A Message from Your ICTM President - Report-Spring 2019 - Iowa Council of Teachers of Mathematics
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Iowa Council of Teachers of Mathematics
Report—Spring 2019
A Message from Your ICTM
President
Hello,
My name is Deidra Baker and I am the
current president of ICTM. I hope you are
having a great 2019 so far. ICTM is excited to
announce that Michael Fenton of Desmos will
be the keynote speaker, as well as offer
sessions at our October 14, 2019 conference
at Valley High School in West Des Moines! We
have lots of other exciting news in the
newsletter, so please keep reading. We are on
Facebook at Iowa Council of Teachers of
Mathematics and on Twitter as @iowamath.
Tag us, hashtag #Iowamath so we can see all
the amazing math and math teaching out
there! Think spring.
—Deidra
Deidra Baker, ICTM President
ICTM Report – Spring 2019 – Page 2
Michael Fenton Will Be Keynote
at the 2019 ICTM Conference
We are pleased to announce that
Michael Fenton will be the keynote speaker
at the 2019 annual conference of the Iowa
Council of Teachers of Mathematics.
According to the Desmos website, Michael
joined the Desmos Teaching Faculty in
August 2015. Drawing on his experience as
a classroom teacher, graduate school
instructor, curriculum writer, and professional
development consultant, Michael loves
exploring how to use technology in ways that
foster curiosity and creativity in the math
classroom. He graduated from UCLA with a
Bachelor of Science in General Mathematics
and holds Master of Arts degrees in
Education and Mathematics. Michael
currently lives in Fresno, CA, with his
beautiful wife Heather and their four energetic children. Below is “BOAT”, which Michael lists as
his favorite Desmos graph. The equations used to create this graph are on the next page.
ICTM Report – Spring 2019 – Page 3
Michael Fenton’s “BOAT” Equations
Here are the equations and inequalities used to create the “BOAT” graph on the
previous page, which Michael Fenton listed as his favorite graph on Desmos.
CONTINUED 
ICTM Report – Spring 2019 – Page 4 Michael Fenton’s “BOAT” Equations (ctd.)
ICTM Report – Spring 2019 – Page 5
Government Update
I am writing this on January 31, 2019. The Iowa Legislature has been in session
for about three weeks now, so there are many bills being filed regarding education. The
Federal Government is also working on issues related to education. NCTM has been
consulting with White House staff about a five-year STEM education project, Charting a
Course for Success: America’s Strategy for STEM Education (click on the title for
program details or see the list of links at the end of this article). Our NCTM
representatives are calling for programs that meaningfully integrate mathematics and
statistics education priorities for funding. This outreach will continue with NCTM
reaching out to federal Department of Education staff regarding Catalyzing Change in
High School Mathematics (NCTM, 2018) to provide updates to policymakers on what
NCTM finds is needed to improve high school mathematics education for all students.
Remember that NCTM consultants are our voice in Washington DC. Currently
(as I write this) NCTM is joining 48 other national education and advocacy organizations
in responding to the Federal Department of Education’s decision to eliminate School
Discipline Guidance of 2014. NCTM’s position is to keep children in school, eliminate
and not enable discrimination. You can view NCTM’s announcement about this,
including a link to the policy in question by clicking on this link or with the URL at the
end of the article.
Governor Reynolds, in her State of the State address on January 14, indicated
she will ask for an increase of $9.3 million in funding for pK-12 schools. She has also
asked that the Regent’s funding increase by $18 million, matching the Regents request
for funding. Remember that the state’s budget starts with the Governor’s proposed
budget, which is presented to the Legislature for debate, sent back to the Governor for
approval of the new version. This means we will not know what education funding will
be for the fiscal year 2020 until this process is completed later in the year.
