To: Governor Gavin Newsom, State Superintendent of Public Instruction Tony Thurmond, State Board of Education President Dr. Linda Darling-Hammond, and Manuel Rustin, Chair of the Instructional al Quality Commission Re: Support for the draft Mathematics Framework This letter supports the intent and major shifts represented in the first approved draft Mathematics Framework and its focus on equity in mathematics education. We, the undersigned, mathematicians, scientists, statisticians, educators, parents, caregivers, advisory groups, and community members, believe in a rich mathematics education that supports all students to succeed in TK–12 mathematics while preparing students for college and career. The current draft Framework challenges longstanding and outdated beliefs and practices and instead recommends research-based approaches that provide access and future success for all students through creating a meaningful and rigorous mathematics experience beginning with early childhood education. The draft Mathematics Framework is being developed in accordance with guidelines approved by the California State Board of Education. The California Mathematics Framework development process was intentionally designed as an iterative process to focus on current research and best practices, gather input and feedback from various stakeholders, and respond to and incorporate feedback provided throughout the process (California Department of Education, 2021). The purpose of the revised framework is to provide guidance to educators and districts throughout the state as they implement the California State Standards for Mathematics (California State Board of Education, 2013) through instructional practices that support and sustain a culture of access and equity that requires being responsive to students’ backgrounds, experiences, cultural perspectives, traditions, and knowledge (National Council of Teachers of Mathematics, 2014). The standards, the mathematics to be taught, remain unchanged from those adopted in 2013. An open letter from The Independent Institute, dated July 2021, was written to Governor Gavin Newsom, State Superintendent Tony Thurmond, the State Board of Education, and the Instructional Quality Commission using unsubstantiated claims to criticize the draft Mathematics Framework and urging its replacement, particularly its emphasis on social justice and the inclusion of additional mathematics pathways that enable more students to be successful in mathematics. We vehemently disagree with this open letter and the unfounded claims and false statements it includes regarding the effect the draft Mathematics Framework will have on students’ mathematics understanding and their success in mathematics. The open letter states, “A real champion of equity and justice would want all California’s children to learn actual math—as in arithmetic, algebra, geometry, trigonometry, and calculus—not an endless river of new pedagogical fads that effectively distort and displace actual math.” This statement illustrates a profound lack of understanding regarding California’s State Standards for Mathematics and the role of the Mathematics Framework. The standards include arithmetic, algebra, geometry, trigonometry, and calculus, as adopted by the SBE in 2013 (California State Board of Education, 2013). We value the role that mathematics can play in highlighting and ultimately addressing social injustice and reject the idea that mathematics should be removed from discussions of inequality. The draft Mathematics Framework offers ways for all students to have access to learning rigorous mathematics through many ways, including connections to other disciplines, bringing in students’ experiences, and connecting to their communities and the world. 1
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To: Governor Gavin Newsom, State Superintendent of Public Instruction Tony Thurmond,State Board of Education President Dr. Linda Darling-Hammond, and Manuel Rustin, Chairof the Instructional al Quality Commission
Re: Support for the draft Mathematics Framework
This letter supports the intent and major shifts represented in the first approved draft MathematicsFramework and its focus on equity in mathematics education. We, the undersigned, mathematicians,scientists, statisticians, educators, parents, caregivers, advisory groups, and community members,believe in a rich mathematics education that supports all students to succeed in TK–12 mathematicswhile preparing students for college and career. The current draft Framework challengeslongstanding and outdated beliefs and practices and instead recommends research-based approachesthat provide access and future success for all students through creating a meaningful and rigorousmathematics experience beginning with early childhood education.
The draft Mathematics Framework is being developed in accordance with guidelines approved bythe California State Board of Education. The California Mathematics Framework developmentprocess was intentionally designed as an iterative process to focus on current research and bestpractices, gather input and feedback from various stakeholders, and respond to and incorporatefeedback provided throughout the process (California Department of Education, 2021).
The purpose of the revised framework is to provide guidance to educators and districts throughoutthe state as they implement the California State Standards for Mathematics (California State Boardof Education, 2013) through instructional practices that support and sustain a culture of access andequity that requires being responsive to students’ backgrounds, experiences, cultural perspectives,traditions, and knowledge (National Council of Teachers of Mathematics, 2014). The standards, themathematics to be taught, remain unchanged from those adopted in 2013.
An open letter from The Independent Institute, dated July 2021, was written to Governor GavinNewsom, State Superintendent Tony Thurmond, the State Board of Education, and the InstructionalQuality Commission using unsubstantiated claims to criticize the draft Mathematics Framework andurging its replacement, particularly its emphasis on social justice and the inclusion of additionalmathematics pathways that enable more students to be successful in mathematics. We vehementlydisagree with this open letter and the unfounded claims and false statements it includes regardingthe effect the draft Mathematics Framework will have on students’ mathematics understanding andtheir success in mathematics.
