NCSM Winter 2023

TABLE OF CONTENTS BOLD MATHEMATICS LEADERSHIP: REFLECTIONS ON/IDEAS FOR LEADING DURING THESE CRITICAL TIMES What a Difference Expectations Make: Expecting Success for Ourselves and Our Students. by katey arrington ........ 1 Colonialism. by paul gray ..................................................................................... 5 Links to Volunteer and Order Membership…page 4 BOARD MEMBERS AT WORK Reflections from the 2023 NCSM Conference. NCSM Regional Directors from US Southern 1 and US Southern 2 share their reflections from the 2023 NCSM Conference. .... 10 NCSM Financial Report. by steve shadel ............................................................. 12 EMPOWER MATHEMATICS LEADERS: CONNECT, LEARN, AND HONOR NCSM Virtual Coaching Labs. by jenny novak, erin lehmann, and ian shenk ..... 13 Affiliate News: Do You Want to Learn More About Affiliates of NCSM? by heather crawford-ferre, phd ............................................................................ 13 Leading for Lasting Change: How New Leaders Can Build Relationships to Foster School Culture and Capacity for Change. by lara jasien, thomas stricklin, adam varnes, sara thompson ............................ 15 Request for NCSM Journal Manuscripts. by paula jacobpovic and sean nank .. 18 Kay Gilliland Equity Lecture Award 2023. by brian bukhalter .......................... 19 Practical Tips for Teachers: Addressing Mathematics Anxiety. sponsor article: amplify .. 19 Accelerate Learning with Neuroscience. sponsor article: accelerate learning .... 22 About Your NCSM Inspiration! ......................................................................... 24 –1– AS I STEP INTO THE ROLE OF PRESIDENT OF NCSM, I am humbled and privileged to serve an organization made up of BOLD education leaders. Our members care deeply about students and work diligently to support mathematics educators to grow in their practice to increase student learning and improve outcomes. During the transition to this role, I have been thinking critically about expectations and how the expectations we set for ourselves and others impact what we are able to achieve. NCSM’s Essential Actions for Instructional Leadership in Mathematics Education book identified a theme from decades of research and publications that effective instructional leaders create and sustain a culture of high expectations for learning in their school systems. A good example is from The Professional Standards of Education Leaders (2015), published by the National Policy Board for Educational Administration (NPBES), which states that effective educational leaders embody high expectations for student learning and confront and alter low expectations. Creating and sustaining high expectations and confronting and altering low expectations are essential actions for educational leaders because of the impact expectations have on the behaviors of teachers and students. You Get What You Expect In an EdWeek article titled “Expectations are ‘Everything’” (2022), Frey and Fisher state that “you get what you expect” from students (para.4). They are describing a psychological phenomenon called the Pygmalion Effect. When applied in education, it is often called the Teacher Expectancy FROM THE NCSM PRESIDENT… KATEY ARRINGTON WHAT A DIFFERENCE EXPECTATIONS MAKE: EXPECTING SUCCESS FOR OURSELVES AND OUR STUDENTS BOLD LEADERSHIP IN MATHEMATICS EDUCATION Inspiration! iration! CLICK TO RETURN TO PG 1 (CONTINUED ON NEXT PAGE) KATEY ARRINGTON WINTER 2023–24 ı VOLUME 54, NUMBER 2

w i n t e r 2 0 2 3 – 2 4 –2– m a t h e d l e a d e r s h i p . o r g BOLD MATHEMATICS LEADERSHIP: REFLECTIONS ON/IDEAS FOR LEADING DURING THESE CRITICAL TIMES Effect (TEE), which says that teachers’ expectations lead to students’ achievements aligned with those expectations. (Szumski & Karwowski, 2019) The summary of this under-researched phenomenon starts with a trigger—something about a student activates a set of expectations in a teacher’s mind about that student’s potential. It could be a label that the student has been given in the school, a stereotype applied to their race, ethnicity, gender, disability, language ability, or even appearance. These expectations for potential can be positive or negative depending on the attribute that triggers them. Szumski and Karwowski (2019) reviewed previous research. They found studies that indicated teachers tend to underestimate the potential of students from lower SES families and overestimate middle-class students, boys’ abilities in math and science, and girls’ abilities in languages. They also underestimate the abilities of students with disabilities and those from disadvantaged ethnic groups. (p.2) Teachers’ behavior toward students is different based on their expectations, often unconsciously, providing higher-level tasks to the students they see as having more potential and lower-level tasks to those they don’t expect will be successful. Students observe these behaviors that send clear, unspoken messages about the expectations of potential the teachers hold for them. Based on these communicated expectations, students form beliefs about their ability and potential and choose actions that lead to outcomes aligned with the expectations. This cycle (see Figure 1) becomes a self-fulfilling prophecy. Students for whom teachers have high expectations are provided with meaningful tasks that require deep mathematical thinking and get a message from their teachers that they are expected to succeed in mathematics. Those students are more likely to engage and, therefore, learn more. Students who are provided lower-level tasks and not asked to think deeply are not only kept from meaningful learning but are served the message that the teacher does not expect their success in mathematics. They are less likely to engage and end up learning less. Our communicated expectations become the reality to the students. All Students Can Learn All students have the potential to be powerful mathematical thinkers. (Seda & Brown, 2021) The foundational step of our work as leaders in mathematics education – where our work starts – is ensuring that all of our actions are aligned with this belief. We must hold high expectations for all educators and students to be learners of mathematics. NCSM’s Essential Actions for Instructional Leadership says, “Inarguably, your most important work is to uncover and address inequities that exist in mathematics teaching and learning. The research is clear. Equitable practices combined with high expectations [emphasis added], high-quality content, and strong family-community relationships have a positive effect on mathematics learning and achievement. Here lies your work with teachers and students” (p. 16). This is supported by a recent study that found that schools that develop a culture that adopts the mindset that all students can learn at high levels increase the achievement of students from marginalized backgrounds more than others. (Gupta and Sampat, 2021) Effective leaders ensure and embody high expectations and confront and alter low From the NCSM President (CONTINUED FROM PREVIOUS PAGE) (CONTINUED ON NEXT PAGE) Figure 1. Pygmalion Effect Cycle (Martin, 2017)

m a t h e d l e a d e r s h i p . o r g –3– w i n t e r 2 0 2 3 – 2 4 BOLD MATHEMATICS LEADERSHIP: REFLECTIONS ON/IDEAS FOR LEADING DURING THESE CRITICAL TIMES expectations to ensure that all students have the opportunity to learn. Beliefs and biases are sometimes explicit and obvious, but often, they are more implicit or even subconscious. Leaders should regularly scrutinize what is happening in our systems by asking explicit questions about beliefs and actions. NCSM provides these example questions for instructional leaders to frame discussions: • Do we believe all students are capable of learning meaningful and relevant mathematics? • As a team, do we lower expectations for learning mathematics, or are we continuously working toward making math accessible for all? • Do we use deficit-oriented labeling or perceived readiness to influence access to meaningful mathematics? (p.19) Leaders must embody high expectations, supporting educators in our system to grow their practice across the complex job of teaching, in content and pedagogy, and in keeping expectations for learning high. Kareem Farah, CEO and Founder of the Modern Classroom Project, says, “It’s tempting to respond to student frustration by decreasing rigor. But instead, maintain the highest expectations and allow students the time and space to reach them. They will respond.” A leader’s work starts with creating confidence in our teachers’ and students’ potential to be successful and aligning our actions with those beliefs. It means everything. Structures Speak Louder than Words Just as educator beliefs and behaviors can send messages to and about our students, the structures we utilize in schools can send messages as well. Tracking and mathematical pathways are structures that exist in schools and may seem similar on the surface because they are both methods for dividing students into groups. However, there are big differences in the mindset behind the groupings that set them apart. Tracking divides and labels students into classes or groups based on perceived ability and then provides differential treatments in learning based on their label. This practice creates an opportunity gap in student learning as it reserves the most effective teaching practices that require rigorous, deep mathematical thinking for students in the higher tracks. Students in lower tracks most often get rote, repetitive work lacking rigor and relevance. Just as importantly, tracking and the different learning opportunities in tracks broadcast the message to teachers and students that those in lower tracks don’t belong where deep mathematical thinking is happening. Tracking sets the perfect context for the Pygmalion effect to increase chances of success for those sorted into higher tracks and decrease chances of success for those in lower tracks through both treatment and expectation. Author and motivational speaker Les Brown says, “Nobody rises to low expectations.” This is why NCSM and many other organizations supportive of mathematics educators and leaders have strongly recommended utilizing heterogeneous classrooms and eliminating tracking structures. (NCSM, 2020) Mathematical pathways also separate students into groups, but unlike tracking, it sorts students by interest (and not perceived ability) and places every student in classrooms with rigorous mathematics instruction. In the last years of high school, students are thinking about their career aspirations, and mathematical pathways allow them to choose to study mathematics aligned with those aspirations. Students are provided with multiple, meaningful options for the area of mathematics to best serve their ambitions, such as statistics, data science, quantitative reasoning, and calculus. This choice between valuable mathematics experiences allows them all to engage in deep mathematical thinking and prepare for their From the NCSM President (CONTINUED FROM PREVIOUS PAGE) (CONTINUED ON NEXT PAGE)