Several of the bills that have been filed will be familiar. Two bills were filed, that
have already been withdrawn, eliminating the requirement for teachers who graduate
from Iowa programs to take a nationally normed, end of program test/assessment. In its
place, a new bill have been filed keeping the test, but removing the requirement that a
new teacher’s score be in the upper 25 percentile to get a license. Instead, the
Department of Education would set the cut off. There are various bills regarding the
authority of school districts, including one that would limit their ability to deny a charter
school application, Another bill filed is about replacing Dillon’s Rule (where local
government powers are derived from the legislature) with Home Rule for school
districts, which is when local governments’, in this case school districts’ power is derived
CONTINUED 
ICTM Report – Spring 2019 – Page 6
Government Update (ctd.)
from Iowa’s constitution. I highlight these two bills since they are sort of contradictory
when it comes to local control in Iowa’s education. It might be a rollercoaster session in
Des Moines again. Stay tuned.
None of the bills I have read are specifically about mathematics teaching and
learning in the state, but all of the bills related to education that are filed could impact
the work mathematics educators do in Iowa. If you want more information on any of the
education related bills or resolutions filed during this Legislative session, use this link
found on the Iowa Department of Education’s website. You can also check the monthly
updates I write during the school year, where I share current government happenings.
To read these, more timely updates, visit ICTM’s website , open the News tab, then
select Government Updates.
Links for more information:
Charting a Course for Success: America’s Strategy for STEM Education:
https://www.whitehouse.gov/wp-content/uploads/2018/12/STEM-Education-
Strategic-Plan-2018.pdf)
NCTM’s response to the Federal Department of Education’s decision to eliminate
School Discipline Guidance of 2014: https://www.nctm.org/News-and-
Calendar/News/NCTM-in-the-News/NCTM-responds-to-decision-to-rescind-
school-discipline-guidance/?fbclid=IwAR3OXHFsA_ZYYZWVRVzpmOYx-
VLrZy5xd-yAdz9370Dr2cvnGoqiD5NPndE .
See a current list of bills and where they are in the legislative process:
https://educateiowa.gov/resources/legislative-
information?utm_medium=email&utm_source=govdelivery.
ICTM Government Updates: https://www.iowamath.org/government-update/
— Catherine M. Miller
ICTM Government Relations Liaison
Check out ICTM online:
www.iowamath.org
ICTM Report – Spring 2019 – Page 7
Pictures from the 2018
Pre-Conference
Each year ICTM sponsors a pre-conference for new and future math teachers. Here are
a few scenes from the 2019 pre-conference.
CONTINUED 
ICTM Report – Spring 2019 – Page 8 Pre-Conference Pictures (ctd.)
ICTM Report – Spring 2019 – Page 9
CONFERENCE 2018
The 2018 ICTM annual conference had the theme “Opening the Door to Math for All”. Dr. William
McCallum was the keynote speaker. Below are some a few pictures from the 2018 conference. We
expect to have another fun and informative conference in 2019.
CONTINUED 
ICTM Report – Spring 2019 – Page 10 CONFERENCE 2018 (ctd.)
ICTM Report – Spring 2019 – Page 11
From the State Math Supervisor
Once again, Iowa mathematics educators did not disappoint!
Record numbers attended the 2018 ICTM Conference to hear Bill
McCallum speak! We have also seen an impressive number of
educators taking the Number Sense Courses. Now, as this goes to
print, Kendal Hunt, an Iowa based company will have the “certified”
copy of the Illustrative resource. So many exciting things happening
in Iowa with mathematics and for impact on students!
On April 11, 2019, Dr. Robert Berry, the current NCTM
president will be in Iowa to present to the Statewide leadership team for mathematics. He will be
presenting on access and equity. Dr. Berry was one of the authors of Principles to Actions.
I would encourage us all to work through the two modules that are part of the Principles to
Actions Toolkit. https://www.nctm.org/PtAToolkit/ There are two on the Guiding Principles of Equity
and Access. One is Equitable Pedagogy and the other is Using Identity and Agency to Frame
Access and Equity.
Just released: Professional learning modules on implementing the Mathematics Standards.
Now available through the AEA Learning Online System:
Standards and Enacted Curriculum - Module 1
Instructional Practices - Module 2
Instructional Materials - Module 3
The modules may also be taken as part of a self-paced course for license renewal credit (fee
required). Search for the modules using these directions: English Language Arts/Literacy or
Mathematics.