The open letter states, “A real champion of equity and justice would want all California’s childrento learn actual math—as in arithmetic, algebra, geometry, trigonometry, and calculus—not anendless river of new pedagogical fads that effectively distort and displace actual math.” Thisstatement illustrates a profound lack of understanding regarding California’s State Standards forMathematics and the role of the Mathematics Framework. The standards include arithmetic,algebra, geometry, trigonometry, and calculus, as adopted by the SBE in 2013 (California StateBoard of Education, 2013). We value the role that mathematics can play in highlighting andultimately addressing social injustice and reject the idea that mathematics should be removed fromdiscussions of inequality. The draft Mathematics Framework offers ways for all students to haveaccess to learning rigorous mathematics through many ways, including connections to otherdisciplines, bringing in students’ experiences, and connecting to their communities and the world.
The open letter represents a narrow view of mathematics, where the teacher and the textbook are thesole authority, and learning is focused on transmitting information from the teacher to the students(Freire, 1970; Lampert, 1990). This view of mathematics does not reflect the existing research, andit systematically acts as an unnecessary gatekeeper that denies many students access to rigorousmathematics courses that prepare them for career and college. This narrow view and teachingmethods informed by it have produced years of data and research that reveal that we are not servingthe majority of our students well, especially students of color, students with special needs, studentswith primary languages that are not English, and students from a variety of different socioeconomicand cultural backgrounds (“California School Dashboard,” 2017; Martin, 2006; Zavala, 2014).Currently, less than half of our California students satisfy the A-G requirements, thus limiting theirchoices and opportunities for college and career (California Department of Education et al., 2019;Xie, 2019). Many of the shifts in the draft Mathematics Framework are in direct response to themarginalization many students in California have had, and continue to face, in mathematics.
In contrast, the draft Mathematics Framework provides guidance and support based on currentresearch promoting inclusive approaches in teaching mathematics to meet the needs of all students.The draft Mathematics Framework embraces a multidimensional view of mathematics that valuesmultiple strategies, emphasizes connections between ideas, and engages students in learningthrough making conjectures, exploring mathematical properties, explaining their reasoning,validating assertions, and discussing and questioning their thinking and the thinking of others(Lampert, 1990). This broad, engaging, and inclusive view of mathematics increases student accessto college- and career-preparatory courses. It supports a modernized mathematics sequence whichoffers multiple pathways that provide mathematically rich and rigorous options for students, that are“personally and socially relevant, and that enable students to move across pathways as theirinterests and aspirations evolve . . .” (Charles A. Dana Center, 2020).
While the open letter states, “Mathematics is a discipline whose language is universally accessiblewith good teaching,” it promotes a return to teaching strategies that perpetuate the long history ofreplicating the damaging patterns of who belongs and what counts as mathematics (Meyer, 2019).On the other hand, the draft Mathematics Framework ambitiously advocates for a rigorousmathematics education experience that provides all students with:
● content that expands views about what mathematics is, how it is vital to their lives, and whythey should learn it,
● a pedagogy that provides access for all students to learn rigorous mathematics regardless ofrace, gender, culture, religion, background, disability, or learning needs, and
● a safe and inclusive learning environment that celebrates the diversity of mathematics andmathematicians.
We, the undersigned, mathematicians, scientists, statisticians, educators, advisory groups, andcommunity members, fully support and respect the aims of the draft Mathematics Framework, itsuse of educational research to guide decision making, and its significant focus on social justice.We reject both the outdated ideas presented in the open letter, their opposition to the critical role ofsocial justice in elevating mathematics learning for all students, and their offensive rejection of thecontributions of marginalized people in mathematics. We are in support of the first approved draftMathematics Framework and anticipate the release of the revised chapters and the second sixty-dayreview period.
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In signing this letter, we urge Governor Gavin Newsom, State Superintendent of Public InstructionTony Thurmond, State Board of Education President Dr. Linda Darling-Hammond, and ManuelRustin, Chair of the Instructional al Quality Commission to listen to mathematicians, scientists,statisticians, educators, parents, caregivers, advisory groups, and community members dedicated toequity and also reject the claims made in the Independent Institute’s open letter attempting topreserve a system that does not adequately serve the overwhelming majority of California’sstudents.
References
California Department of Education. (n.d.). California School Dashboard and System of Support.Retrieved June 9, 2021, from https://www.cde.ca.gov/ta/ac/cm/
California Department of Education. (2021). Mathematics Framework. Retrieved August 30, 2021,from https://www.cde.ca.gov/ci/ma/cf/
California Department of Education, EdSource, & Team, F. C. & M. A. (2019). Ed Data: EducationData Partnership.