w i n t e r 2 0 2 3 – 2 4 –4– m a t h e d l e a d e r s h i p . o r g BOLD MATHEMATICS LEADERSHIP: REFLECTIONS ON/IDEAS FOR LEADING DURING THESE CRITICAL TIMES WANT TO GET INVOLVED IN NCSM? WE LOVE OUR VOLUNTEERS AND NEED VOLUNTEERS! CLICK HERE TO SEE ALL THE WAYS YOU COULD GET INVOLVED. Interested in joining NCSM? Need a Membership Application? Go to: mathedleadership.org/membership/ postsecondary endeavors without necessarily all studying the same mathematics. This, unlike tracking, broadcasts the message that students can be themselves and that each of them has the potential for success in mathematics. Students are encouraged to find relevance and joy in mathematics that will help them achieve their ambitions. Intentional, flexible grouping structures within heterogeneous mathematics classrooms support all students in learning mathematics. NCSM’s most recent position paper, Improving Student Achievement Through Flexible Grouping Practices, released at the annual conference in October of 2023, states that “mathematically inclusive classrooms create equitable and flexible grouping structures to appropriately develop students’ mathematical talents.” (p. 1) The paper recommends using varied forms of in-class groupings to increase student learning and engagement. Grouping ideas include random and strengths-based groupings, as these strategies have been shown to create richer student-led interactions that lead to student ownership of work. (NCSM, p.1). It is important that groupings are created with purpose and are non-permanent or change often, offering students opportunities to engage in discourse and learning with many peers over time. These flexible groups send a message that it’s important all students learn meaningful mathematics and have assets to offer learning groups. The paper also suggests that educators should examine their grouping structures regularly, considering which students are assigned to which groups, to ensure that hidden biases and expectations are not interfering with anyone’s opportunity to learn or sending unintended messages of low expectations. Require High Expectations: Commitment to Self, Colleagues, Others The Essential Actions for Instructional Leaders book defines imperatives for instructional leaders to increase mathematics achievement for all students. Essential action #3 is to “Require consistent high expectations for all students and teachers.” A broad set of research supports this as an essential action from effective leaders. NCSM asks leaders to make commitments to themselves by examining their own assumptions, beliefs, and expectations to determine how productive they are for student learning. It is also imperative to make a commitment to colleagues and others by engaging educators in sustained conversations about expectations for teachers and students around teaching and learning mathematics. These conversations should include examining structures in use to ensure they offer every student access to meaningful mathematics and communicate high expectations for learning. I am making a commitment to myself and you to have high expectations for the leadership of NCSM in the efforts we put toward supporting your leadership and to support all educators and students. I invite you to join me in making commitments to yourself, the educators in your sphere of influence, and your students to have and From the NCSM President (CONTINUED FROM PREVIOUS PAGE) (REFERENCES ON NEXT PAGE)

m a t h e d l e a d e r s h i p . o r g –5– w i n t e r 2 0 2 3 – 2 4 BOLD MATHEMATICS LEADERSHIP: REFLECTIONS ON/IDEAS FOR LEADING DURING THESE CRITICAL TIMES to hold high expectations for the potential in each of them. Stephen Covey, an educator and writer, says, “Treat a man as he is, and he will remain as he is. Treat a man as he can and should be and he will become as he can and should be.” If we engage in examining our own beliefs, sustain conversations with others about ensuring high expectations, and commit to embodying those high expectations, we and our students will be better for it. s I ATTENDED MY VERY FIRST TODOS: MATHEMATICS FOR ALL CONFERENCE THIS PAST SUMMER IN ALBUQUERQUE, NEW MEXICO. To say that I learned a lot is an understatement. One of my trusted colleagues posed a question that made me start thinking: how do we address the colonialism that permeates our mathematics classrooms and mathematics education structures? True confession … I had no idea what she meant. But because I was asked a question by someone who I trust to push my thinking in positive ways, I got to work. I am descended from a long line of European colonists. My 9th greatgrandfather, Nicholas Wyeth, immigrated with his family to the Massachusetts Bay Colony in the 1630s where he helped found Cambridge, Massachusetts. My 9th great-grandfather John Gray immigrated from England to Maryland in the 1660s. My 5th great grandfather, Edmond Gray, briefly settled in the new Florida Territory in the 1830s before he and most of his family were killed in what U.S. History books record as the Seminole Wars. Had COLONIALISM By Paul Gray, Jr. I NCSM Past President (@Dr_PaulGray) PAUL GRAY, JR. From the NCSM President (CONTINUED FROM PREVIOUS PAGE) (CONTINUED ON NEXT PAGE) Resources to support you in your commitment to embodying high-expectations and confronting and altering low expectations mentioned in this article: Essential Actions for Instructional Leadership Book and Online Resources Closing the Opportunity Gap: A Call for Detracking Position Paper Improving Student Achievement through Flexible Grouping Practices Position Paper Frey, N., & Fisher, D. (2022, December 14). Expectations are “everything.” Education Week. https://www.edweek.org/teaching-learning/opinion-teacher-expectations-play-a-big-role-in-the-classroom-heres-how/2022/12 Gupta, N., & Sampat, S. (2022, March 9). How teacher expectations empower student learning. Brookings. https://www.brookings.edu/articles/how-teacher-expectations-empower-student-learning/ Martin, K. (2017, April 23). Why believing in your students matters: Katie Martin. Katie Martin | Informed by Research, Inspired by Practice. https://katielmartin.com/2017/04/22/why-believing-in-your-students-matters/ National Policy Board for Educational Administration (2015). Professional standards for educational leaders. NPBEA. https://www.npbea.org/wp-content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf NCSM: Leadership in Mathematics Education (2019). NCSM essential actions: Instructional leadership in mathematics education. NCSM: Leadership in Mathematics Education (2020). Closing the opportunity gap: A call for detracking mathematics [Position statement], https://www.mathedleadership.org/docs/resources/positionpapers/NCSMPositionPaper19.pdf NCSM: Leadership in Mathematics Education (2023). Improving student achievement through flexible grouping practices [Position statement] Seda, P., & Brown, K. (2021). Choosing to see: A framework for equity in the math classroom. Dave Burgess Consulting, Inc. Szumski, G., & Karwowski, M. (2019 October). Exploring the Pygmalion effect: The role of teacher expectations, academic self-concept, and class context in students’ math achievement. Science Direct. https://www.sciencedirect.com/science/article/pii/S0361476X18300729?via=ihub

