Cathy Seeley

To make lasting improvements in mathematics education there must be collaboration between educators, mathematicians, scientists, policymakers, school administrators, business people, and families. A willingness to listen to one another and to respect differences is essential if we hope to create strong connections among these groups. (News Bulletin, April 2006)

Cathy Seeley

Technological innovations, such as calculators and computers, are powerful tools that should be used to help students learn more mathematics. Educators and schools have specific responsibilities related to the use of such tools. For instance, teachers must determine when the use of technology is appropriate and they must learn how to use it most effectively. In turn, schools must consider how access to technology will affect the achievement gap and determine how to provide all students with equal access to technology. (News Bulletin, March 2006)

Cathy Seeley

In too many schools, teachers are expected to "set aside" their mathematics programs to prepare students for state tests. The truth is that students in a well-balanced mathematics program are likely to do well on state tests with or without special test-prep strategies. (News Bulletin, January/February 2006)

Cathy Seeley

Mental math is an important dimension of mathematical knowledge that doesn't get the attention it deserves. The time has come to invest more of our efforts in helping students build their mental math skills. (News Bulletin, December 2005)

Cathy Seeley

An introduction to the 2005-06 Professional Development Focus of the Year--assessment. When we assess to learn, we seek information that allows teachers to find out what students know in order to improve their mathematics learning. This means learning to assess all kinds of important mathematical knowledge. (News Bulletin, September 2005)

Cathy Seeley

I was a mediocre student in arithmetic until I took Mr. Bender's class. (News Bulletin,November 2005)

Cathy Seeley

In the current bestseller The World Is Flat, New York Times columnist Thomas L. Friedman proposes that around the world the playing field is becoming level, especially with respect to jobs. Can mathematics educators help the United States' work force keep its competitive edge? (News Bulletin, October 2005)

Cathy Seeley

For many years we have raised the cry, "Close the achievement gap!" Yet the achievement gap endures. The reality is too many students never have an opportunity to develop their mathematical knowledge to its fullest potential. (News Bulletin, July/August 2005)

Cathy Seeley

It's oversimplified, unrealistic, and unfair to try to raise students' achievement in mathematics simply by putting pressure on teachers to "try harder." (News Bulletin, May/June 2005)

Cathy Seeley

Federal policymakers and the public have raised a call for teaching and decision making in schools to become more evidence-based—to use research to guide our practice. As educators, we welcome this call. After all, what we care about most is how well our students learn. (News Bulletin, April 2005)

Cathy Seeley

An increasing number of schools are choosing to offer, or require, a course in algebra for students in grade eight. While the motivation for pushing algebra down is admirable, it may not be the best solution for our students. (News Bulletin, March 2005)

Cathy Seeley

Each school year, we have two chances for renewal—the beginning of the school year and the beginning of the new calendar year. (News Bulletin, January/February 2005)

Cathy Seeley

Educators generate tremendous power by talking to one another and working together. Articulation and collaboration are important tools for making lasting systemic change. (News Bulletin, December 2004)

Cathy Seele

Many excellent teachers have discovered that their students can be more successful when they are engaged in doing mathematics rather than watching their teacher do mathematics. (News Bulletin, November 2004)

Cathy Seeley

In today's world, the mathematics that we teach needs to be deeper than what was once taught, but what exactly does "deeper" mean? (News Bulletin, October 2004)

Cathy Seeley

We can foster the development of algebraic thinking by making it a part of the mathematics curriculum from prekindergarten through high school. (News Bulletin, September 2004)

Cathy Seeley

 Mathematics education professionals have opportunities and responsibilities to shape the influence of accountability on mathematics learning. (News Bulletin, July/August 2004)  

Cathy Seeley

After teaching in Colorado, Texas, and on the other side of the world in Burkina Faso, West Africa, NCTM's new president has come to believe that the solution to every problem begins with learning and education. (News Bulletin, May/June 2004)