For questions, contact April Pforts (Mathematics) at (515) 314-6243 or
april.pforts@iowa.gov, or Deborah Cleveland (AEA Learning Online) at
dcleveland@aealearningonline.org.
Call to Action: Consider becoming an advocate for access and equity and the standards by doing
the modules listed above and tweeting it out! Be sure to tag @iowamath @apriliowamath
#iowamath.
April Pforts
State Supervisor of Mathematics
Iowa Department of Education
Questions or comment, feel free to email me at april.pforts@iowa.gov
Community links to sign-up:
IA Coaching Sign-up: General
IA Core Advocates Sign-up: Standards
IA Principles to Actions Sign-up: Instructional Practices
IA Number Sense Sign-up: Numeracy
IA IM/OpenUp Sign-up: 6th-8th resources
IA Desmos Sign-up: DesmosICTM Report – Spring 2019 – Page 12
From the Elementary Vice President
Hello ICTM members! and creating equivalent but easier or
known sums (e.g., adding 6 + 7 by
My name is Angie Shindelar and I creating the known equivalent 6 + 6 + 1
serve on the ICTM Board as the Vice- = 12 + 1 = 13). (1.OA.6.)
President for Elementary. My husband and I
have two adult children who were both ► Fluently add and subtract within 20
recently married. We keep telling them and using mental strategies.2 By end of
their spouses how excited we are to join the Grade 2, know from memory all sums
grandparent world. No pressure. :) of two one-digit numbers. (2.OA.2.)
I previously taught elementary and ► Fluently multiply and divide within 100,
middle school math at Nodaway Valley CSD. using strategies such as the
I am currently a Math Consultant for Green relationship between multiplication and
Hills AEA. I enjoy supporting teachers in division (e.g., knowing that 8 × 5 = 40,
learning around math content and one knows 40 ÷ 5 = 8) or properties of
instructional strategies. This is an exciting operations. By the end of Grade 3,
time to be a math educator. Momentum has know from memory all products of two
been building across the U.S. in recent years one-digit numbers. (3.OA.7.)
to improve math teaching and learning.
While the Iowa Core Math Standards
The teaching and learning of basic provide clear expectations for learning the
facts has been the theme of my two previous basic facts, questions are common about the
articles. You can read them here and here if authors’ intent of the word fluently. In thinking
you missed them. The most recent article back to our own experiences learning basic
examined the difference between facts, for most of us, the expectation was
memorization and automaticity. In this article memorization. Therefore, we typically equate
I will discuss their cousin, fluency. fluency with memorization. However, the use
of the word fluently in the standards hints at a
The Iowa Core Math Standards for K- broader definition. For example, first and
3 use “fluently” to describe expectations for second graders are expected to demonstrate
learning the basic facts. The specific fluency for addition and subtraction facts by
standards are listed here: using various listed strategies and the inverse
relationship of the operations. Third graders
► Fluently add and subtract within 5. are expected to fluently multiply and divide by
(K.OA.5.) understanding the inverse relationship of the
operations and by using properties of
► Add and subtract within 20, operations. So, if the intent of using fluency
demonstrating fluency for addition and as a description in the standards was
subtraction within 10. Use strategies memorization, why would lengthy
such as counting on; making ten (e.g., descriptions of strategies be given? You
8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); really don’t need strategies to memorize. You
decomposing a number leading to a just memorize, right?
ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 =
9); using the relationship between The National Research Council
addition and subtraction (e.g., knowing provided us with what has become the
that 8 + 4 = 12, one knows 12 – 8 = 4); CONTINUED ICTM Report – Spring 2019 – Page 13
From the Elementary Vice President (ctd.)
accepted research-based definition of
fluency: “skill in carrying out procedures modelers counting out objects for each
flexibly, accurately, efficiently, and addend and then recounting all of the objects
appropriately” (National Research Council, to find the sum. With many experiences and
2001) This definition expands fluency beyond discussion they move into counting on. In the
memorization. Below the four parts of the past, students were expected to jump from
definition described in relation to the K-3 fact counting on to knowing the facts. Research
fluency standards. They show us that the has helped us understand there is a critical
authors likely had the National Research phase between counting on and knowing the
Council’s definition in mind. facts called deriving. Most of the strategies
described in the fact fluency standards are
Flexibly means the student can deriving strategies. With many experiences
describe more than one way to solve the and practice students will move away from
problem using deriving strategies. One counting on and use deriving. When looking
strategy may be preferred, however s/he can at other standards in K-3 one can see
describe another strategy when prompted. expectations that support this progression.