w i n t e r 2 0 2 3 – 2 4 –6– m a t h e d l e a d e r s h i p . o r g BOLD MATHEMATICS LEADERSHIP: REFLECTIONS ON/IDEAS FOR LEADING DURING THESE CRITICAL TIMES his son, James, not stayed in Alabama, I would not be here today. My 3rd great-grandfather, Sebastian Rippstein, immigrated from Switzerland to San Antonio, Texas, in the 1840s with his brothers, arriving at the Mexican port of Veracruz and then traveling northward into the Texas frontier. His wife, my 3rd great-grandmother Henriette, owned significant chunks of land in what we would now call northeastern San Antonio. These are some of my ancestors’ stories that I know. There are many more that I do not know. Yet, I am the descendant of a bevy of European colonists and settlers. I remember my high school U.S. History and World History classes and their units on colonialism. My history books were written from an Anglo perspective. English colonialism was portrayed as waves of settlers looking to the “new world” for a better way of life. Religious freedom. Economic opportunity. Spanish colonialism was portrayed as more sinister…conquistadores searching for gold and seeking to exploit the riches of the “new world.” In the world history books, colonialism was presented as an extension of European capitalism where explorers and settlers searched the globe for areas that had resources they could bring back to the mother country and get rich. It was an economic thing. That’s why the Virginia colony was founded by the Virginia Company. The dictionary defines colonialism as “control or power over a dependent area or people.” When European settlers arrived in Turtle Island (what we now call North America), that’s exactly what they did. English settlers created new colonies and used natural resources on the eastern coast of North America to pay for these new homelands. Spanish settlers created new colonies in the Caribbean, southern and southwestern North America, and Central America. French settlers created new colonies in northeastern and central North America. In each case, the colonists established control and power over an indigenous population. They pushed out (and in some cases, brutally murdered) the indigenous populations in the original English, French, and Spanish colonies, and then their descendants continued the push through westward expansion of both the United States and Canada. What does any of this have to do with mathematics education? Our schools and education systems, like other structures we created to provide order in society, are built with colonial roots. They were created to bestow power and control on one population either without regard to other populations or to intentionally disempower and subjugate other populations. The first public schools were segregated by both race and gender. As we changed the rules to allow students of different races and genders to learn alongside one another, we didn’t always change the structures and policies that governed those classrooms. For example, after the U.S. Supreme Court declared in Brown v. Board of Education of Topeka, Kansas (1954) that racially segregated schools were unconstitutional, we didn’t necessarily change the structures and policies we used in existing schools. Instead, Black and brown students were just shoved into existing white schools and told to figure it out. We tend to think of school segregation as Black students being put in separate and unequal schools. Let us not forget that in the U.S.-Mexico borderlands, MexicanAmerican and Hispanic students were also forced to attend segregated schools. In the Texas borderlands of west and south Texas, there are Hispanic families whose ancestors lived there From the Past President (CONTINUED FROM PREVIOUS PAGE) (REFERENCES ON NEXT PAGE)

m a t h e d l e a d e r s h i p . o r g –7– w i n t e r 2 0 2 3 – 2 4 BOLD MATHEMATICS LEADERSHIP: REFLECTIONS ON/IDEAS FOR LEADING DURING THESE CRITICAL TIMES when Texas was part of New Spain and then Mexico. They witnessed Anglo families moving in from the United States who subsequently seized power and control. Then, the native Hispanic families witnessed their children being forced to attend substandard segregated schools. We have also seen both the Canadian and U.S. governments, sometimes in partnership with religious institutions, use the power of schools as they sought to extinguish Indigenous North American cultures. In a strong colonial tradition of supplanting local cultures with what settlers viewed as superior AngloSaxon cultures, these governments established Indian Boarding Schools where Indigenous children were removed from their homes and forced to learn English, adopt European ways of knowing, and eschew the cultures and traditions of their people and their families. In too many cases, these children were murdered at the hands of the adults who were supposed to be their caretakers. All in a continent-wide program to exterminate Indigenous cultures in favor of the ones European colonists brought with them. Indian Boarding Schools are an example of colonialism at its worst. Examples of Colonial Structures in Schools Rochelle Gutierrez, in her introduction to Rehumanizing Mathematics for Black, Indigenous, and Latinx Students (2018), draws a direct line between the way many of us approach mathematics education and a combination of white supremacy and settler colonialism. As an example, she uses our notion of students’ misconceptions as a practice that dehumanizes students. Dr. Gutierrez posits that students don’t have misconceptions, they have conceptions that make sense to them until they encounter a situation where those conceptions no longer work. Educators use the term “misconception” when we are trying to move people to our way of thinking or our view of the world. Thus, the expectation of addressing students’ misconceptions ties directly to the agenda of an American or Canadian Eurocentric view that there is one right way and one right time to approach mathematics. Gutierrez also presents key elements of our structures and systems that dehumanize our children. • Measuring categorizing bodies (e.g., tracking, mathematics as a filter); • Evaluation that does not honor complexity, context, or individuals’ own goals (e.g., highstakes and standardized testing, value-added modeling); From the Past President (CONTINUED FROM PREVIOUS PAGE) (REFERENCES ON NEXT PAGE)

w i n t e r 2 0 2 3 – 2 4 –8– m a t h e d l e a d e r s h i p . o r g BOLD MATHEMATICS LEADERSHIP: REFLECTIONS ON/IDEAS FOR LEADING DURING THESE CRITICAL TIMES • Being asked to leave one’s identity at the door (e.g., color-blind teaching, strict pacing guides, being unable to use “foreign” algorithms from one’s home country, being unable to use one’s native language); • Rule following as opposed to rule breaking or creation (e.g., following what seem to be arbitrary rules developed by others); • Speed valued over reflection (e.g., get the answer quickly, cover the curriculum regardless of whether students understand); and • Separation of mathematical practice from politics/values/ethics (e.g., perpetuating the myth that mathematics is objective and culture-free, being expected to teach/learn without bringing in politics. (2018, p. 3) As you read this list, which of those elements did you see in your school or district? As you read each element, did you think of a particular program in your school, district, or province/ state? Did you, like me, think “That’s what we did last year!” when you read certain elements? The legacy of settler colonialism in North America includes structures and systems that solely value Western European ways of knowing at the exclusion of Indigenous, Latinx, and African ways of knowing. These structures and systems value knowledge that can be reduced to measurable behavior-based learning objectives. These structures and systems value “culture neutrality” which is really white supremacy in disguise. All mathematics has culture. The question is never “Is there culture here?” but “whose culture is showcased here?” What Can We Do? A mountain may be brought down in a catastrophic explosion a la Krakatoa in 1883, but much more commonly a mountain is brought down by gradual erosion over time. With one person working alone, that takes a long time. The Appalachian Mountain range was once tall and mighty like the Rocky Mountains. Yet, tens of millions of years later, the mountains are worn and smooth. Instead of waiting for nature to take its course, we can each bring a shovel and start moving that mountain. And if enough of us band together, we get it done more quickly. And when we know we have systems and structures that harm children, we have to act quickly. Create a shared vision steeped in equity What is your grade level team’s, department’s, school’s, or district’s vision for equitable, highquality mathematics teaching and learning? A shared vision based on equity with a staunch commitment to making sure that each and every child has access to powerful mathematics is a terrific start. Use a protocol like NCSM’s Vision Casting protocol in our Essential Actions: Instructional Leadership in Mathematics Education book to guide the creation of that shared vision. Use other reflective tools (pdf) to guide discussion in a professional learning community about how well current practices, structures, and systems align with NCTM’s Effective Mathematics Teaching Practices. Honor multiple ways of knowing through culturally relevant instruction How relevant are the mathematics tasks and instructional practices to the cultures of the students in your classroom, school, district, city/ town, or state/province? Dr. Gloria LadsonBillings pioneered the culturally relevant pedagogy framework in the 1990s. Subsequent scholars have instantiated her theory into practice. Use a tool like the Culturally Relevant/ Cognitively Demanding (CRCD) Framework (pdf) from Dr. Lou Matthews, Dr. Shelly Jones, and Dr. Yolanda Parker. The CRCD Framework will From the Past President (CONTINUED FROM PREVIOUS PAGE) (CONTINUED ON NEXT PAGE)