California School Dashboard. (2017). Retrieved October 16, 2019, fromhttps://www.caschooldashboard.org
California State Board of Education. (2013). California Common Core State Standards forMathematics. Retrieved fromhttps://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf
Freire, P. (1970). Pedagogy of the Oppressed. New York: Bloomsbury.
Lampert, M. (1990). When the problem is not the question and the solution is not the answer:Mathematical knowing and teaching. American Educational Research Journal, 27, 29–63.
Launch Years: A New Vision for the Transition from High School to Postsecondary Mathematics.(2020). Retrieved May 1, 2020, from The University of Texas at Austin, Charles A. DanaCenter website: https://www.utdanacenter.org/our-work/k-12-education/launch-years
Martin, D.B. (2006). Mathematics learning and participation as racialized forms of experience:African American parents speak on the struggle for mathematics literacy. MathematicalThinking and Learning, 8(3), 197–229.
Meyer, D. (2019). Designing for Belonging in Math. CMC Northern Section Conference. Retrievedfrom bit.ly/meyer-design19
National Council of Teachers of Mathematics. (2014). Access and Equity in MathematicsEducation. Retrieved fromhttps://www.nctm.org/Standards-and-Positions/Position-Statements/Access-and-Equity-in-Mathematics-Education/
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Xie, Y. (2019). Interactive Map: Percentage of California students eligible for a 4-year stateuniversity.
Zavala, M. (2014). Latina/o youth’s perspectives on race, language, and learning mathematics.Journal for Urban Mathematics Education, 7(1), 55-87.
Organization Signatories as of October 11, 2021
Artful Math 2020-21 CMC State BoardThe California MathematicsCouncil
California Partnership forMath & Science Education
CPM Embark Education Girls Count
Imagine More Inoma Por Ti Mismo Just Equations
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KDSL Global Learning Journeys Forum Make Knowledge
Maths for Life Oxnard School District Queen Margaret University,Edinburgh
San Francisco UnifiedSchool District,Mathematics Department
Sycamore School Malibu TODOS
Ventura County MathCouncil
YouCubed
Alameda County Office of EducationBlue Dot EducationBolinas-Stinson Union School District
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California Mathematics ProjectFostering Math PracticesKaleidoscope Collaborative Public SchoolsMills CollegeNational Council of Teachers of MathematicsNew School San FranciscoRiverside County Office of EducationSan Gabriel Valley Math CouncilSanta Clara County Office of EducationSilicon Valley Mathematics InitiativeSocrates Preparatory School
Individual Signatories as of October 11, 2021 Mary Abele-Austin, Middle School Math Coach
Nicholas Abruzzo, Math Specialist
Kendra Adams, Math Teacher
Christine Adams, Teacher
Gunjan Agarwal, Professional
Ej Akins, Program Coordinator Math Project
Emily Akinshin, County Math coordinator teacher on loan
Arcelia Alafa, Math Specialist
Anthony Albert, Math Teacher
Megan Alexander, Parent, High School Mathematics Teacher, MathematicsInstructional Coach
Samantha Alfaro, Teacher
Becky Allen, Educator and professional development leader
Ryan Allen, High School Math Teacher
Bob Allen, High School Mathematics Teacher
Pilar Alonso, Architect
Greg Alpar, Ph.D.
