Ben Sinwell

Candidate for Director – High School

Position

High School Mathematics Teacher, Anderson School District 4, South Carolina (2009-Present)

Education 

Ed.D. (Curriculum and Instruction), University of South Carolina; M.Ed. (Mathematics Education), Boston University; B.A.(Biology) Vassar College

Previous Experience

Mathematics Teacher, Northwood High School, Maryland (2006-2009); Mathematics Teacher, Howard University Middle School of Mathematics and Science, Washington, DC (2005-2006); Instructor, Park City Mathematics Institute (2003-2008); Mathematics Teacher, Chelsea High School, Chelsea, MA (2001-2005)

Professional Memberships

National Board for Professional Teaching Standards (NBPTS) Certified (2008-Present), National Council of Teachers of Mathematics (NCTM); South Carolina Council of Teachers of Mathematics (SCCTM); American Mathematical Society (AMS)  

Leadership Experiences in Mathematics Education

Professional Development Group, Virtual Conference (2023-2024), Regional Program Committee Chair (2021-2022), Centennial Program Committee Member (2018-2019), Annual Program Committee Member (2017-2018), Professional Development Institutes/Workshops Facilitator (2011-2019), Nominations and Elections Committee Member (2013-2015) Chair (2015-2016), Mathematics Teacher Editorial Panel (2008-2011), NCTM; Curriculum Writer (2017-2021), Illustrative Mathematics; South Carolina High School Mathematics Standards Task Force Member (2014-Present); SAT Mathematics Content Review Committee (2014-Present), College Board

Publications

Author/Coauthor: Connecting Hexagon Constructions and Similarity, Mathematics Teacher (2019); Applications of Algebra and Geometry to the Work of Teaching. AMS and IAS/PCMI (2015); Probability Through Algebra. AMS and IAS/PCMI (2015); Creating recursive patterns using trains, Resources for Teaching Discrete Mathematics, MAA Notes (2009); Using NBA statistics for box and whisker plots, Illuminations (2008); Fibonacci trains, Illuminations (2008); Counting the trains, Illuminations (2008); Chebyshev polynomials: Patterns and derivation. Mathematics Teacher (2004).

Honors

Fishman Prize for Superlative Classroom Practice Finalist (2012); Teacher of the Year, Northwood High School (2008-2009); ETS Recognition of Excellence (2005); Mathematics: Content Knowledge Travel Grant Awardee, ICME-10 (2004); Attracting Excellence to Teaching, Massachusetts (2001-2003)

Statement

NCTM has made access and equity a major focus for well over a decade. I have spent my entire high school teaching career working in Title I high schools, and I have seen firsthand how equitable teaching practices can empower all students to be successful learners of mathematics. NCTM could provide professional learning opportunities focused on equitable teaching practices, including the creation of free online courses, to help accomplish its mission of supporting teachers and engaging their strategic framework of “access, equity, and empowerment.” One of the greatest challenges facing NCTM is the teacher shortage. NCTM can address the issue by engaging its membership around the topic of mentoring and reaching out and supporting its Affiliates to recruit and/or train mentors at the state and local levels. Additionally, they can provide members with professional learning opportunities in equitable teaching practices, which can create equitable learning outcomes and have been shown to improve teacher retention.

My varied leadership experiences in mathematics education, within and outside of NCTM, speak to my passion and commitment to NCTM and mathematics education. These experiences have given me the opportunities to engage in partnerships, build trust, and establish lasting relationships with mathematics educators, mathematicians, classroom teachers, and other stakeholders in mathematics education. My communication skills, trustworthiness, and expertise will make me a valuable addition to the NCTM Board.