m a t h e d l e a d e r s h i p . o r g –9– w i n t e r 2 0 2 3 – 2 4 BOLD MATHEMATICS LEADERSHIP: REFLECTIONS ON/IDEAS FOR LEADING DURING THESE CRITICAL TIMES help you and your colleagues decide together how cognitively demanding and culturally relevant your instructional tasks are. You can also use a tool like NCSM’s Culturally Relevant Leadership Reflection (pdf) to reflect, based on your leadership role, on your classroom, school, or district’s structures and systems. Shared leadership is shared power The heart of colonialism is taking resources and power away from one group for the benefit of another group. What structures and systems do you have in your classroom, school, district, province, or state, that do that even if unintentionally? One way you can work to dismantle these inequitable systems and structures is to make sure that multiple sets of lived experiences are represented at the decisionmaking table. • How diverse (race, ethnicity, gender, cultural groups) are the campus or district-based leadership teams? • How are student and family voices incorporated into decision-making? We didn’t design many of the systems and structures that we inherited. Their existence isn’t our fault. But it is our responsibility, as mathematics leaders committed to equity for all of our teachers and students, to acknowledge them, find out how they are actually harming our teachers and students, and then work to change them. For example, tracking is a structure that we know harms children. Yes, it does benefit a small group of students at the expense of a larger group of students (sound colonizing?). Tracking diverts instructional resources and teaching experience that our most needful students require. Once we know a system or structure harms children, we have a moral obligation as educators and leaders to change that system or structure. As educators and leaders who live in a society created by European settler colonialism, the roots of those colonial beliefs and structures remain present in our schools. We didn’t create them and they aren’t our fault. But it is our responsibility to address and change them. As bold mathematics leaders with a firm commitment to equity, we will do exactly that. s Gutierrez, R. (2018). The need to rehumanize mathematics. In I. Goffney, R. Gutierrez, & M. Boston (Eds.) Rehumanizing mathematics for black, indigenous and latinx students. (pp. 1–10). NCTM. NCSM (2019). NCSM essential actions: Instructional leadership in mathematics education. NCSM. Warren, E. & Supreme Court of the United States. (1953) U.S. Reports: Brown v. Board of Education, 347 U.S. 483. [Periodical] Retrieved from the Library of Congress, https://www.loc.gov/item/usrep347483/ U.S. Department of Education & Posted by U.S. Department of Education. (2022, September 9). Teachers as Advocates and Leaders of the Profession. Retrieved from https://blog.ed.gov/2022/09/teachers-as-advocates-and-leaders-of-theprofession/ From the Past President (CONTINUED FROM PREVIOUS PAGE) Math is in everyone’s DNA. Just play at stmath.com/play

w i n t e r 2 0 2 3 – 2 4 –10– m a t h e d l e a d e r s h i p . o r g BOARD MEMBERS AT WORK 2024 NCSM BOARD PRESIDENT Katey Arrington PAST PRESIDENT Paul Gray FIRST VICE PRESIDENT Jenny Novak SECOND VICE PRESIDENT Barbara Griffin REGIONAL DIRECTORS Deanna Brajcich: Canada Nicole Stommel: Central 1 Susie Katt: Central 2 Amy Lucenta: Eastern 1 Karen Riley Jeffers: Eastern 2 Ian Shenk: Southern 1 Michael Greenlee: Southern 2 Tara Fulton: Western 1 Sean Nank: Western 2 AFFILIATE COORDINATOR Joanie Funderburk AWARDS CHAIR George Cage MARKETING CHAIR Alison Kothe COACHING COORDINATOR Nicora Placa CONFERENCE COORDINATOR Grace Anne McKay JOURNAL Paula Jakopovic: Co-Editor Evthokia Stephanie Saclarides: Co-Editor MEMBERSHIP & VOLUNTEER CHAIR Candies Cook NCTM REPRESENTATIVE Josh Males INSPIRATION! Judy Dunmire: Editor Heather Crawford-Ferre: Associate Editor NOMINATIONS CHAIR Pamela Seda POSITION PAPERS Cory Bennett: Editor SECRETARY Astrid Fossum SOCIAL MEDIA CHAIR Dionne Aminata SPONSOR PARTNER LIAISONS Brea Ratliff Sherita Wilson-Rodgers TREASURER Steven Shadel PROFESSIONAL LEARNING DIRECTORS Brian Buckhalter Erin Lehmann WEB EDITOR Stephanie Jacques REGIONAL REPORTS REFLECTIONS FROM THE 2023 NCSM CONFERENCE NCSM Regional Directors from US Southern 1 and US Southern 2 share their reflections from the 2023 NCSM Conference. (CONTINUED ON NEXT PAGE) Ian Shenk, NCSM US S o ut h e rn 1 Re g i o na l Di r e c t o r ROUNDING IS STUPID IAN SHENK NCSM recently celebrated its 55th conference in Washington, DC. For an organization that is, as NCSM past president Paul Gray puts it, “old enough to eat off of the senior menu at Denny’s,” we are still as committed as ever to impacting change in mathematics education. I have been learning from NCSM events for over ten years, and have had the privilege of serving on the board for two. And still, for every NCSM event I attend or resource I read, I still find myself being challenged, learning, and growing. The 55th annual conference was no different. However, it did prove to be unique for me. Because my school district is only a two-hour train ride to DC ($26 for a round-trip ticket), I was able to bring a group of 14 mathematics leaders—coaches, coordinators, and department leaders— from my school district with me. Many of these leaders had never attended a national conference before. It was invigorating to me to hear their takeaways as they attended sessions from people whose books they read, podcasts they listen to, or from someone from the other side of the country who is experiencing the same challenges they are. When we returned home from the conference, I challenged them to continue to feel the excitement that they experienced even when they went back to their day jobs. It can be frustrating to leave an event inspired by empowering stories of revitalizing mathematics instruction for all students only to return to barriers that seem insurmountable. To help combat that frustration, I had them reflect on the conference, and write down memorable quotes they heard or moments they experienced. With that lens, we recognized what was in our sphere of control or influence and developed commitments to move forward. For my part of the exercise, I wrote down “rounding is stupid.” Dr. Juli Dixon was leading a session where we identified important content that students should focus on in an intervention program. While advocating that students, particularly those in

m a t h e d l e a d e r s h i p . o r g –11– w i n t e r 2 0 2 3 – 2 4 BOARD MEMBERS AT WORK (CONTINUED ON NEXT PAGE) Ian Shenk, NCSM US S o ut h e rn 1 (CONTINUED FROM PREVIOUS PAGE) elementary grades, focus on estimation, she made the seemingly off-hand and unscripted comment that estimation does not mean rounding, because, “rounding is stupid.” At the risk of over-explaining or perhaps missing the message, the act of rounding, as in finding a number that is close to a given number that may be easier to perform mental calculations, is an appropriate component of developing number sense. The procedure of rounding a number, by underlining the given place value to which we are rounding, drawing an arrow pointing to the right, and then chanting “five and above, give it a shove” is rather ridiculous. Estimation though, is vitally important. How many of us have been in a classroom where a student, given the prompt to estimate the sum of two numbers, will do so by finding the exact result and then rounding the sum to the highest place value? Estimation is difficult to teach because it does not come with algorithms that work every time. One of my favorite prompts involves asking students to estimate the difference between 1,730 and 192. A student who has been taught to round to the highest place value of the number will calculate the difference of 2,000 and 200, and give me their estimate of 1,800. 1,800, of course, is larger than the initial minuend. I have always really known that rounding is stupid. Even as a student, I remember being profoundly unimpressed by the explanation that 35 rounds to 40 and not 30 because that’s the convention. However, when I developed curriculum guides for elementary grades, I still included a week (or two!) for rounding numbers and wrote countless assessment items where students had to round the number to a given place value. It is time to change that. The act of finding numbers close to a given number that makes mental calculations or estimation easier is what is important about rounding. So, that’s what needs to be emphasized in our curriculum guides. Not rounding as a discrete skill, but instead taught connected to the development of number sense. Rounding is certainly not the only skill that as a standalone topic is stupid. Let’s identify other content we can teach in a more connected way to help all of our students become mathematical thinkers. s Michael Greenlee, NCSM US S o ut h e rn 2 Re g i o na l Di r e c t o r EMBRACING STORIES OF BOLD MATH LEADERSHIP: SHAPING POSITIVE MATHEMATICAL IDENTITIES IN EDUCATION MICHAEL GREENLEE Reflecting on the inspiring narratives of bold mathematics leadership shared at NCSM’s annual conference, it’s evident that our own stories significantly shape our identities as mathematics leaders. These stories, ranging from transformative encounters with influential mentors to challenges that fuel our commitment to change, underscore the pivotal role of experiences in molding our journey as educators. The realization dawned upon me: our mathematical identity is intricately woven with the narratives surrounding us. Teachers, parents, and peers—their collective influence defines our path as mathematicians. As I ponder the conference experiences, I’m compelled to scrutinize the role I play in shaping my students’ mathematical identities. Mathematical identity isn’t just about academic aptitude; it encompasses how students perceive themselves in the realm of