Mariana Alwell, Santa Clara University Field Supervisor
Patrick Amel, 4th Grade Teacher
Patricia Amend-Ehn, Educator
Daniel Amorim doAmaral Vieira,
Brazil/RS State Attorney
Marc Anderson, Math Specialist, Derby Kansas Public Schools
Esther Andrews, Educator, National Board Certified Math Teacher
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Kim Apana, TeacherDonna Aponte, Math Coach, AFNorth International School
Jon Armel, Ph.D in Mathematics, Professor of Mathematics
Heather Armstrong, STEM educator
Tania Ash, Middle School Mathematics Teacher
Kristen Ashford, District Math Lead and Instructional Coach
Lynette Ashman, SPELD NZ
Kyle Atkin, Math Coordinator
Marian Augustyn Barr, Educator Riverview Elementary
Sue Bachand, MAUSD Math Coach K-6
Talgat Bainazarov, Student
Elizabeth Baker, Professor of Practice, Mills College School of Education
Diana Ball, Teacher of mathematics
Mia Ball, 6th grade teacher
Amy Ballard, Ph.D., Math Teacher & Instructional Coach, Brashier MiddleCollege Charter High School, Simpsonville, SC
Bonita Banducci, Adjunct Faculty, Santa Clara University School of Engineering
Ellen Banks, Dean of Curriculum, Cornelia Connelly Center
Valentyna Banner, Director of Academic Achievement
Lisa Bartels, EducatorRos Bartosh, Kaiatakawaenga Pāngarau
Kasturi Basu, Alum Rock Union School District
Natasha Batista, Community Member
Caroline Bauhaus, Education Outreach Program Manager
Kati Bayer, Middle School Math Teacher
Rhonda Beasley, Educator, parent, and community member
Marty Beck
Tamar Bedoyan, Education Specialist, Diagnostic Center- Central California
Susan Beechler, Kalamazoo Public Schools
Kristyn Bennett, Elementary Curriculum Coordinator, Santa Paula Unified School
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District
Daniel Benot, Numeracy Lead Teacher, Isaac Brock School, Winnipeg MB,Canada
Amy Bentley, Math teacher & engineer
Eddye Berry, SCTA Member
Laney Berry, Mathematics Instructional Specialist, Muscatine CommunitySchool District
Robert Berry, Samuel Braley Gray Professor of Mathematics EducationUniversity of Virginia
Anna Bessesen, Math teacher, NBCT, MS in Math Education
Robert Bessin, Teacher
Amber Best Teacher at SFUSD
Nadine Bezuk, Professor Emerita of Mathematics Education, San Diego StateUniversity; Member (2015 - 2018), Board of Directors, NationalCouncil of Teachers of Mathematics; member (2010 - 2011),CTC's Mathematics Content Advisory Committee; member (2009- 2010), CTC's Teaching Mathematics Advisory Panel; president(1997 - 1999), Association of Mathematics Teacher Educators
Haider Ali Bhatti, Graduate Student, Science and Mathematics Education, UCBerkeley
Paulina Biernacki, Doctoral Candidate, Stanford University
Sanda Bilcar, Homeschool Educator
Natalie Billo, Teacher
Hope Bjerke, President, Junction Elementary School District
Zachary Blakley, Director of Technology and Learning at UWC Maastricht,Mathematics Educator, BS Mathematics from Santa ClaraUniversity
Victoria Blaszczak, CSUMB
Wendy Bleeck, Teacher
Zachary Blickensderfer, Math & CS Teacher
Addison Bliss, Professional Engineer
Karen Bloom, Math Teacher, Piedmont Middle School
Jo Boaler, Professor
Jane Boarman, Director, Center for Innovative Teaching & Learning
Lori Boeri, Teacher
Kathy Bone, Calistoga Junior/Senior High School Math Teacher
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Judy Boomhower, Dr
Kate Booth, Teacher
Barbara Boschmans, Dr. in Mathematics Education. Northern Arizona University
Elisa Bowe, Educator
Erin Boxell, 2nd grade teacher
Susan Boyd, Math Tutor (MS Electrical Engineering)
Amy Boyle, Assistant PrincipalKathryn Boyle, Math Teacher
Carmen Brading, Teacher
Anna Bradley, Head of Mathematics - Chinese International Primary School -Hong Kong School
Sandra Fraser, Autism Intervention Specialist in Mathematics
Joanne Frediani, Retired Elementary Teacher
Casey Freeman, Math coordinator
Shelley Fry, Mathematics teacher. Bachelor of Science of mathematicseducation
S.M. MobassheR Ahmed
Fuad, Student, Carmichael College Rangpur Bangladesh
Jessica Fuller, Teacher
Bill Funkhouser, Learning Specialist, Humboldt County Office of Education
Lori Fury, Teacher
Clare Gabert, Teacher, St George's School of Montreal
Zenaida Gallardo, Curriculum Specialist
Stefani Gambrel, Educator, Parent, Mathematician
Elizabeth Gamino, CMC Central Treasurer
Fidel Garcia, Teacher, Pixley Union school district
Shannon García, Vice principal
Rafael Garcia Avila, Math Teacher, Valley Oak HSSusana Garcia
Fernandez,Assistant Principal - Roosevelt School - RCSD
Jamie Garner, Director I, Mathematics at The Stanislaus County Office ofEducation
Christine Garrard, Teacher
Brenda Geier, Elementary Math Coach, School District of Holmen
Karen Gennaro, Kindergarten Teacher
Patricia George-Benfield,
A person interested in mathematics education and how it has andcan be used to facilitate and indeed promote inequities,maintaining the status quo.
