September 2020
In our current situations, we have been told to implement “social distancing” or more specifically physical distancing – being at least 6 feet apart or reducing or limiting the number of social contacts we have each
As I reflect on recent weeks, I am thankful for the numerous people who have worked diligently in helping NCTM pivot toward making the best of an unprecedented situation. For many of our members, these people may not be visible, meaning they are working behind the scenes to ensure that “the little light” of NCTM shines. In this message, I want to acknowledge the work of various people who have worked behind the scenes because, I believe, they all deserve for others to see their light shine.
(Note: Trena Wilkerson’s President’s Message will begin in May) As I write this final President’s Message, many school
districts have closed their physical buildings and have transitioned to remote
or virtual teaching and learning. Consequently, we are all challenged to think
differently about the teaching and learning of mathematics.
NCTM identified a core set of eight
research-informed effective teaching practices in Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014).
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.
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.
The question of how teachers of mathematics should
structure opportunities to learn (OTL) is sometimes a difficult one to answer.
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.
“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.
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.
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.
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
Since 1990, the average
mathematics score on the Nation’s Report Card has gone up 27 points at grade 4
and 19 points in grade 8.
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.
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.
Looking Back and Moving Forward: Voices of Some of NCTM’s Presidents
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