w i n t e r w i n t e r 2 0 2 3 – 2 4 2 0 2 3 – 2 4 –12– m a t h e d l e a d e r s h i p m a t h e d l e a d e r s h i p . o r g BOARD MEMBERS AT WORK Michael Greenlee, NCSM US S o ut h e rn 2 (CONTINUED FROM PREVIOUS PAGE) mathematics. Beliefs about their potential, societal perceptions, and the nature of mathematical abilities all converge under this umbrella. Crucially, these beliefs intertwine with other aspects of their identity—race, culture, gender, family, faith, language—shaping a holistic view of self. As educators, our focus naturally gravitates toward academic outcomes. However, nurturing a positive mathematical environment is foundational to achieving these goals. When we foster a classroom culture affirming students’ identities, we pave the way for them to reach their mathematical potential. A positive mathematical identity empowers students to take charge of their learning, fostering behaviors crucial for success—diligence, seeking assistance, and resilience in the face of challenges. Yet, why does mathematics negativity prevail? Mathematics seems to carry societal “baggage” unlike other subjects, often becoming a conduit for self-doubt. Unlike reading, openly acknowledging struggles with mathematics is commonplace, perpetuating a cycle of negativity. This negativity easily transmits from adults to children. The research underscores how parental mathematics anxiety correlates with children’s own anxieties and lower achievements in mathematics. It’s a stark reminder of the impact our attitudes as educators and parents have on shaping young minds’ perceptions of mathematics. As we chart our course ahead in the coming year, it’s crucial to weave our own narratives as educators. Our stories, intertwined with bold leadership and commitment, must mirror the narratives we wish to create for our students. By being mindful of our influence on their mathematical identities, we can cultivate an environment that encourages, supports, and emboldens their mathematical journey. In the endeavor to inspire positive mathematical identities, our narratives of leadership and perseverance will serve as guiding stars. Each story, each experience, becomes a brushstroke in the masterpiece of mathematical identity we aim to paint for the generations to come. s NCSM FINANCIAL REPORT By Steve Shadel I NCSM Treasurer The NCSM Board is grateful for the foresight of past boards in ensuring significant reserve funds to weather a potential emergency within the organization. The decisions made by past board members have set up the current board to continue meeting the needs of mathematics leaders worldwide. The NCSM Board utilized reserve funds to cover essential operations throughout the years affected by COVID, and a plan has been developed to replenish all funds for future boards. NCSM is currently in a healthy financial position. We have proposed back-to-back surplus budgets that include significant reinvestment of funds. We are monitoring increased annual conference costs to ensure we have a budget that allows us to continue to engage our leaders each year while also providing funds to reach our strategic priorities. s

m a t h e d l e a d e r s h i p . o r g –13– w i n t e r 2 0 2 3 – 2 4 EMPOWER MATHEMATICS LEADERS: CONNECT, LEARN, AND HONOR JOIN US FOR THE NCSM VIRTUAL COACHING LABS! Virtual Coaching Labs are 90-minute virtual sessions in which leaders and coaches learn about mathematics coaching, hear from featured speakers, and have the opportunity to practice coaching skills. Each session will highlight a specific aspect of coaching. During each session, participants will have the opportunity to practice coaching skills in real time through role play experiences in small groups. Each session will be held from 5:00–6:30 EST/2:00–3:30 PST. We have had an amazing line-up of featured speakers for 2023 and more, including the two above, in 2024. s Join us to learn from experts and practice coaching in real time! 5:00–6:30pm EST/2:00–3:30pm PST•Register at bit.ly/VirtCoachLab Check Out the Benefits of Affiliation As the past president of a state affiliate, I know that sometimes you just need a community of support with ideas to best support your math leaders. Becoming an affiliate provided me with a community of other state, regional, and provincial leaders with whom to share great ideas. As a new president, I had access to the wisdom of folks who had been there and done that. NCSM also added a pre-session to their annual conference for affiliate leaders and hosted an affiliate breakfast this year. This connection to mathematics leaders has been a great benefit! Check out all the other benefits below as well: • The Affiliate group president will receive the NCSM e-newsletter for distribution to members. • Links to your website/Moodle from an Affiliates’ page on the NCSM Website. • Opportunities to participate in NCSM professional development activities. • Assistance from your Regional Director. • Contacts to NCSM members and speakers. • Two/Three NCSM President/Affiliates Coordinator verbal connections with your organization’s president/NCSM contact • E-blasts sent by the NCSM office on your organization’s behalf promoting your events to NCSM members in your area • NCSM will send out information about your organization’s events and awards through Twitter/Facebook • Annual conference registration discount for NCSM affiliate leader president/affiliate designated person • Affiliate Leaders Meeting at Annual Conference • Connection with other Affiliate Leaders via NCSM Affiliate Leaders Google Community If you want to know more about becoming an affiliate, check out our website: https://www. mathedleadership.org/affiliates/ affiliate-overview/ s DO YOU WANT TO LEARN MORE ABOUT AFFILIATES OF NCSM? By Heather Crawford-Ferre, PhD I NCSM Inspiration! Associate Editor NCSM INVITES STATE, REGIONAL, AND PROVINCIAL MATHEMATICS LEADERSHIP ORGANIZATIONS THAT MEET THE CRITERIA TO BECOME AN AFFILIATE OF NCSM. Is there an NCSM affiliate near you? Check the map here to learn about affiliates in your geographic region: https://www.mathedleadership.org/affiliates/

w i n t e r 2 0 2 3 – 2 4 –14– m a t h e d l e a d e r s h i p . o r g EMPOWER MATHEMATICS LEADERS: CONNECT, LEARN, AND HONOR NCSM Thanks Our Sponsors

m a t h e d l e a d e r s h i p . o r g –15– w i n t e r 2 0 2 3 – 2 4 EMPOWER MATHEMATICS LEADERS: CONNECT, LEARN, AND HONOR RECENT DATA SUGGESTS THAT NEW EDUCATIONAL LEADERS ARE ONLY IN THEIR POSITION FOR TWO TO FOUR YEARS BEFORE MOVING ON TO ANOTHER POSITION (e.g., Beckett, 2018; Goldring & Taie, 2018). This reality is a primary challenge of being a new educational leader: you are a short-term employee compared to the teachers you are leading, and the teachers you work with know this. Whether you are a Teacher on Special Assignment, instructional coach, behavior specialist, department chair, or assistant principal, or you are in another leadership role, if you want your impact to continue after you move past your first leadership position, it is important to ensure that your work becomes the team’s work. The Relational Nature of Leading “No significant learning occurs without a significant relationship.” — Dr. James Comer, 1995 lecture Transforming your work into the team’s work is highly relational. Consider the following anecdote: Will and Anna recently became leaders in the same district. Will entered his position with five years of teaching experience and has some insecurities about this. To compensate, he actively exercises his authority, making largely unilateral decisions that seem designed to showcase his own ideas. Quite often, these decisions are met with massive pushback from teachers, resulting in visible tensions between him and teachers. For example, Will frequently sends out emails about new policies and then retracts them after teachers dispute them. On the other hand, Anna entered her position with nearly 15 years of teaching experience, giving her some credibility with the teachers she is leading. Yet, even with her years of experience, Anna doesn’t assert herself as an expert when working with her teacher teams, but rather works diligently to listen to and learn from them. Anna approaches her new position by seeking the input—and, when possible, consensus—of teachers before instituting new policies. Teachers never feel surprised when they receive an email from Anna because she ensures that policy changes are always a matter of collective discussion beforehand. We can probably all relate to this real situation, and we already know how this all-too-familiar story ends. Many of the teachers in this district respected Anna but questioned Will’s leadership. Unsurprisingly, then, Anna was able to make much more progress toward her vision for strengthening teaching and learning within the district. Will left after just a few years after experiencing little success and significant relational strife. We don’t think this is because Anna had more teaching experience and thus potentially more credibility as a leader than Will. Instead, we see the difference between Anna’s and Will’s experiences as being a result of different orientations toward leadership and change-making. As a new leader, you likely have a vision for and the energy to carry out meaningful change in your school or district. You may have identified problems to be fixed or significant areas for growth that you hope to target. But remember, your ideas may not be immediately welcomed by teachers. In the March 2023 issue, Dr. Elena Aguilar wrote about how, as a new instructional coach, she encountered resistance to change as teachers presented an everythingis-fine attitude, blamed students and/or parents for problems, or demonstrated insincere compliance as LEADING FOR LASTING CHANGE: HOW NEW LEADERS CAN BUILD RELATIONSHIPS TO FOSTER SCHOOL CULTURE AND CAPACITY FOR CHANGE By Lara Jasien, Thomas Stricklin, Adam Varnes, Sara Thompson CPM Educational Program (CONTINUED ON NEXT PAGE)