Jill Getchey, Math teacher
Ronald Getchey, Community member
Jennifer Geyer, Elementary Principal
Scott Giannini, Butte College Math Instructor
Theresa Gieschen, secondary math teacher
Melissa Gilbert, Ph.D. Parent and Mathematics Educator
Shaleen Gill, Math Coach TK-6
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Elizabeth Gilmartin, Math Teacher
Jennifer Gilsdorf, Math 8 teacher, Harden Middle School, Salinas, CA
Heather Gimenez, professional
Lisa Ginet, Director, Early math Collaborative, Erikson Institute
Karen Ginsberg, 7-8 math and science teacher
Beza Girum, Student
Michael Gittner, Math coach & teacher
Julie Gladding, Educator
Jeffrey Glenn, Individual
Theresa Goehle, 4th grade teacher, Syracuse, NY
Linda Gojak, Past President, NCTM, NCSM, PAESMT, K-8 MathematicsSpecialist
Randi Golden, Math Teacher
Barbara Golden, Elementary Teacher of Math
Donna Goldenstein, Retired teacher
Denise Goldin-Dubois,
Secondary mathematics teacher and instructional coach
Shelley Goldman, Professor Emerita Stanford University
Sophie Golob, Special Education Math and Science Teacher, problem basedlearning teacher and advocate,
Alfonso Gonzalez
Cecelia Gonzalez, Elementary Teacher
Chandra Goodnough, NBCT
Kirsten Gosch, Math Educator
Linda Goss, Assistant Principal
Dewey Gottlieb, Educational Specialist, Hawaii Dept. of Education; Director,National Council of Teachers of Mathematics (NCTM) Board;Past-President, Association of State Supervisors of Mathematics(ASSM) Assos
Julie Gottschalk, teacher
Robert Gould, Vice-Chair of Undergraduate Studies, UCLA Dept. of Statistics
Joseph Grabowski, High School Math Department Leader
Carter Graham, Dean of Teaching and Learning, Marin Primary and Middle School
Raven Graham, Math RTI coordinator
Pam Granger, Grandparent
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Johanna Gray, Creede School District
Avery Green, Elementary Math Specialist
Becca Grimley, Mathematics Teacher, Sevier School District, Utah
Bruce Grip, Retired HS Math Teacher and Part-time Community College MathInstructor, CMC President-elect, Member 2010 CA AcademicContent Standards Commission, Member 2013 CA MathFramework Committee, Grandparent, Math Teacher Educator
Justin Grodman, Associate Director of High School Math Achievement,Achievement First
Laurie Gross, Teacher
Barkha Gulati, Math Specialist
Elena Gullickson, Director of STEM Education
Patricia Guthrie, Dr. Patti Guthrie, 3rd gr. Teacher
Rodrigo Gutierrez, UArizona CRR Co-Director
Belen Gutierrez, Middle School Math Teacher
Shalonda Gutierrez, Head of School
Jennifer Hagman, Associate Director of Secondary Mathematics, UCLAMathematics Project
Elise Haines, Math teacher
Amber Hall, Elementary Curriculum Director, Grand Blanc CommunitySchools
Brenda Hall, Director
Kenneth Hall, Teacher, Adjunct Professor, Parent
Sara Hall, Teacher
Carrie Hallensleben, Elementary Educator
Raquel Haller, 7th Grade Teacher
Paula Hamilton, Founder, Math Start-up Company
Stephanie Hammes, Instructional Data Support Teacher, STEAM Academy
Duncan Hannan,
Jennifer Hardin, K12 educator & Community College math instructor
Mark Hattersley,
Carissa Haug, Regional Science Coordinator (WA K-12 Public Schools)
Lisa Haven, MA Ed. NBCT
David Hay, Teacher
Alan Hayashi, educator
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Debbie Haynes, Educator
Amy He, Teacher
Timothy Hébert, Mathematics Teacher, Sacramento City USD
Cheryl Hedden, 40-year math teacher; middle school thru universitySusan Heflin, Public school teacher
Jonathan Heiles, Geological Society of America
Kim Heiligenberg, Former Math Teacher
Siva Heiman, community member, retired math teacher, parent, volunteer mathtutor
Jennifer Hein deMause, Math Content Specialist, parent
Erica Heinzman, Lecturer/Supervisor in Secondary Mathematics
Alissa Helgesen, MAT, Elementary Math Coach
Marci Hellman, NCSM Member, NCTM Member, District Elementary MathCoordinator
Abi Leaf, (former) Math Specialist, Escondido Union HS District
Derek Lecy, Administrator
Karin Lee Lee, Mountain View High School
John Lee, Professor, School of Education, Humboldt State University
Jennifer Lee, MS Math Teacher, Park School of Baltimore
Alexa Lee-Hassan, Doctoral Candidate
Brian Leer, DadEvalena Leitz, Middle School Math and Innovation Instructional Coach,
Gresham-Barlow School District
Miriam Leshin, Doctoral candidate in Math Education, Stanford University
Jonathon Levin, National board certified educator
Shoni Levinsohn, Mathematics teacher
Lindsay Lewis, Teacher & Instructional Coach
Cassandra Li, Facilitator
Emily Lichtenstein,
Brien Lilja, IT Analyst
Brian Lim, California State University, Sacramento
Julio Lima, Social Responsibility ManagerLufei Lin, 5th grade teacher
Brian Lindaman, CSU - Chico
Kris Lindeblad, Math Consultant, Agile Mind; Presidential Award winner inMathematics
Kristine Lindsey, Math Teacher
Helen Lindstrom, Professional
Kylie Linforth, Assistant Principal Curriculum
Stacey Lipe, Teacher
Christopher Lippi, Math teacher
Dylan Lira, Educator
Arick Little, Teacher
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Marie-Louise Little, Middle school math teacher at Novato Charter School in NovatoCalifornia
Geri Little, Elementary school educator
Atalia Livshits, Student
Mark Lobaco, Mathematics Instructional Specialist--WCCUSD
Sarah Locke, Public School Teacher
Debbie Locke, Professional
Lisa LoConte Allen, Teacher, Member of Tidewater Council of Teachers ofMathematics, VA state middle school representative, Member ofthe Va Council of Teachers of Mathematics, & Department chair.
