Future Leader Initial NCTM Annual Meeting Attendance Awards

  • Deadline: Nov 01, 2019

    Future Leader Initial NCTM Annual Meeting Attendance Awards

    Supported by the Edwin I. Stein Fund and NCTM


    Grades: PreK-5, 6-8, 9-12

    Information on this and all of NCTM's Mathematics Education Trust grants, scholarships, and awards can be found on our Grants page.



    Kelsey J. Williams Building Problem-Solvers Through Productive Struggle Productive struggle in mathematics affords students opportunities to improve problem solving skills, apply transfer skills, deepen their mathematics understandings, and clearly articulate their mathematics ideas to others. As mathema

    Renah Razzaq Collaborating to Close the Achievement Gap Every student deserves a well prepared, engaging teacher who can bring life to each and every lesson. The cliché, “You use math every time you balance a check book or go to the supermarket…” is not appropriate for high school or for the 21st century

    Abby Jensen Abby Jensen From Small Town to the Big City As a teacher moving from the small town world to an urban school I have a lot to learn about access, equity, and empowerment of math education. Attending this conference will help grow my personal tool box of math instruction as well as give me an op

    Stefanie R. Bordeaux Equity at New Hope through Personalized Learning Teaching and learning at New Hope is a wonderful, challenging experience. We have many goals as a school but promoting access and equity for all students is a top priority. While we have implemented practices to address social-emotiona

    Alexander J. Noguerola Struggling Students Deserve Better Teachers Teaching mathematics to students who struggle is challenging. It is even more challenging not being traditionally trained to teach mathematics. Yet, I must keep growing in order to become better. Why? Because mathematics can be a tool to


    Katelyn Anne Devine Striving for Successful Teaching and Learning Success in mathematics is more than being able to compute numbers and solve algorithms-it is being able to use and communicate mathematics to make sense of the world around us. The world in which we are preparing our students for is not ye

    Susan Lasiter Hammer Mathematics with an Equity Lens As teachers of our youngest learners, I believe that we have an obligation to instill a love of learning where our students are engaged, confident and willing to take challenges.  My current classroom of 14 students, representing 7 different cultures is

    Jennifer Nott Thompson So Many Questions, So Little Time School years come and go, but the same issues remain.  Students struggle.  Teachers can't find enough time to help them.   We know students need to wrestle with problems in order to grow.  However, many students seem to seem to lack the number sens

    Bob Janes Bridging Connecticut's Mathematics Gap Connecticut is the state with the largest gap in student achievement across socioeconomic status as measured by the 2011 NAEP, and I have had the privilege of working in an urban high school that serves many student on the lower end of this spectrum. I have

    Tomika Rochelle Altman-Lewis Mathematically Speaking 2.0: Utilizing Best Practices to Develop Mathematical Champions Dr. Rita Pierson provided the world with an inspiring Ted Talk that emphasized the importance of making connections. She emphasized that, “Kids don't learn from people they don't like.” Sh


    Maci Nelson Not all Questions are Good Questions: Equipping Teachers to Ask Questions to Deepen Student Understanding Through attending the NCTM conference, I would like to learn more about how to treat status problems in my classroom to create a place for equitable learning through effective group work. 

    Diane M. Mayer Differentiating Instruction in Algebra I All students have the capacity to learn, and all student deserve a learning environment that is safe, supportive, and leads to success. But what is the best way to deliver instruction uniquely tailored to each student's needs so that no student is fo

    Alexandra Otto Bringing Best Mathematical Practice to Rural Alaska Thousands of miles away from where many of you will be reading this lies an island off the coast of Alaska with a population that uses mathematics every day: in fishing, military applications, education, trades, and economics. We need to b

    Esther Y. Song Mathematics, Equity, and Education As mathematics teachers, we know that we are the gate keepers to professions that are often more lucrative. Will we also be gate openers? Questions like these are worthy of discussion and solutions, which is why I hope to attend the NCTM annual conference.