The standards describe a variety of strategies Many of the K-3 standards describe building
for the student to experience and be familiar understanding of number relationships which
with. is foundational to understanding derived
strategies. Solving a fact efficiently includes
Accurately speaks for itself. No matter using a derived strategy with ease and
what strategy is used or if a fact has been knowing from memory.
committed to memory, the expectation is that
it be accurate. This is inferred in the Appropriately also coincides with the
standards in the expectation to know the developmental progression described above.
facts from memory, in that, when students We expect that, with many experiences and
have had enough experience practicing a practice, students will use derived strategies
strategy they commit the fact to memory. with ease. Note that counting on would not be
considered appropriate. Counting on is at the
Efficiently coincides with the developmental beginning stages of the developmental
progression of how children solve problems progression. We do not want students to rely
described in Teaching Children Mathematics: on counting as a fallback strategy for a
Cognitively guided instruction (Carpenter T. forgotten fact. This would include skip
P., et al, 2014). Children begin as direct counting for multiplication and division.
Thinking about these four parts of the fluency definition, consider the three student
examples below to see what fluency might look like when achieved.
T: What is 7 + 8?
S1: Um…(brief think time)...15.
T: I noticed you thought about that one a bit. Tell me how you solved it.
S1: Well 7 and 8 are both close to 10 so had to decide which one I wanted to
make into a 10. I chose the 8 because it is closer. So I took 2 from the 7
CONTINUED ICTM Report – Spring 2019 – Page 14
From the Elementary Vice President (ctd.)
to make the 10. Then I added 10 + 5.
T: What is 7 + 8?
S2: Um…(brief think time)...15.
T: Tell me about your strategy. How did you solve 7 + 8?
S2: Well I was going to make a 10 with the 8, but then I saw that it would
be just one more than 7 + 7. And I know 7 + 7 = 14.
T: What is 7 + 8?
S3: 15
T: That was quick! You know that one automatically now!
S3: Yep, I have practiced that one a lot, so I know it.
T: What strategy did you use when you practiced?
S3: Doubles.7 + 8 is just one more than 7 + 7.
These students demonstrate fluency ftypically compacted into one chapter, early in
with flexible, accurate, efficient, and the school year, expecting students to learn
appropriate strategies. They either knew the strategies quickly and with minimal practice.
fact or used a derived strategy with ease. The Spreading the instruction across the year
biggest benefit to deriving is you don’t lose focusing on one strategy at a time is an
the strategy over time. When presented with alternative way to think about achieving
a fact that may have been previously fluency for basic facts. More time per strategy
committed to memory, you can recall the can be given for instruction and practice.
derived strategy typically used and solve the Time, however, will not solve everything.
fact. Unfortunately, a common reaction to
having forgotten a memorized fact is to count, It is also essential to consider the kinds of
or worse yet, guess. experiences students engage in to learn
about each strategy. Students need many
Teaching derived strategies is not opportunities to think about how a strategy
new. Many textbook lessons have included works and a lot of practice in using it. A
lessons on these strategies for many years. variety of visual models and discussion,
Why, then, do students still struggle with thoughtful ways to recording the thinking,
fluency? The answer to this seems to center word problems with number choices
around the time given to learn and the supporting the strategy, and games to
experiences provided. Derived strategies practice using the strategy are all important to
take a considerable amount of time to the learning and efficient use of each
develop. However, basic fact instruction is
CONTINUED ICTM Report – Spring 2019 – Page 15
From the Elementary Vice President (ctd.)