Patty Lofgren, Mathematics Education Collaborative, Director of ProfessionalDevelopment
Catherine Logan, Instructional Coach, Cherry Creek School District, Colorado
Jennifer Loomis, Math Instructional Coach
Linda Loomis, Retired Secondary Math Teacher
Carizza Lopez, Teacher on Assignment
Nelly Lopez, Teacher
Miguel A Lopez Espinosa, Community Member
Kristen LoPrell, Math Teacher, IM1 through AP Calculus
Alexandra Lotthe, Primary school teacher at Hingaia Peninsula School New Zealand
Jody Louise, Elementary Teacher
Tobie Lovenduski, 6th Grade Teacher Hidden Hills Elementary - Paradise ValleyUnified School District
Brittany Lowney, Teacher of Mathematics, 9-12
Mabel Loza, Lower School Principal
Katherine Lu, Teacher, CMC South
Yaomingxin Lu, Assistant Professor of Fresno State UniversityEli Luberoff, Founder of Desmos
Marcee Ludlow, Education Director, Knox Academy
Nancy Ludu, 2nd grade teacher
Jill Lundstrom, Math teacher
Kathy Lynch, Community member, parent, past math aide, engineer
Chad Mabery, Parent, Teacher, AdministratorKate Macarthur, Headteacher
28
Kelly Madarang, Teacher: Mathematics
Yolanda Madrid, Parent
Rochelle Maes, Math Teacher
Aida Magallanes, Teacher/Coach
Jessica Magee, Math Coach
Denise Mains, Individual
Todd Malarczuk, Secondary school math educator
Alison Malfesi, 6th grade math teacher in SFUSD
Lori Mallett, Teacher, Math Department Coordinator, Parent
William Malone, K-12 Mathematics Specialist, Ph.D., National Board CertifiedTeacher
Mark Mosheim, Retired Mathematics Teacher, San Francisco Unified SchoolDistrict
Greg Mowry, Professor
Karie Mullassery, Professional
Alicia Multer, Math Teacher, Holliston Public Schools, Holliston, MA
Viviana Muñoz, Class teacher
Sara Munshin, Rotary Club of South Pasadena, South Pasadena Chamber ofCommerce, Finance Chair, 1st United Methodist Church of LosAngeles, President, West District United Methodist Women, BoardMember, United Methodist Urban Foundation
Pamela Murnion, 3rd grade teacher, Montana Council for Teachers of Mathematics(former board member), National Council for Teachers ofMathematics (member
Perrin Phillips, District Math Teacher on Special Assignment for HUSDStephen Pietrolungo, Dr Pietrolungo, Principal
35
Christine Pilger, Middle school math teacher, SDUSD, mother, lifelong learner
Anne-Marie Pine, M.Ed., Instructional Leadership
Catherine Pinkelman, Teacher
Laura Pitale, High School Mathematics Teacher
Rebecca Pollard Lincoln Middle School Math Teacher
Carol Poole, Special Education Teacher
John Porter, Early Childhood Studies, M.S. student
Caryn Porter, Educator
Sandra Portillo-Robins, Math teacher
Barbara Post,
Ryan Power-Theisen, Middle School Math Teacher
Angie Powers, Director, REACH School
T S Prakash
Julie Prater, Manager of Mathematics, Oxnard School District, President -Ventura County Math Council
Anne Preston, Primary Teacher
Dottie Price,
Miguel Prieto-Valle, Academic Advisor
Skylar Primm,
Kyle Prince, High School Math Specialist, Rutherford (TN) County Schools
David Prinn, Mathematics Education Consultant
Sudhi Proch, Community member
Shana Prugh, Gifted & Talented Teacher
Sara Pruitt, Student Support Coordinator, Kettleman City Elementary School
Sakura Przygoda, National Board Certified high school Math teacher
Rebecca Purcell, Middle School Mathematics Teacher
