2009), Student Explorations in Mathematics Committee (NCTM); member, Research Committee (2019–2022), member, Constitution and By-laws Committee (2011–2014) (AMTE); secretary (2008–2010), Board member (2010–2013), member, Elections Committee (2013–2016) (PAMTE).

    Publications:
    Lead author, Making Sense of Mathematics for Teaching to Inform Instructional Quality (Solution Tree 2019); coeditor and chapter author, Acknowledging Our Role in the Educational Debt: Working to Transform School Mathematics for Learners of Color (NCSM 2019 Monograph); lead author, Taking Action: Implementing the Effective Mathematics Teaching Practices Grades 9–12 (NCTM 2017).

    Honors:
    Outstanding Dissertation Award, Association of Teacher Educators (2008).

    Statement:
    By targeting outreach to high-need schools, NCTM can have a greater impact where it is needed most. Many rural, urban, and low-income schools need support in their efforts to provide rich curricular materials, instructional technology, instructional coaches, or professional development. Through new partnerships and initiatives, NCTM could make programs and resources accessible to mathematics teachers in high-need schools.

    Similarly, NCTM could reach out to community colleges, historically Black colleges and universities (HBCUs), and universities and colleges in rural areas. NCTM initiatives could support mathematics teaching in community colleges (so mathematics learning is not a barrier to students’ success) and promote accessible, affordable mathematics teacher preparation programs (as community colleges often collaborate with four-year institutions) to help diversify the teaching field. NCTM could also partner with HBCUs to recruit education students of color, provide support, and encourage student-affiliate groups.

    In advancing its mission of high-quality mathematics teaching and learning for each and every student, NCTM faces the challenge of making membership and resources accessible to a wider range of teachers, schools, and universities. As a member of the Board, I could support NCTM to tackle this challenge by promoting initiatives, partnerships, and professional development resources that provide access and inclusion for a broader audience.