strategy. Over time the strategy becomes students to achieve, we must rethink what it
automatic and fluency is realized. means to be fluent and give careful
consideration to the time and experiences we
Recent research in fact fluency provide. If you are interested in reading more
suggests that games are the best way to about basic fact fluency check out Jennifer
practice and reach fluency. Games that have Bay Williams and Gina Kling’s work. They
been specifically designed to practice a have written several articles for NCTM in
strategy, such as using a double, provide recent years and have just published a book,
multiple opportunities to practice a strategy. Math Fact Fluency, 60+ Games and
Games also provides practice without the Assessment Tools to Support Learning and
time pressure often found in timed tests. If we Retention (ASCD, 2019).
want students to use derived strategies, we
have to create settings that allow the student I hope you have found my thinking
to practice the thinking and build fluency over about fluency with basic facts helpful. I am
time. always interested in others’ thoughts about
this important topic. Contact me with thoughts
To summarize, fact fluency in the Iowa Core or questions at ashindelar@ghaea.org.
Mathematics standards has a much broader
definition than memorization. To reach the —Angie Shindelar
desired fluency we so desperately want our
Vice President--Elementary
Around the State …
Great Prairie AEA
2019 is full of great experiences for our friends in the Great Prairie Region of Iowa. The
AEA is providing exciting opportunities for learning and professional development. Teachers
and coaches have the opportunity to participate in SOAR Fraction Training and SOAR Ratio
and Proportion Training in Burlington this January and February. Supporting Ongoing
Achievement Responsively tools and activities help gain information on student ability, then help
students learn skills to fill their learning gaps. Teachers who are using Illustrative Math Open
Up Resources Curriculum are meeting in January for a collaboration day to share their
experiences, celebrations, and roadblocks. Area teachers are excited and ready to tackle the
challenges of teaching Math during the second half of the school year!
There are also several upcoming chances for professional growth this spring for
teachers, coaches, and administrators in the Great Prairie Region. Along with many other
CONTINUED ICTM Report – Spring 2019 – Page 16
Around the State (ctd.) …
Great Prairie AEA
schools, GPAEA districts will be working on and completing their Self-Assessment of MTSS
Implementation (SAMI) and Universal Tier Tools. This reflection of the school’s system gives
buildings a start for improvement and growth.
There is exciting news upcoming on the national level. NCTM is having two conferences
in the Midwest in 2020. Save the date for the Annual NCTM Conference on April 1-4, 2020 in
Chicago (it’s the NCTM 100 year celebration...one surely not to miss!) and the Regional NCTM
conference in St. Louis October 21-24, 2020. Having two NCTM conferences in the Midwest in
the same year is very exciting...make a point to attend!
Since there are multiple opportunities for conferences in 2020, ICTM needs to think
about when we would like to hold our yearly conference. Normally the ICTM annual conference
is held in October. With the 2 national conferences in the spring and fall of 2020, would there
be a better time for the ICTM conference? Spring? Summer? As Conference Co-Chair, we
welcome your suggestions! In the meantime, plan on attending the ICTM Annual conference at
Valley High School in West Des Moines in October, 2019.
Back by popular demand, Karen Karp, Ph.D from the University of Louisville will be here
April 29, 2020 for grades K-2 and April 30, 2020 for grades 3-5. If you haven’t heard Karen
before, get the dates on your calendar. Her focus on MTSS for elementary students inspires
teachers with fantastic interventions and assessments that can be used immediately in
class. Look for more information to come.
Entering my second year on the ICTM Board, I look forward to continue my work with the
outstanding educators in the Great Prairie Region and beyond. If you have any suggestions for
classes that you would like to see at the GPAEA this summer, please let us know. We aim to
please! Follow me on Twitter @jayyouelleyeee or contact me with questions and suggestions at
julie.yurko@fmcsd.org.
—Julie Yurko
GPAEA Regional Director
Central Rivers AEA
Continued Learning Opportunities During the School Year
You are knee-deep in the middle of the school year. I am sure the last thing you are
thinking about is your own professional development needs when you have the needs of so
many students to care for. With that being said, being a life-long learner is very important for
a professional educator to be able to keep up on what is new in the world of education, and
to make sure that you don’t stay stagnant with your approach. I always like to have an
CONTINUED ICTM Report – Spring 2019 – Page 17
Around the State (ctd.) …
Central Rivers AEA
ongoing professional development goal for myself during the school year. This year, I was
fortunate enough to take a class in connection with the State Mathematics Leadership
Team focusing on number sense for preschool to second grade students. I am a middle
school teacher, but I found this to be of great value in helping me see some of the possible
reasons that my middle school students struggle with number sense, and what I may be
able to do to adjust their struggles.