    Donna M. Wommack Building Teacher Capacity and Transforming Math Classrooms I believe building teacher capacity is the way to engage students in mathematically-rich discussions, develop meaningful math tasks, and increase critical thinking skills for all.  Teachers and students have great potential for le


    Mary Ann R. Parkes From Small Town to Big Conference: Expanding Professional Communities As a multi-grade teacher in a small rural school, there are no other middle level math teachers in the district to share ideas with. I find I miss the connection to mathematics education professionals that I had exper

    Linda Scoralick Improving Instructional Capacity through a Leadership Lens The goal of this proposal is to secure monetary assistance so that I may attend the Annual Conference in Boston this April. I believe that attending the conference will allow me to grow both personally and professionally, most spec

    Gwenette Edmonia Grady On Fire in Conceptualizing Mathematics Among Colleagues and Students Math is the key to opening doors for student success now and in the future! We, as educators, have to be on “FIRE” and create a passion for mathematics. The problems may be tough, but teachers must create an effect

    Sabine Raquel Moses Making Connections in Boston to Deepen Student Learning   I have been offered opportunities at my high school to take on a leadership role and would like to take advantage of this opportunity to capitalize on that. I am a third year teacher and feel I have a lot to learn from this con

    Crystal K. Luu Critical Thought and Transformational Love: Learning to Love the World in Secondary Mathematics Education   Jeff Duncan-Andrade stated, “we have to break the false binary between choosing an academically rigorous classroom and one that is geared towards social justice.” Motivated by Duncan


    Heather R. Bowman Future Leader Initial NCTM Annual Meeting Attendance Awards I have a great interest in engaging mathematics instruction. I teach at a Title 1 school and we are in our 3rd year of CCSS implementation. It is my goal to bring resources, engaging activities and rich tasks back to my campus

    Angela M. Principato Why I want to attend my first NCTM Annual Meeting If I am selected to attend the NCTM Annual Meeting, I hope to gain three things: ways to help my black males be more successful in mathematics, improved proficiency at utilizing my TI Navigator System in my classroom and networking w

    Christophe A. Huestis Improving Math Leadership My new position of leading the math department has changed the way I look at education, for me and my students. I have taught for 16 years, working hard in my classroom, finding success for my students however I can, hitting obstacles and overcoming them,

    Michelle M. Butturini Enhancing Student Learning I plan on using this grant to further my education in regards to Mathematics and Mathematics Leadership. As stated in the NCTM Teaching Principal, "Teachers must have frequent and ample opportunities and resources to enhance and refresh their knowledge."  T

    Connie L. Malueg Math Driven Leadership This proposal contains two primary objectives:  1. To enhance the knowledge and ability of the grant recipient to develop a thorough understanding of interventions for both low and high achieving students. Whether the students are high or low, a plan of act


    Amy Jean Nicholas Common Core and Standards Based Collaboration Opportunity My objectives in asking for this grant, to attend the NCTM Annual Conference, are to become more informed on a standards based, Common Core Curriculum, meet other professionals within my field for future networking and collaborat

    Suzanne Weider My Epiphany  I realized that what my struggling first graders needed was not just remediation; they needed a better math teacher. This realization has led me on a journey of introspection and a quest to seek the best ways to build number sense for students who struggle to make sense of th

    Bonnie Jean Schweizer Digging Deeper with Mathematics    Attending the 2013 NCTM Conference would be a wonderful opportunity for me as we adopt a new curriculum based upon the Common Core Standards. I teach in a rural district in Colorado where budgets are tight and professional development opportunitie

    Beth Erica Nickle Future Leader Initial NCTM Annual Conference Attendance Award I am writing this proposal in order to obtain the NCTM first attendee grant in order to attend the 2013 NCTM annual meeting in Denver, Colorado. I am an energetic math teacher of students with learning disabilities in an urban