w i n t e r 2 0 2 3 – 2 4 –16– m a t h e d l e a d e r s h i p . o r g EMPOWER MATHEMATICS LEADERS: CONNECT, LEARN, AND HONOR they verbally agreed to make changes but then made excuses for why those changes never occurred (e.g., my kids are too wild, we are too far behind to try out unnecessary changes). In her article, Dr. Aguilar proposed seeing this resistance for what it really is—fear—and approaching teachers with empathy rather than force. Building on the ideas of Dr. Aguilar, and taking a hint from our experiences with situations we have experienced like those of Will and Anna, we suggest that the single most important thing you can do as a new leader is to figure out how to empower the teachers you work with, even if you have different paradigms of what counts as good teaching. This may sound counterintuitive, so the next section offers some ideas of how you might do this to effectively work toward your vision. Ways to Build Culture and Capacity We view the following suggestions as cumulatively working to build the culture of your school-as-aworkplace. When the culture of school-as-aworkplace becomes more collaborative, with distributed and yet interconnected expertise and leadership, each person’s capacity to make a positive impact grows. 1. Get a clear idea of teachers’ sense of “where we are.” What do the teachers you work with think are pressing issues? What do they think is going well, and what are their points of struggle? How does this fit within, reshape, or conflict with your vision? You might gather this information by leveraging systems that already exist within the school, particularly PLCs. Rather than sending out another survey for teachers to fill out or over-relying on one-on-one side conversations, consider scheduling in time to attend PLCs to learn about what is happening in classrooms and in department cultures. Of course, don’t abandon those oneon-one check-ins with teachers: personal connection is important and appreciated. 2. Reframe your thinking from fixing what is wrong to figuring out what is next. While maintaining a clear sense of the current state of teaching and learning in your context, figure out ways to grow without getting muddled in a laundry list of problems. This framing is sure to get more buy-in from teachers with diverse teaching philosophies. One way to do this is by going on “learning walks” to observe with other teachers and leaders as a way to create a shared vision of what comes next. Discuss questions such as, What did you see? What are we looking for? What are we hoping for? These questions are descriptive rather than evaluative and can be useful for planning paths forward rather than labeling people and practices as problems (unless they truly are, e.g., disciplinary practices that have a racist impact). 3. Realize that you can’t do everything yourself. As a new leader, you will be swamped with “the job”—managing attendance challenges, grading policies, classroom management struggles, and disciplinary practices. This can feel all-consuming and diminish your time and energy for accomplishing a shared vision. Although addressing systemic issues is an important part of the job (if we aren’t changing the system, we aren’t changing the core issue), it cannot be the whole job if it distracts you from improving teaching and learning in your sphere of influence. Figure out what your own expertise is and focus on that, thereby making space for others to exercise and develop their own expertise in complementary areas. For example, new leaders can share authority with teacher leaders by tasking them with setting the PLC agenda for the year and being part of the school’s data analysis and decision-making processes. 4. Mine the expertise of your teachers to distribute leadership. Leveraging the knowledge and expertise of your staff will make the implementation of a shared vision more feasible. Start by finding individuals to take on leadership roles around campus: department chairs, course leads, new teacher mentors, et cetera. Once these individuals are in place, smaller and less Leading for Lasting Change (CONTINUED FROM PREVIOUS PAGE) (CONTINUED ON NEXT PAGE)

m a t h e d l e a d e r s h i p . o r g –17– w i n t e r 2 0 2 3 – 2 4 EMPOWER MATHEMATICS LEADERS: CONNECT, LEARN, AND HONOR consequential decisions can be made without needing to come across your desk. Remember that everyone is good at something, so every member of your staff has something to contribute. Figure out what that is and leverage it for the betterment of the group. Not only does this build the overall school culture, but it sets an example of what they can do in their own classes. 5. Center the humanity of your teachers. While leadership positions are inherently positions of power, you can approach this power as either a resource for your own authority (i.e., being a boss, think Will) or as a demand for your accountability and responsibility to those under your stewardship (think Anna). The latter approach to power requires centering the humanity (i.e., the natural and cultural needs, including social, physical, emotional, and intellectual well-being) of those you lead, and you can’t do this while making mandates. Instead of making mandates, approach your role as one of providing support for teachers’ and students’ learning. This means listening to your school’s stakeholders, meeting them where they are, and helping them see their own strengths and potential. Leading for Lasting Change Remember, teachers are underpaid and overworked, so if you want to support them in the hard work of making change, they will need to (a) be well (socially, physically, etc.), (b) feel encouraged and supported, (c) feel like they have contributed to the vision, and (d) feel the importance and payoff of their efforts. We use the word feel here intentionally. It is possible for you as a leader to see that you are encouraging teachers, working towards a goal that would benefit them, and making real changes. Yet, if teachers—as the people working day-in and day-out with students— do not feel these things in their daily work, then the culture isn’t going to support lasting change. Rather than push the boulder up the hill solo, build a pulley system that can more easily move each boulder that falls into your path for change. That pulley system is the relationships and culture you foster in your new position. In our opening vignette, Anna started by building trust and communication, while Will started by attempting to establish his worthiness of the position. As someone in a formal leadership position, your impact hinges on your ability to develop your teachers as leaders who will continue on the work with you and after you leave: they are the ones who stay. s Dr. Lara Jasien led the writing of this manuscript based on interviews with Thomas Stricklin. Adam Varnes contributed knowledge of research on principal retention based on his EdD studies, and Sara Thompson contributed to finetuning the article based on her knowledge of school-based leadership. Lara Jasien, PhD, is a multi-published educational researcher and Head of Research at CPM Educational Program (cpm.org), a 501(c)(3) non-profit creating 6-12 mathematics curricula centering students’ problem-solving, reasoning, and communication and professional learning that fosters teacher leadership. Jasien collaborates with curriculum writers, professional learning facilitators, instructional coaches, and teachers to study educational designs that honor both students’ and teachers’ intellectual dignity. Thomas Stricklin is an educational leadership expert whose dual experiences as a veteran math teacher and educational leader give him meaningful insight into the challenges new leaders face. He teaches high school mathematics at McKay High School in Salem, OR, and is a Professional Learning Faculty member at CPM Educational Program. Thomas’ previous educational leadership experiences include Instructional Coach/District Math Coach and NCSM Board Member & Conference Committee Member (mathedleadership.org); he holds an Administrator License from Portland State University.  Adam Varnes earned his EdD in Educational Leadership from the University of Southern California (expected Summer 2023). Adam has seven years of experience as a high school mathematics teacher and is currently a Professional Learning Faculty at CPM Educational Program. Adam’s experiences as a teacher, educational leader, and scholar developed his passion for supporting educational administrators—particularly principals—to have fulfilling and impactful careers in ways that foster principal retention. Sara Thompson has over 20 years of experience as a middle school mathematics teacher, interventionist, and coach and is currently a Regional Professional Learning Coordinator for CPM Educational Program. She co-leads the development of a Site-Based Leadership Program, supporting new educational leaders (e.g. department chairs, team leads, academic coaches, curriculum specialists, and administrators) as they guide teachers in enacting ambitious mathematics curricula.  Leading for Lasting Change (CONTINUED FROM PREVIOUS PAGE) Beckett, L. O. (2018). Predictors of urban principal turnover. Urban Education, 56(10), 1695–1718. https://doi.org/10.1177/0042085918772629 Goldring, R., & Taie, S. (2018). Principal attrition and mobility: Results from the 2016–2017 principal follow-up survey. National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018066

