President's Messages: Robert Q. Berry III

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    NCTM identified a core set of eight research-informed effective teaching practices in Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014). 
    As I reflected on my experiences at the 2019 NCTM Annual Meeting, I felt a sense of community. This spirit of community was evidenced in the ways attendees engaged speakers, interacted in the exhibit hall, and supported one another. I appreciated that so many attendees used social media to connect with other attendees as well as with colleagues who were not able to attend the meeting.
    In February, many members of the NCTM Board of Directors and I visited Capitol Hill to meet with the offices of Members of Congress to introduce the work of NCTM, to share key educational issues and the impact they have, and to build relationships. 
    The question of how teachers of mathematics should structure opportunities to learn (OTL) is sometimes a difficult one to answer. 
    “Truly wonderful and getting better” is a phrase I often use to start conversations with students, teachers, or anyone with a stake in education. 
    Routines are an essential part of mathematics classrooms because they give structure to time and interactions, letting students know what to expect in terms of participation, supporting classroom management and organization, and promoting productive classroom relationships for teaching and learning. 
    As the National of Council of Teachers of Mathematics prepares to celebrate its centennial in 2020, it is also poised to implement in-depth strategic planning that positions the Council for a second century. 
    Personalized learning is one of many instructional approaches to support mathematics teaching and learning. 
    On October 17, ACT reported that the average mathematics score on its annual college entrance exam for the graduating class of 2018 was the lowest in 20 years.  
    Starting off the School Year by Building and Strengthening Professional CollaborationAt its July meeting, the NCTM Board of Directors approved a plan to make legislative visits to Capitol Hill prior to the start of each Board meeting starting next February.

    Promoting and valuing students’ participation in mathematical discourse—sharing their reasoning; creating, critiquing, and revising arguments; and engaging in collaborations aimed at making sense of and using mathematical ideas—is a way of positioning them as being mathematically competent. 

    I am humbled and honored to be able to serve as president of the National Council of Teachers of Mathematics. Our love for mathematics, for students, and for communities is
    In MemoriamTom Carpenter It is with sadness that we note the passing of Thomas P. Carpenter. Tom influenced the Council, influenced the field, and influenced me. We were blessed to have him as a colleague, mentor, teacher,
    The tracking of students for instruction in mathematics is a long standing practice of schooling that segregates students of different backgrounds into separate experiences on pathways leading to different
    People often ask me what books have had an impact on me as a mathematics educator. There are two books that when I first read them, affirmed

    To build authentic relationships with families in the context of mathematics teaching and learning, it is important to not assume that parents or caretakers are aware of teaching methods that are aligned with standards-based mathematics pedagogy. 

    In June, I attended Horizon Research’s dissemination meeting on the Report of the 2018 NSSME+.

    For many of you, the school year is about to start or has already started. This means that there is a lot of work that needs to get done before embarking on a successful beginning of the academic year. For some, it may mean creating a list of what tasks need to get done before the opening of school. This list may include making sure that you have necessary resources, arranging the classroom to optimize learning, and figuring out what you are teaching and how you might teach it.

    As we come to the close of 2019 and NCTM’s first century, I would like to reflect on the evolving conversations concerning mathematics pathways. 

    The student population in our schools and classrooms is increasingly diverse, with students of color making up the majority of those attending public schools. Many schools and classrooms include children who live in communities whose voices have been historically marginalized. 

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