Kyndall Brown

  • Kyndall Brown

    Kyndall Brown
    Candidate for Director, At-Large

    Position:  California Mathematics Project Executive Director (2012–present).

    Education:  PhD (education), University of California, Los Angeles; MA (mathematics education), California State University, Dominguez Hills; BS (mathematics), University of California, Irvine

    Previous Experience:  UCLA Mathematics Project Site Director (2005–2012), Mathematics Project Co-Director (1999–2005); Los Angeles Unified School District Secondary Mathematics Resource Teacher (1998–1999), Secondary Mathematics Teacher (1985–1998).

    Memberships:  National Council of Teachers of Mathematics (NCTM); Benjamin Banneker Association; California Mathematics Council; Greater Los Angeles Mathematics Council; TODOS: Mathematics for All

    NCTM Activities:  NCTM Professional Development Services Committee (2013–2016); Hartford Regional Conference Chair (2018); Program Development Group (2019–present)

    Other Activities:  Rehumanizing Mathematics for Black, Indigenous, and Latinx Students Editorial Board (2018); TODOS: Mathematics for All Board of Directors (2016–2018); Benjamin Banneker Association Board of Directors (2019–present)

    Publications:  Co-author: “From Novice to Expert: Experiences That Promote the Retention of Mathematics Teachers in Urban Schools,” Monograph:Mathematics Teacher Retention (2012); “Toward a Culturally Relevant and Responsive Mathematics Pedagogy,” Communicator (2015); “Tensions and Opportunites When Implementing Social Justice Mathematics Tasks: A Commentary on Felton-Koestler’s Case,” Cases for Mathematics Teacher Educators: Facilitating Conversations about Inequities in Mathematics (2016); “Dispositions of First Year Teachers Who Teach Mathematics for Social Justice,” Journal of Multicultural Affairs (2016); “Social Justice in Mathematics Education: Acknowledgement-Action-Accountability.” Journal of the California Mathematics Project (2017); “Promoting Self Love and Knowledge in Mathematics for African American Students,” The Lighthouse Almanac (2018); “Equity for All Students in the Mathematics Classroom, Communicator (2020).

    Honors:  Los Angeles Chamber of Commerce Teacher of the Year (1997)

    Statement:  An initiative that NCTM can undertake would be to partner with NCTM affiliates TODOS: Mathematics for All, the Benjamin Banneker Association (BBA), and Women in Mathematics Education (WME) to develop professional learning offerings focused on humanistic, anti-racist teaching in mathematics. These can take the form of two- or three-day institutes offered during the summer. Professional development can be presented virtually as a webinar or podcast.

    One major challenge that NCTM faces as an organization has been the declining attendance at annual meetings and regional conferences. I believe that NCTM must continue to explore ways to personalize the conference experiences for teachers. Team Time sessions would allow for teams of teachers who attend the conference together to identify problems of practice at their schools that they want to address.

    I look forward to applying my years of experience as a mathematics educator to furthering the goals of NCTM.