Zandra de Araujo
Candidate for Director, At-Large
Position: University of Missouri (MU) Associate Professor (2012–present)
Education: PhD (mathematics education), University of Georgia; MEd
(mathematics education), University of Central Florida; BS (mathematics),
University of Florida
Previous
Experience: University of Georgia Graduate
Assistant (2008–2012); Athens Technical College (Georgia) Adjunct Instructor
(2011–2012); Orange County (Florida) Public Schools Mathematics Teacher (2003–2008)
Memberships: American Educational Research Association; Association of
Mathematics Teacher Educators (AMTE); Missouri Council of Teachers of
Mathematics; National Council of Teachers of Mathematics (NCTM); NCSM; TODOS:
Mathematics for All
NCTM
Activities: Facilitator, NCTM Algebra
Institutes (2012–2014), and Algebra for All (2016–2020); Mathematics Teacher Educator Editorial Panel (2019–present)
Other
Activities: TODOS
Director (2018–present),
Chair of Advocacy Committee (2020–present); AMTE Associate Vice-President of
Advocacy (2019–present)
Publications: Author: The Mo(ve)ment
to Prioritize Antiracist Mathematics: Planning for This and Every School Year
2020 (TODOS position statement 2020); “Fostering Collaboration with the Flip,” Mathematics Teacher: Learning
and Teaching PK–12 (2020); Putting
Essential Understanding of Expressions and Equations into Practice, Grades 6–8 (NCTM
2018); Guest Editor: Teaching for
Excellence and Equity in Mathematics: Special Issues on Multilingual Learners
(TODOS 2020)
Honors: AMTE Early Career Award (2020); MU Early Career Excellence
Award (2019)
Statement: NCTM has the potential to harness the power of a collective
of individuals working toward a common goal. We must advocate with and for
teachers while also equipping them to advocate for the resources, support, and
respect they deserve. This requires us to critically examine whose voices we
listen to and elevate as an organization—no easy task given the decline of
memberships in professional organizations. NCTM must not wait for people to
come to it; NCTM must proactively reach out to the community. We must develop
resources that teachers need (and want), in easily accessible formats, so that teachers
gain value from being a member. Drawing on the wealth of resources developed over the last 100 years,
NCTM could deliver daily or weekly problems or actionable teaching ideas in
alignment with Catalyzing Change.
As a
first-generation college graduate and daughter of immigrants, I have
encountered many challenges navigating spaces that were not designed by and for
people like me. I am thankful for these experiences because they have fueled my
desire to make things better for those who come after me. My background and
experiences reflect my commitment to equitable mathematics instruction, and I
will bring my knowledge and perspective to the Board to ensure NCTM elevates
voices in and advocates for marginalized communities.