Shelly M. Jones

Candidate for Director – At-Large

Position
Professor, Mathematics Education, Central Connecticut State University 

Education  

Ph.D., Mathematics Education, Illinois State University

Previous Experience

Mathematics Supervisor, Middletown Public Schools, Connecticut (2005-2006); Mathematics Supervisor, Ansonia Public Schools, Connecticut (2004-2005); Assistant Director of Mathematics, PIMMS, Wesleyan University (2000-2004); Mathematics Teacher, Bridgeport Public Schools, Connecticut (1991-1997)

Professional Memberships

Association of Mathematics Teacher Educators (AMTE); Associated Teachers of Mathematics in Connecticut (ATOMIC); Benjamin Banneker Association (BBA); Connecticut Council of Leaders of Mathematics (CCLM); NCSM Leadership in Mathematics Education; National Council of Teachers of Mathematics (NCTM)

Leadership Experiences in Mathematics Education

President (2020-Present), Northeast Regional Director (2018-2020), Secretary (2016-2018), BBA; Executive Committee (2021-2023), Conference Board of Mathematical Sciences (CBMS); Education Advisory Board Member (2021-Present), Mathkind; Content & Learning Advisory Committee (2023-Present), Publishing Committee (2022-2023), NCTM; Nominations and Elections Chair (2021-2023), Position Papers Editor (2018-2021), NCSM Leadership in Mathematics Education

Publications

Co-Author, Using children’s literature to develop students’ mathematics identities in the mathematics classroom. MAA Focus (April/May 2023); Co-Author, Engaging in culturally relevant math tasks: Fostering hope in the elementary classroom (2022); Author, Women Who Count: Honoring African American Women Mathematicians, (2019)

Honors

Connecticut Council of Leaders of Mathematics Betsy Carter Award (2022); ATOMIC Mari Muri Award (2021), Mathematically Gifted and Black Circle of Excellence Honoree (2019)

Statement

NCTM has made significant strides in effectively providing a diverse array of resources for its members, ensuring access to high-quality mathematics curricula and effective teaching for all students. However, our collective efforts, from classroom teachers to administrators and other stakeholders, remain pivotal in enhancing access, equity, and empowerment in both in-school and out-of-school math spaces.    

In the words of Gloria Ladson-Billings (2009), culturally relevant teaching is a pedagogy that empowers students by utilizing cultural references to convey knowledge, skills, and attitudes. Recognizing the indispensable role of parents in providing the cultural context that teachers require, I firmly believe that NCTM has untapped potential to create avenues for parents and community members to actively participate in the mathematics education community.    

My vision for NCTM includes championing the inclusion of all stakeholder voices at the decision-making table. The involvement of community members is not just welcomed but essential. In collaboration with Affiliate groups and local community organizations, NCTM can:   

• Co-plan out-of-school Math/STEM/STEAM events.
• Facilitate parent/community member sessions and panel discussions at state Affiliate and regional conferences.  

If elected to the NCTM Board of Directors, I bring two decades of experience working with nonprofit organizations dedicated to mathematics education. My commitment lies in fostering culturally relevant mathematics education, and I am enthusiastic about the prospect of contributing to the continued success and inclusivity of NCTM.  

Thank you for considering my candidacy.