Cathery Yeh
Candidate
for Director, At-Large
Position: Chapman
University (Orange, California) Assistant Professor of Mathematics Education
(2016–present)
Education: BS
(psychology), MEd (urban education), University of California, Los Angeles; PhD
(mathematics education, Chicano/Latino Studies graduate emphasis), University
of California, Irvine (UCI)
Previous Experience:
California State University, Fullerton, Foundational Level
Mathematics Program Coordinator (2015–2016); UCI Researcher (2011–2016); Los
Angeles Unified and Cypress Schools Public School Teacher (2000–2010)
Memberships: National
Council of Teachers of Mathematics (NCTM); Association of Mathematics Teacher
Educators (AMTE); TODOS: Mathematics for All; California Mathematics
Council-South
NCTM Activities: Publishing
Committee (2018, 2008); Conference Committee; Teaching Children Mathematics Editorial Panel (2015–2019),
Postscript Department Editor (2012–2015), Problem Solver Department Editor (2006–2008)
Other Activities: TODOS
Conference Committee (2018)
Publications: Twenty-plus articles in Teaching Children Mathematics and Mathematics Teacher: Learning and Teaching
Mathematics PK–12; Catalyzing Change
in Early Childhood and Elementary School (NCTM 2020); Co-author: Reimagining the Mathematics Classroom (2016)
Honors: AMTE
Star Fellow (2017); UCI Mentoring Award (2015); Cypress School Teacher of the
Year (2009); Lurie Center Teaching Award (2007)
Statement: We
are living and teaching in a historic moment. As educators, we cannot go back
to normal. Mathematics education must reframe and transform ideologies and
practices around engagement, ability, and leadership that perpetuate social
inequities. Critical change requires critical connections. NCTM must continue
to honor the gifts that students, teachers, families, and communities bring to
the table and to lead conversations with intention and care that promote
collaboration and shared learning across stakeholders.
NCTM has been an integral part of my professional journey.
As a classroom teacher, I made home visits and co-taught mathematics lessons
with families and community-based organizations. Now, as a teacher educator,
researcher, and writer, I have the privilege to work in urban, suburban,
bilingual, inclusive, and special education classrooms. These experiences drive
my commitment to serve and to promote systemic changes that support students
and teachers to flourish.
As a Board member, my priorities will be to continue to
advance social justice from a systemic approach by putting teacher and student
voices at the forefront and strengthening the diversity of representation in
leadership, speakership, and authorship; spotlighting promising practices and
policies that challenge the legacy of segregation with/in mathematics that
denies access to meaningful learning for too many students; and strengthening
partnerships to transform mathematics education by extending membership and
professional engagement opportunities to parents and community organizations. I
bring to the NCTM Board experience working with a broad range of education
stakeholders as well as a deep humility and an enduring commitment to serve,
listen, and learn.