Rob Quaden, Math Teacher, Math Coach
Nancy Qushair, Mathematics Department Chair and Algebra 1A Teacher
Danielle Rabina, Math Teacher with Public Schools of Brookline
Kimberly Race, Math Teacher - Castle View High School
Anneke Radin-Snaith, Educational Leader
Tamar Ragir, Math Teacher, Delta High School
Sushanth Ramakrishna, Professional
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Mary Raygoza, Associate Professor, Teacher Education, Saint Mary's College ofCalifornia
Kate Raymond, Assistant Professor of Mathematic Education
Vanessa Rayner, Elementary Math Consultant
Margaret Rebman, National Education ConsultantLisa Redding, Parent, teacher, school administrator
Bernadine Reeb, WECDSB
Dennis Regus, Community Member
Candi Reimer, Educator
Karen Reinhardt, Mathematics Professional Developer
Seth Reisner, Middle/High School Math Teacher
Katarzyna Reszel, Primary school teacher/middle leadership team leader
Margaret Rettele, Teacher
Susan Reynolds, Teacher, Point Loma High School
Danielle Reynolds, Teacher, professional learning coordinator for secondary educators
Jill Reynolds, Math Specialist, Campbell Union School District
Steve Rhine, Pacific University Professor
Linda Richards, Elementary Learning Facilitator, BA-Psychology, MA-Curriculumand Instruction, GT and 21st Century Certified
Torri Richards, Maths Coach
Susan Richards, Educator
Edward Richardson, Retired engineer and math teacher
Dr. Sean Richey, Los Banos Unified School District
Gena Richman, Elementary teacher (retired)
Chelsea Ridenour, Teacher of the year, MDUSD
Chelsea Ridge, Math Program Coordinator - Grand Valley State University
Aimee Rieche, Teacher
Ellen Riggenbach, Educator
Summer Riordan, Math equity coach
Leslie Risan, Mathematics teacher
Fran Rivkin, Math Tutor
Loren Rizzo, 6th Grade Teacher
Shirley Roath, Administrator, Riverside County Office of Education
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Wendy Robards, Secondary Math Specialist
Anna RoberdsChristine Roberts, K-12 Mathematics Educator, CMC President, Parent
Jaime Roberts, Secondary Mathematics Teacher
Mike Roberts, Middle School Principal
Beth Robertson, 7th Grade math teacher
Christine Robles, CMC, CMC-N, Todos, Benjamin Banneker, Women in Math Ed
Daniel Rocha, Assistant Middle School Principal
Lucia Rocha-Nestler, Teacher, Menlo Park City School District
Sherry Rodgers, Math Coordinator
Sharon Rodrigues, Teacher
Doris Rodriguez, Mother and educator
Heather Rodriguez, Math Coach
Lorenzo Rodriguez, High School Math Teacher
Monica Rodriguez, Educator, Ed.MAmy Roehrig, Mathematics teacher educator, researcher, and NCTM member
Ginger Rohwer, Regional Director (MiSTEM Network's Greater West MichiganRegion)
Ivonne Rojas, Math Teacher, Department Chair, RSJHS
Ken Rooney, Elementary Math Specialist
Lori Rosales, President of Friends of Atwater Elementary
Maria Rosales, Teacher
Jabbie Rosario,
Gil Rosenberg, Associate Professor of Mathematics, Landmark College
Amelia Rosenfeld, Director of Math
Dina Ross, Educator
Doreen Ross, MAT, NBCT, Elementary Teacher
Joanne Rossi Becker, professor emerita, San José State University, Dept. of Math &Statistics
Kevin Rowan, Teacher (retired)
Kathy Rowland, Roaring Brook Elementary School
Paula Rowlands, Dr Paula Rowlands, Head of Mathematics. Mathematics educator.
