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:
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
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.