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About UCTM
The Utah Council of Teachers of Mathematics is a professional organization of educators, individually and collectively dedicated to the improvement of classroom instruction in mathematics at all levels. Our mission is to provide leadership by:
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Equity Statement
As the Utah Council of Teachers of Mathematics Board, we see the following as imperatives to promote equity, access and empowerment in mathematics education in the state of Utah:
- Each student should be engaged, challenged and supported in mathematics and should see himself or herself as mathematically capable.
- Each student should have a choice in his or her educational pathway.
- Each student should feel a sense of purpose and fulfillment in mathematics curriculum and that his or her contributions are valued.
- School and Sociocultural Systems
- We believe that school and sociocultural systems should:
- Address the impact of mathematics on how students see themselves;
- Recognize and challenge elitism in mathematics and remove its status as a gate-keeper
- Humanize mathematics
- mathematics needs people as much as people need mathematics (Gutiérrez, 2012, p. 30);
- “[Eliminate the] practice of isolating low-achieving students in low-level or slower-paced mathematics groups” (NCTM, 2014, p. 64).
- We believe that school and sociocultural systems should:
- Teacher Beliefs
- Equitable outcomes for students occur when teachers:
- Empower each student with choice in the type of work, how to approach problems and opportunities to be heard;
- Believe that each student can learn at high levels (Boaler, 2014); and
- Believe that each student deserves engaging, rigorous and challenging curriculum.
- Equitable outcomes for students occur when teachers:
- Classroom Structure and Design
- Equitable outcomes for students occur when classrooms incorporate:
- Intentional use of curriculum, instruction and assessment to design meaningful learning experiences for each student;
- Intentional use of Multi-Tiered Systems of Support (MTSS) to provide multiple, varied opportunities for each student to learn with ongoing, embedded formative assessment;
- Student-centered learning opportunities, in which students are active participants in the learning process, are engaged in deep thinking about mathematics and are driving the conversation;
- Effective use of the NCTM’s Teaching Practices that allows students to see themselves as mathematicians, critical thinkers and able to contribute in mathematical settings; and
- Continual teacher reflection on practice with attention to unconscious bias and its impact on student self-efficacy.
- Equitable outcomes for students occur when classrooms incorporate:
2019 UCTM Board
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President
Amy Kinder Past President Karen Feld Vice President *Carrie Ziegler Executive Secretary Allison Duncan Treasurer Carrie Bala Assistant Treasurer Lise Welch Journal Editor Christine Walker Assistant Journal Editor *Danielle Divis |
Social Media Publicity
Crystal VanAusdal Registration/Site Coordinator Sheri Heiter Board Member at Large Bonita Richins Board Member at Large *Amanda Cangelosi Elementary K-3 Representative Becky Unker Elementary 4-6 Representative *Melissa Garber Jr High/Middle School Representative Rachel Marshall High School Representative *Mike Spencer |
Post-Secondary Representative
Brynja Kohler Mathematics Coach Representative *Chelsea Fisher Mathematics Leaders Representative *Meghan Everette Administrator Representative *Laura Cheney Technology Integration Representative *Paul Stemle STEAM Representative *Jeff Zivkovic Newsletter/Publicity Eric Blackham State Office Liaison Shannon Ference State Office Liaison Joleigh Honey |
*Congratulations to our newest board members!
