For our May newsletter I wanted to deviate just a bit from our focus on “Equity in Mathematics Education” to re-cap some of the highlights of the annual NCTM conference, especially for those of you were unable to attend. During the conference NCTM introduced two new changes to how information about the conference and updates will unfold. First, many of the outstanding sessions offered during the conference are now available through webcast at nctm.org. Second, the eagerly anticipated NCTM iPhone app is now available and can be downloaded for free from the iTunes Store. For iPhone users it is an easy, efficient way to access timely NCTM information—from new publications releases and best sellers, to the latest information on upcoming conferences, professional development opportunities, and the latest on NCTM activities. It also includes Facebook and Twitter feed updates.

On Thursday, April 22nd, affiliate delegates gathered at the San Diego Convention Center for speeches, presentations and a discussion of resolutions ranging from Common Core Standards to the Affiliate Rebate Program. The highlight was when President Hank Kepner welcomed the Mathematics Education Association of Brigham Young University (Utah), as a new Student Affiliate.

The conference ended on Saturday, April 24th with Mike Shaughnessy beginning his two-year term as NCTM President. Next year, the annual NCTM conference will be held in Indianapolis, Indiana from April 13-16th. The theme is Geometry: Constructing and Transforming Perspectives. I invite you to join UCTM and NCTM for outstanding ideas, resources, and support as we all work towards a common goal; educating our future generation.

After our March issue posted I received numerous emails regarding our equity focus this year. First, let me personally thank each of you for your insights and especially your interest and time to help educate me on this complex issue. One thing is abundantly clear, we have a variety of experts in our own great state who have already been working on these issues and are moving in the direction of resolutions. With their permission, over the next few months our newsletter will spotlight those schools and the goals they are working towards.

One of the emails that really struck a chord was in reference with the very definition of equity. With the permission of the writer I would like to share with you the response. This comes from Lee Vanhille, a math coach in the Salt Lake School District.

“In reading the first paragraph of your March UCTM newsletter message, I wish to pass on a comment. In your first paragraph, you state, "To articulate a definition of equity in the classroom varies amongst educators. Although, what is consistently agreed upon is that it is expected that schools will serve all students well, all of the time, giving everyone the same treatment and resources." If I understand correctly, here in the Salt Lake City School District, we are working with a different definition of equity. Your definition appears to refer to equality. Note below two definitions that we dealt with recently in some training:

Over the course of the last few months I have been reading various articles on equity in the general classroom as well as equity in the mathematics classroom. To articulate a definition of equity in the classroom varies amongst educators. Although, what is consistently agreed upon is that it is expected that schools will serve all students well, all of the time, giving everyone the same treatment and resources. What becomes the challenge in a mathematics classroom is when understanding (connecting new learning to previous knowledge) is inhibited by the ability of students to “speak mathematics.”

Thus far in 2010, my favorite pass-time was watching the winter Olympics with the couples skating to be the highlight of the Olympic competitions. I would listen to the jargon “double axle” and a “triple lutz,” while watching the performance, but to me they looked pretty much the same. I realized I was experiencing what many of my students face every day in our classrooms--a sad lack of prior knowledge necessary to help them understand or appreciate a new experience or content. Research suggests that learning is determined by what the learner already knows about the topic, with effects either positive or negative.

Mathematics is really a jargon, not necessarily a language. Let’s consider a simple experiment. What is the first image that you associate with the word “log?” Some people think immediately of a segment of a trunk or tree, basically cut lumber. Whereas others may think of a written record of events (like a log on a cruise ship or airline). For those who like to read magazines, it’s also a journal for architects. Yet in mathematics, it has a very specific meaning with regards to exponents. Another favorite of mine is to ask students, "If you subtract zero from zero, what’s the difference?" Many students take this literally and say, “That’s right! Who cares? What’s the difference?” Taken out of context, the association students make will depend on prior knowledge. The interpretation of the new information “log” depends on what type of information the student brings to the situation.