Gail Ruan, Elementary principal
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Elizabeth Rubenstein, Art Educator, Kent Middle School, Kentfield, CA
Rheta Rubenstein, Ph.D. Professor Emerita, U of Michigan-Dearborn
Margaret Rubin, Teacher, California resident & parent
Lisa Ruebush, Middle school math teacher at NOVA and homeschooler
Ruben Ruiz, Community Member
Cristina Runnalls, Assistant Professor of Mathematics & Statistics
Kristi Rupp-Wilson, Advanced Mathematics Teacher FMS and teacher for 41 years
Julie Russo, Elementary Math Consultant
James Ryan, OpenSciEd Executive DirectorRameshwar Sabde, Software Engineer
Polina Sabinin, Associate professor of mathematics at Bridgewater state university
Koshika Sachdeva
Brittany Sachs, Assistant Head of School - Cornelia Connelly Center
Sachin Salgaonkar Teacher, Bellarmine College PreparatoryMa Berandette Salgarino, Mathematics Coordinator, Santa Clara County Office of Education
Catherine Salvin, Teacher
Christina Salvin, Gavilan College
Kimberly Samaniego, Director CSU/UC Mathematics Diagnostic Testing Project(MDTP); Director Math Testing and Placement (UCSD); VeteranSecondary Math Teacher
Cole Sampson, Mathematics Coordinator
Mike Samsonov, Math teacher
Jacleen Sanchez
Johnny Sanchez
Sophia Sasaki
Mele Sato, Mathematics Teacher, High Tech High Media Arts
Kim Saunders, Teacher
Heidi Sauvey, Teacher
Joshua Sawyer, MAEd, NBCT
Michael Schafer, 5th Grade Math Teacher, Olmsted Falls, Ohio
Barbara Schallau, Retired Secondary Math Teacher; NCTM & CMC member; parent;grandparent
Cheryl Schaub-Ruel, Specialist, Core Curriculum, Calgary Board of Education
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Chelsey Scheidemann, K-12 Mathematics educator and instructional coach
Laurel Schellenberg, Grade 7-8 Classroom Teacher
Kristin Schlemmer, 4th grade teacher
Miriam Schmid, Teacher of Mathematics, Chicago Public Schools
Mary Jude Schmitz, High School Math Teacher, Nerinx Hall High School
Joan Schneider, Retired Mathematics Teacher
Lesley Schooler, Mathematics Teacher
Vicki Schranz, Teacher
Tammy Schultz, Teacher & Math consultant Monterey Bay Area Math Project
Niki Schuster, 7th grade math teacher
Stephanie Schwab, STEM Program Administrator
Toni Schwartz, science and design teacher with 30 years of experience
Sharon Scott, Primary Teacher
Jyoti Sethi, Mathematics Teacher in India
Carwai Seto, Teacher
Gayathri Shankar
Robin Sharbrough, Parent, Business owner
Daisy Sharrock, Director, CARE Network
Brian Shay, Mathematics Teacher, San Dieguito Union High School District
Sasha Shay, Educator
Matt Sheelen, Math instructional coachDenis Sheeran, Clinical Specialist, Montclair State University Mathematics
Department
Sue Sheets, Mathematics Instructor - Sandhills Community College, Pinehurst,NC
Jodie Sheffels, 6th grade math and science teacher
Bryan Sheldon, Instructor of Mathematics
Jill Shelley, Teacher, Henkle Middle School, White Salmon, WA
Chamane Shellstrom, Valhalla High School
Miriam Sherin, Northwestern University
Allison Shields, Deer Park Middle School
Beth Shiffler, Mathematics Teacher at the Fenn School
Maida Shivik, Grade 8 Mathematics Instructor and Certified Math Specialist forInternational Schools
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James Short, Adjunct Professor of Education, Cal State Channel Islands
Martha Shott, Associate Professor of Mathematics and Statistics, Sonoma StateUniversity
Daniel Shuster, High School Math Teacher
Brian Shuve, Assistant Professor of Physics, Harvey Mudd College
Aimee Simmons, Credentialed Teacher Alder Grove Charter School
Lynne Sindel, Teacher-Salinas Union HS District, NCTM Member
Dev Sinha, Associate Professor of Mathematics, University of Oregon
Roshan Sinha, Mathematics teacher
Christina Siow Young, 7th grade math teacher, NCTM member, ATA member
Judith Siviglia, 7th grade math teacher, Centennial School District, Portland, OR
Kristy Skarphol, Math Teacher, East High School, Denver, CO
Mark Skidmore, Head of Mathematics, Pangbourne College, UK
Kristina Skrehot, Math (5-8) Teacher
Trevor Slater, 7/8th grade math teacher
Sarah Slattery, Senior teaching and learning advisor
Andy Slavin, Educator-Principal
Marie Smerigan, Mathematics Education Consultant, Oakland Schools IntermediateSchool District
Jordan Smith Jr. Ed.D.Mallory Smith, Instructional Coach
Ruth Smith, Improvement Coach - High Tech High Graduate School ofEducation
Erin Smith, Teacher
Colleen Smyth, High School Math Teacher
Stacey Snyder, Secondary Math Specialist
Emily Soley-Johnson, 7-12 Mathematics Educator
Dolores Solis, High School Math teacher
Jade Solomon, Middle School Math Teacher, SFUSD
Priscilla Solorio, Math Teacher
Asher Soto, Community Member
Jamie Souhrada, High school teacher
Jana Sparks, Middle School Math TeacherChristine Spicer, Retired Math Teacher