Here are a few examples of options you may want to take advantage of during the school
year:
1. Visiting other teacher’s classrooms
It’s easy to live in your own bubble action, or to check out how self-pacing
in your classroom, especially if you are a works, and I know there are hundreds of
rural teacher where you are the only person great teachers who would welcome you
who does what you do. But even if you’re into their classrooms. If you are not sure
not, haven’t you ever wondered what else who would be good to watch, reach out to
you could be doing, or how something you your AEA for recommendations. Not sure if
have only heard about actually works in the your administration would let you take a
classroom? With the state and national day off to do this? From my experience, if
push for the Mathematical Practices you present a solid plan of why you would
Standards and Effective Mathematical be doing this and the benefits that would
Teaching Practices, it’s always nice to get come from such an experience (always
out and see how this works in someone relating to current district goals), I can’t
else’s classroom. I have people come in all imagine you would have too much trouble
the time to watch problem-solving tasks in convincing them.
2. Having a book study
Finding a common text to read and media…this would be no different.
discuss with your colleagues is a wonderful
way to expand your thinking and find ways Some books I would recommend
to improve your practice. If you do not have would include NCTM’s Taking Action
people to communicate with locally, set up Series, which is a practical look at teaching
a group with other area teachers and host using the Effective Mathematical Teaching
small gatherings. Also consider using Practices (there is a book for elementary,
Twitter as the great equalizer. You could middle school, and high school). NCTM’s
get a group of people together from across Catalyzing Change is also a thought-
the nation that have like interests as you, provoking read for anyone invested in the
and discuss the questions through a Twitter middle school, to high school, to college
Chat. Most people are familiar with transition in regards to mathematics.
communicating with people over social
CONTINUED ICTM Report – Spring 2019 – Page 18
Around the State (ctd.) …
Central Rivers AEA
3) Brush up on your content knowledge
Truth be told, some people are not my students do on the side, and enjoy as a
comfortable with some of the content they nice change of pace. There are helpful
are teaching. This could be for many videos along the way if you get stuck.
reasons. Maybe you were thrust into a role Go to khanacademy.org
that license-wise you can teach, but you Make an account, or for most
have never actually done. Even though the people, sign in using Google
standards were updated a while ago, Click on “courses” in the upper left-
maybe there are some of the different hand corner
portions of your grade level content that Select the grade or class you want
you don’t fully understand. It might even be to explore
that you want to be more comfortable with When that page for the grade or
grade level content above or below your class appears, click in the middle of
own you so you can better understand the screen where it says “Looking
where your students are coming from, and for Missions”
where they are headed. You will start with a quick
preassessment. Along the way you
In any of those cases, I would refer will complete mastery challenges.
you to Khan Academy Missions. Khan The lists of skills are represented by
Academy Missions lets you choose a little boxes on the left side of the
certain grade level or class, like 8th grade or screen. For more information on
Algebra 2, and try to master all skills up to missions, go to this link:
100%. This is actually something many of
https://www.khanacademy.org/resources/k-12-teachers-1/math-teachers/a/math-missions-
overview-and-faq
Hopefully these three options will give you something to think about so you can
continuously be getting better as a teacher and professional We want our students to
always be improving. We should want to improve as well!
—Dr. Clayton M. Edwards
Central Rivers AEA Regional Director
claytonmedwards@gmail.com — @doctor_math
Green Hills AEA
Greetings from the Green Hills AEA area in southwest Iowa. I will begin by introducing
myself; my name is Deb Roberts and I am currently a math instructor at Southwestern
CONTINUED ICTM Report – Spring 2019 – Page 19
Around the State (ctd.) …
Green Hills AEA
Community College in Creston, Iowa. I received my BS Ed in Mathematics from NWMSU in
Maryville, Missouri and my Master of School Mathematics degree from ISU. This is my twenty-
fifth year of teaching—I taught four years at Lenox Community School District, seventeen years
in the Corning Community School District (now Southwest Valley, Corning & Villisca), and have
been at SWCC since the fall of 2015.