    Shelly Renae Scheafer Fostering Early Numeracy Education The objective of this proposal is to acquire and share knowledge regarding early numeracy development, appropriate instruction, and early identification of at-risk students. It is the shared vision of a school community that makes the greatest scho

    Danielle LeAndra Brown Math Education Makes the World Go 'Round…And I Want to Hang On    My desire to be a more effective math educator in my rural Arizona school, which serves children of the Armed Forces, has prompted me to apply for this opportunity. The students I serve come from all over the world a


    Nicole S. Ferguson A True Teacher Never Stops Learning   Teaching in a low poverty school has proved worthwhile, yet challenging experience. Supplies are sometimes limited and many of the students are well below grade level. I am interested in learning how to differentiate my lessons so that all of my s

    Penny L. Lien Aspiring NCTM Annual Conference Award Winner I am applying for the NCTM Annual Meeting Attendance Award because of my deep passion for math and my desire to deliver the best possible instruction to my students. I teach in a rural district in Wisconsin where funds are tight. Without this gr

    Cynthia A. Devers Philadelphia Bound: Declaring Student Independence from Rote Learning Teaching in a school where three out of four students cannot reasonably expect their parents to assist them with homework, it is essential for teachers to have as many different skills as possible to correlate practi

    Debora K. McIntosh Incorporating NCTM's Resources and Strategies for Improved Mathematics Instruction and Student Achievement Attendance at the 2012 NCTM Conference is an excellent opportunity for a new Mathematics Specialist. The objective is to explore the current resources and strategies at the co

    Kami K. Dechant What I Learn Directly Benefits my Students Knowing that I need additional professional development and collaboration among math educators, I am applying for the future leader initial NCTM annual conference attendance award. This award will help fill gaps in my knowledge of the common cor


    Colleen M. Hier Math Skills in a Changing World-21st Century As the world we live in changes, the way we teach needs to change with it. By attending the NCTM Annual Meeting, I hope to learn new, innovative ways to teach the learners in my classroom. My experiences at the meeting will enable me to share a

    Penny M. Andrews Taking Pride in Learning Mathematics  All students need a sense of accomplishment and success in math. For the struggling students at our small, rural school, this is happening too infrequently. As an unofficial T.O.S.A. I am passionate about quality math instruction at every grade level

    Stacy J. Hawthorne Meet Me in Indy for Math in the Fast Lane I am writing this grant so that I may be privileged to receive professional development from the best minds in the mathematics education field at the NCTM Annual Meeting. It is my intention to implement and share my learning with the students i

    Candice R. Markovitz Teacher Training= Students Succeeding  I am currently the mathematics content coach for Neelsville Middle School. Sixty-five percent of the student population there is FARMS and seventy-five percent of the student population is minority. Prior to this past year, the school had made s


    Beth Ann Tiedeman Future Leader Initial NCTM Annual Conference Attendance Award My proposal is to clearly convey my interest in attending the 2010 NCTM Annual Conference in order to enhance my leadership and educational teaching skills. I hope to acquire new insights and knowledge addressing motivating s

    James P. Bywater Teaching: Building the Connections  As a teacher at a high poverty urban public school, I have come to see the vital need for students to construct their own conceptual understanding and build their own connections between math topics and their own lives. With this goal in mind, I colla

    Marria Q. Carrington Hoping to attend the NCTM Conference in San Diego Holyoke is a district classified as under-performing by the state of Massachusetts. We have the lowest MCAS, (state standardized test), scores in the state. We have an English Language learner population of 23%, 27% SPED and 82% of o

    Elizabeth McEvoy First Steps in Math Technology: Implementing Technology in Mathematics to Increase Student Achievement and Engagement A Title I district in San Diego County wants to make math more engaging for students, especially English Language Learners. Budget cuts are making that difficult. We no

    Claire M. Redmond Making Connections at NCTM It is my goal to attend the NCTM Annual Conference this year and return revitalized with new and exciting ideas. I would like the opportunity to attend so I can learn more about the role of algebra and algebraic thinking in elementary schools, as well as how