w i n t e r 2 0 2 3 – 2 4 –18– m a t h e d l e a d e r s h i p . o r g EMPOWER MATHEMATICS LEADERS: CONNECT, LEARN, AND HONOR Noticing isn't just for teachers anymore. Principals can notice students engaged in mathematical discourses and can focus teacher attention there. Check out the 4 stage framework presented in this study. How Understanding Mathematical Discourses Shapes Principal Noticing ~ By Heidi Rhodes, Kristin Sesseig, & David Slavit Critical Collegueship Development Amongst Elementary Instructional Leaders: A Comparative Analysis of Process and Outcomes. ~By Sara Donaldson What does it take to sustain learning for Elem math leaders? Dr. Donaldson’s findings indicate opportunities for critical colleagueship development via structured practice-based inquiry and ongoing discourse. Check out the Spring/Summer Issue: CALL FOR MANUSCRIPTS JOURNAL OF MATHEMATICS EDUCATION LEADERSHIP HTTPS://WWW.MATHEDLEADERSHIP.ORG/PUBTYPE/JOURNAL/ The Journal of Mathematics Education Leadership connects current research to practice on topics related to mathematics education leadership. Current and back issues available online for members. A Word file(.docx) with author information (name, title, institution, address, phone, email) and an abstract (maximum of 120 words) followed by the body of the manuscript (maximum of 12,000 words) A blinded Word file (.docx) as above but with author information and all references to authors removed. The journal is looking for new content! All manuscripts undergo a double-blind, peer reviewed process. Manuscripts should be submitted to: https://forms.gle/QVNHyC4Yknp1Vkxx6 Submissions should follow the most current edition of APA style and include: 1. 2. For more information, check out the link to the jounral’s homepage above. The journal is looking for new content! All manuscripts undergo a double-blind, peer-reviewed process. Manuscripts should be submitted to: https://forms.gle/QVNHyC4Yknp1Vkxx6 Submissions should follow the most current edition of APA style and include: 1. A Word file (.docx) with author information (name, title, institution, address, phone, email) and an abstract (maximum of 120 words) followed by the body of the manuscript (maximum of 12,000 words) 2. A blinded Word file (.docx) as above but with author information and all references to authors removed. For more information, check out the link to the journal’s homepage above.

m a t h e d l e a d e r s h i p . o r g –19– w i n t e r 2 0 2 3 – 2 4 EMPOWER MATHEMATICS LEADERS: CONNECT, LEARN, AND HONOR KAY GILLILAND EQUITY LECTURE AWARD 2023 Kay Gilliland gave her time, energy, services, and skills to work for equity in mathematics education for all students, especially low-income, black, Latino, and indigenous peoples. NCSM honors her legacy each year by presenting a person of like mind and work ethic with the Kay Gilliland Equity Lecture Award. This year’s awardee, Rachel Lambert, carried Kay’s legacy forward in Washington, DC, to inspire us in our equity work in mathematics. Rachel Lambert has a long career as a mathematics educator, special educator, and inclusive educator and is now an Associate Professor at the University of California Santa Barbara in both Mathematics Education and Special Education. She has her MA in Learning Dis/Abilities from Teachers College and her PhD in Urban Education (focus on Mathematics, Science, and Technology). Rachel Lambert is also a Disability Studies in Education Scholar. Her scholarly work investigates the intersections between disability studies in education and mathematics education. She has conducted longitudinal studies of how learners with and without disabilities construct identities as mathematics learners and how mathematical pedagogy shapes disability. Her vast collection of resources and research can be found on her websites https://mathematizing4all.com/ and https://designing4inclusion.com/. s RACHEL LAMBERT (CONTINUED ON PAGE 21) MATHEMATICS ANXIETY IS LEARNED— AND CAN BE UNLEARNED. Here’s how educators can help students become comfortable in the mathematics classroom, and learn that everyone can be a mathematics person. How teachers can address mathematics anxiety No one is born knowing the quadratic formula, or how to measure a triangle— mathematics needs to be taught. Likewise, no one is born a “mathematics person”— or not a mathematics person. And no one is born with mathematics anxiety. “Children don’t come with math anxiety,” says Dr. Rosemarie Truglio, senior vice president of curriculum and content for Sesame Workshop and a guest on Math Teacher Lounge. “Math anxiety is learned.” That’s actually good news because it means mathematics anxiety can be unlearned, too. We can teach students (and even teachers) how to overcome it. In this article, we’ll cover some helpful learning strategies, teacher tips, and supports for caregivers. Anxiety in—and beyond— the mathematics classroom First, let’s review what mathematics anxiety is and is not. Mathematics anxiety is more than just finding mathematics challenging, or feeling like you’re not a mathematics person. Dr. Gerardo Ramirez, associate professor of educational psychology at PRACTICAL TIPS FOR TEACHERS: ADDRESSING MATHEMATICS ANXIETY Sponsor Article I By Amplify

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m a t h e d l e a d e r s h i p . o r g –21– w i n t e r 2 0 2 3 – 2 4 EMPOWER MATHEMATICS LEADERS: CONNECT, LEARN, AND HONOR Ball State University, defines it as “a fear or apprehension in situations that might involve mathematics or situations that you perceive as involving mathematics. Anything from tests to homework to paying a tip at a restaurant.” Here’s what else we know: Causes: Mathematics anxiety is not correlated with high or low skill or performance. For students who’ve been pressured to excel, mathematics anxiety comes with the fear of not meeting expectations. For students who historically haven’t done well in mathematics, the anxiety comes with the assumption they’ll do poorly every time. Other triggers include a mismatch between learning and teaching styles that can lead to struggle or false cultural messages like “girls aren’t good at math.” Consequences: People who suffer from mathematics anxiety may deliberately avoid mathematics, the consequences of which are obvious and far-reaching: not learning mathematics at all, thus limiting academic success, career options, and even social experiences and connections. (This webinar mentions real-life— and relatable—examples of adults affected by mathematics anxiety.) Prevalence: Mathematics anxiety affects at least 20 percent of students, and parents and teachers can suffer from mathematics anxiety, too. In fact, some research suggests that when teachers have mathematics anxiety, it’s more likely that some of their students will as well. Luckily, those teachers and parents can also play a key role in helping students (and maybe even themselves) get more comfortable with mathematics. Addressing mathematics anxiety in the classroom Mathematics anxiety can arise from the contexts and cultures in which students encounter mathematics, so it makes sense that we can also create conditions that can help reduce it—and even prevent it from taking hold. Here are some key strategies for helping even the most math-anxious students thrive: • Invite explicit conversation about mathematics anxiety. Math Teacher Lounge podcast co-host Bethany Lockhart Jones recommends having open and direct conversations with all students about how doing mathematics makes them feel. “The more you know about your students’ ‘math stories,’ the more you can help them,” she says. • Build a positive, supportive, and collaborative mathematics community where different learning styles and incorrect answers—often fuel for mathematics anxiety—are considered part of the learning process. Embracing and working from wrong answers encourages students to focus on the “how” of mathematics. Students feel more comfortable asking questions, taking risks, and making mistakes (as well as learning from them). How do you build a supportive environment in your mathematics classroom? • Cultivate a growth mindset. Create a culture where mistakes are not just acceptable, but inevitable—even welcomed. Encourage perseverance and persistence. Emphasize that being challenged by a mathematics concept doesn’t mean a student is inherently bad at mathematics or just can’t do it. It means only that they can’t do it yet. • Encourage collaboration. Promote a culture of cooperation and teamwork by incorporating group activities, peer support, and class discussions into your lessons. • Play. Game-ifying problems and introducing friendly competition build camaraderie and help students find shared joy in mathematics—a win-win! • Give students plenty of time. Alleviating the pressure of time constraints allows students to Practical Tips for Teachers (CONTINUED FROM PAGE 19) (CONTINUED ON NEXT PAGE)