I teach a wide variety of math courses from remedial course through College Algebra
and Trigonometry and have found this environment challenging but very enjoyable. My students
run the gamut from just out of high school to non-traditional students seeking to resume their
education—possibly from a change in life circumstances or maybe just the right timing for new
adventures. We have a wonderful mixture of local students and those from across the country
as well as numerous international students.
As for most of you, it’s been very difficult getting into a routine this semester as the
weather has been difficult. We were able to hold our annual NACEP meeting on January 10th.
NACEP stands for National Alliance for Concurrent Enrollment Partnerships and this is where
the high school faculty in our area that teach dual-credit courses for SWCC at their local schools
come spend half a day with the college faculty teaching the same courses. We discuss
curriculum, assessment, and any other topics of interest/concern. It’s important that these
classes match up closely as they are receiving the same college credits. We are privileged to
have some very capable instructors teaching dual-credit classes at Murray, Clarke, and
Nodaway Valley schools. We also have several high school students who are within easy
driving distance of our campuses commute to classes.
I am looking forward to serving on the ICTM board over the next couple of years as we
strive to maintain a high standard of mathematics education in Iowa through communication,
support, and the exploration of new ideas.
—Deb Roberts
Green Hills AEA Regional Director
Don’t Miss the 2019 Conference!
Monday, October 14
Valley High School
3650 Woodland Avenue
West Des Moines, IowaICTM Report – Spring 2019 – Page 20
Executive Board
Educators from all over the state serve on the ICTM Executive Board.
Members are represented by elected Regional Directors based on your
AEA region.
Baker, Deidra [President] dlfbaker@gmail.com OR ICTMpres@gmail.com
Burrow, David [Newsletter Editor] davidmburrow@yahoo.com
Busta, Maureen [Executive Secretary] bustam@uiu.edu OR ICTMexsec@gmail.com
Conn, Joel [Regional Director, Heartland AEA] jconn@mchsi.com
Digmann, Karla [Regional Director, Keystone AEA] kdigmann@dbqschools.org
Edwards, Clayton [Regional Director, Central Rivers AEA] claytonmedwards@gmail.com
Finken, Teresa [Journal Co-Editor] finkent@gmail.com OR ICTMJournalEd@gmail.com
Lovstuen, Allysen [Vice-President, Secondary] allysen.lovstuen@decorah.k12.ia.us
McMahon, Chandra [Regional Director, Prairie Lakes AEA]
cmcmahon@humboldt.k12.ia.us
Miller, Catherine [Government Relations Representative/Pre-Conference Co-Chair]
millerc@uni.edu
Miller, Jaclyn [Student Director] millejct@uni.edu
Miller, Matt [Regional Director, Grant Wood AEA] miller.matt@iowacityschools.org
Mueller, Lori [NCTM Representative/Conference Program Chair] lori.mueller79@gmail.com
OR ICTMProgramCh@gmail.com
Pasvogel, Shannon [Regional Director, Mississippi Bend AEA] spasvogel@aea9.k12.ia.us
Pforts, April [Iowa Department of Education Mathematics Representative]
april.pforts@iowa.gov
Roberts, Deborah [Regional Director, Green Hills AEA] droberts2115@gmail.com
Sitzmann, Valerie [Regional Director, Northwest AEA] bvsitz@frontiernet.net
Shindelar, Angie [Vice-President, Elementary] ashindelar@ghaea.org
Townsend, Brian [Vice-President, Middle School] brian.townsend@uni.edu
Tvrdik, Deb [Treasurer/Pre-Conference Co-Chair] samdeb@wccta.net
Walker, Becky [NCTM Central 2 Representative] Beckwalk@hssdschools.org
Weber, Wendy [Vice-President, Post-Secondary] weberw@central.edu
Yurko, Julie [Regional Director, Great Prairie AEA] julie.yurko@fmcsd.orgICTM Report – Spring 2019 – Page 21
Encourage your colleagues to join ICTM!You can also read
