Karen Hyers

Candidate for Director – At-Large

Position

Mathematics Teacher, Tartan High School, Oakdale, MN (1997-Present).                

Education

M.Ed. (Mathematics Education) and M.S. (Mathematics), University of Minnesota-Twin Cities; B.A. (Mathematics), The College of Wooster, Wooster, Ohio

Previous Experience

Curriculum and Assessment Developer, College Board AP Calculus (2017-Present); Instructor and Coordinator, University of Minnesota Talented Youth Mathematics Program (2010-2011, 1991-1995); Teacher, Minneapolis Public Schools (1995-1997); Instructor, University of Minnesota (1989-1991)

Professional Memberships

National Council of Teachers of Mathematics (NCTM); NCSM: Leadership in Mathematics Education; Council of Presidential Awardees in Mathematics (CPAM); TODOS: Mathematics for ALL; Minnesota Council of Teachers of Mathematics (MCTM); Phi Beta Kappa; EduColor

Leadership Experiences in Mathematics Education

President (2020-2024), VP for High Schools (2014-2017), Conference Chair (2016-2017), and District Director (2011-2014), MCTM; Executive Board (2015-2019), CPAM; Newsletter Editor (2017-2019) and State Leader (2015-Present), NCSM; Conference volunteer (1997, 2004, 2007), NCTM; Grant recipient (2016), International Congress on Mathematics Education (ICME-13).

Publications

Writing team, NCTM-NCSM-ASSM publication on high school mathematics, Title TBD (2024); Author, Annotated Teacher’s Edition to Calculus for the AP Course, BFW (2024); Writing team, MAA-NCTM position statement on Calculus (2022); Coauthor, Frameworks for the Minnesota Mathematics & Science Standards (2011)

Honors

Presidential Award for Excellence in Science and Mathematics Teaching (2009)

Statement

As a classroom teacher, I have kept my professional feet firmly planted in the classroom while taking on leadership roles within my building, district, state, and national organizations. I do action research, modify procedures, analyze data, and lead by example. I look at the big picture without losing track of the details, ensure every voice is heard while managing a schedule, and focus on core essentials while being open to innovative ideas. These qualities would make me an asset to the NCTM Board.

Our teachers and learners need access to equitable and effective instruction. Teachers want practical, applicable ideas to incorporate into their routines. They want change built on research, which adapts to fit multiple settings, and can be implemented incrementally. Making bold vision statements is expected from NCTM; providing pathways to reach this vision can change the mathematics reality for all learners.

Existing NCTM resources (for example, the new Notice and Wonder Lesson Plans) are a starting point, but our members must be aware of them. Providing meaningful professional development that gives teachers tools to inspire and empower their learners is the goal. Determining what resources early career educators need to keep them in our schools must be a priority. Planning for networking and mentoring during in-person and online meetings is necessary. Working together, we can strengthen our collective practice.