w i n t e r 2 0 2 3 – 2 4 –22– m a t h e d l e a d e r s h i p . o r g EMPOWER MATHEMATICS LEADERS: CONNECT, LEARN, AND HONOR think more deeply, take brain breaks, make fewer rushed errors, and develop a sense of control and confidence. Here are some ways to build time into your mathematics lessons: ° Allow students ample time to think when you ask them questions. ° Allow students to work on assignments in class with support and take them home to finish if they need more time. ° Consider giving tests and quizzes in two parts and allowing students to complete them over multiple days. • Create a culture of revisions. Allowing students to revise homework assignments and tests/ quizzes for partial credit will remind them that learning mathematics is a process, not a mandate to get everything right the first time. This will help them deepen their understanding by learning from and correcting their errors— and remind them that mistakes are part of growth. • Use intentional language. The phrase “This is easy” might sound encouraging, but anxious students may hear it as “You should be able to do this.” Instead, use supportive, objective language such as “This problem is similar to when we …” or “Try using this strategy.” Addressing mathematics anxiety at home Caregivers may be accustomed to reading to students at home, but sitting together and doing mathematics? Probably less so. Some caregivers may even inadvertently perpetuate mathematics anxiety—or the ideas that feed it—by repeating some of the associated stereotypes and misconceptions. (“Sorry, kiddo, grandpa’s not a math person.”) Teachers can address this by sending materials home to support caregivers in engaging kids in math. Mathematics games, for example, offer a fun, accessible opportunity for home practice—and they can even be played at bedtime, along with story time. In general, teachers can also encourage caregivers to: • Use and point out their use of mathematics in the real world wherever possible. • Help with mathematics homework as much as possible. • Use intentional, positive phrasing about mathematics—including about their own use of it. Teachers have the ability to reduce mathematics anxiety and help students unlearn the stereotypes associated with it by building a positive mathematics ecosystem. They can build a positive community in their mathematics classroom, set caregivers up for success in supporting students at home, and even shine a light on their own relationship to mathematics. s Practical Tips for Teachers (CONTINUED FROM PREVIOUS PAGE) FOR EDUCATORS WANTING TO IMPLEMENT EFFECTIVE INSTRUCTIONAL STRATEGIES to accelerate learning, determining the most efficient approach to help students get back on grade level can be its own undertaking. What were once considered tried and true teaching methods may no longer be in the student’s best interest. There’s an urgent need, more than ever, to help our students excel in ways we know they’re more than capable of. HOW TO ACCELERATE LEARNING WITH NEUROSCIENCE Sponsor Article I By MIND Education (CONTINUED ON NEXT PAGE)

m a t h e d l e a d e r s h i p . o r g –23– w i n t e r 2 0 2 3 – 2 4 EMPOWER MATHEMATICS LEADERS: CONNECT, LEARN, AND HONOR In the past, we’ve focused on the question “How do we teach?” when trying to come up with better and more effective ways to educate students. Traditional teaching approaches have misled us into thinking that simply re-teaching information will help students who are behind catch up to their grade level. The question shouldn’t be “How do we teach?” but rather “How do we learn? Focusing on how students learn will go a long way in accelerating student learning. So, how do we learn? At the heart of the question is the neuroscience of learning. Additionally, unpacking the latest technological and pedagogical innovations can help us better understand the brain’s natural learning processes and give us a better foundation for how to accelerate learning. Our researchers unpack the science of learning even further in MIND Education’s e-book: How to Accelerate Learning with Neuroscience. In this e-book, you will learn how: Neuroscience can accelerate student learning. • We learn through a constant flow of information between the world around us and our brains. Neuroscientists call this the perception-action cycle. The perception-action cycle is a universal learning mechanism for humans. Understanding how our brains learn, and leveraging this powerful natural process, is the key to accelerating student mathematical achievement. Formative feedback is essential to the learning process. • A feedback-rich learning environment invites and encourages students to repeat the perception-action-cycle, strengthen schemas, correct misapprehensions, and develop new schemas, as needed. Accelerating learning requires giving students more opportunities to repeat the perception-action cycle in a safe, feedback-rich environment. Schema-building, rather than skill-building, accelerates learning. • Schemas are developed, strengthened, and revised through the perception-action cycle over time and through many different encounters with a concept. Accelerated learning programs typically look at student learning as a set of disparate skills. This overlooks the deeper problem. Concentrating on skills, instead of schemas, is akin to missing the forest for the trees. Student self-belief is a powerful driver of mathematical success. • As students develop not just the schemas, but the mindsets to persevere in mathematics, they will continue to make progress not only on standardized tests, but in their ability to apply mathematical concepts to real-world challenges. Accelerated learning is accessible to all students. • Students who are currently performing below grade level are not the only ones who benefit when you leverage the neuroscience of learning. Accelerating feedback, accentuating schemas over skills, and giving students gradelevel content are effective for all students. Accelerating learning for mathematics students is no easy endeavor. But with the right approach and tools, it is achievable. Humans are life-long learners, determined to grow and persevere every step of the way. Students have the capacity, if we nurture them and help cultivate their natural curiosity, to excel in mathematics—and life. s Leading for Lasting Change (CONTINUED FROM PREVIOUS PAGE)

w i n t e r 2 0 2 3 – 2 4 –24– m a t h e d l e a d e r s h i p . o r g The purpose of your NCSM Inspiration! is to advance the mission and vision of NCSM by informing the membership of the on-going activities of NCSM, by providing up-to-date information about issues, trends, programs, policy, and practice in mathematics education, and by promoting networking and collaboration among NCSM members and other stakeholders in the education community. Inspiration! is published electronically four times a year—fall, winter, spring, and summer—and is available to NCSM members only via the NCSM Website, as a benefit of your NCSM membership. Inspiration! seeks articles on issues of interest to mathematics educators, especially K–12 classroom teacher leaders. All readers are encouraged to contribute articles. Please send newsletter articles and comments to: Judy Dunmire • [email protected] Permission to photocopy material from Inspiration! will be granted for instructional use when the material is to be distributed free of charge (or only at cost), provided it is duplicated with full credit given to the authors of the material and Inspiration! This permission can be obtained by writing to: NCSM, P.O. Box 3406, Englewood, CO 80155 or email: [email protected] ABOUT YOUR NCSM INSPIRATION! JUDY DUNMIRE NCSM INSPIRATION! EDITOR NCSM MISSION STATEMENT NCSM is a mathematics education leadership organization that equips and empowers a diverse education community to engage in leadership that supports, sustains, and inspires high-quality mathematics teaching and learning every day for each and every learner. NCSM VISION STATEMENT NCSM is the premiere mathematics education leadership organization. Our bold leadership in the mathematics education community develops vision, ensures support, and guarantees that all students engage in equitable, high-quality mathematical experiences that lead to powerful, flexible uses of mathematical understanding to affect their lives and to improve the world. High-quality leadership is vital to this vision. NCSM is committed to: Developing and Informing Vision • Provide leadership to influence issues and policies affecting mathematics education in ways consistent with the mission and vision of NCSM; • Equip leaders to be critical consumers of educational information, research, and policy to become change agents in their communities; • Support leaders to develop an actionable vision of mathematics instruction consistent with a view of mathematics as a sense-making endeavor. Ensuring Support to All Stakeholders • Develop networking and communication opportunities that connect the mathematics education community, as well as the broader education community; • Equip leaders with the tools to create and sustain systems that fully align with the vision of mathematics and mathematics instruction promoted by NCSM; • Equip leaders with the understanding, knowledge, and skills to continue their own personal growth, support emerging leaders, and further develop excellence in mathematics teaching. Guaranteeing All Students Engage in Equitable, High-Quality Mathematical Experiences • Provide advocacy and support regarding issues and policies affecting mathematics education in ways consistent with the mission and vision of NCSM; • Provide resources for implementation of research-informed instruction to ensure students engage in relevant and meaningful learning experiences that promote mathematics as a sense-making endeavor; • Advocate for each and every student to have access to rigorous mathematics that develops their understanding, skills, and knowledge, along with the confidence to leverage their learning, in order to improve their world. HEATHER CRAWFORD-FERRE NCSM INSPIRATION! ASSOCIATE EDITOR