Association of Teachers of Mathematics in Maine


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  • 16 Oct 2019 10:31 PM | Anonymous member (Administrator)

  • 21 May 2019 8:23 PM | Anonymous member (Administrator)

    This article reviews the elements of Catalyzing Change in High School and talks about the foundation built by elementary grades for future success in high school. The discussion ties us all together across the levels in a discussion of change in mathematics education.

  • 20 Jul 2018 7:33 AM | Anonymous member (Administrator)

    The tracking of students for instruction in mathematics is a long-standing practice of schooling that segregates students of different backgrounds into separate experiences on pathways leading to different outcomes. The fact that the effects of tracking are consistent and predictable reflect the reality that this practice is built in to the structure of mathematics education. Students segregated into low-track mathematics are routinely exposed to instruction focused primarily on rote skills and procedures that do not stretch their higher order thinking and that give limited attention to developing their conceptual understanding. Students segregated into high-track mathematics typically experience mathematics that cultivates their mathematics identities, conceptual understanding, and critical problem-solving and thinking skills (NCTM, 2018). Tracking is a structural barrier with a large impact on the experiences of students and teachers in mathematics.

    As a student and teacher of mathematics in urban and suburban schools in the United States, I have personally experienced and borne witness to the inequitable outcomes in mathematics learning. Tracking prevents students access to a high-quality mathematics curriculum, to effective teaching and learning, to high expectations, and to the necessary supports needed to maximize their learning potential. It is time to recognize and identify tracking as a systemic form of segregation. Tracking leads to the distribution of students in ways that are correlated with the inequities based on race, ethnicity, language status, and socioeconomic status found in our broader society. And it is time to begin the courageous work needed to intentionally and systematically remove the perniciousness of tracking and its associated curricular and instructional practices as we move toward creating pathways for success in mathematics for each and every student. 

    Catalyzing Change in High School Mathematics: Initiating Critical Conversations recommends that high school mathematics discontinue the practice of tracking teachers as well as the practice of tracking students into qualitatively different or dead-end course pathways (NCTM, 2018; p. 15). While Catalyzing Change focuses on high school mathematics, tracking has equally significant implications for early childhood, elementary, and middle grades mathematics. There is a compelling body of research dating back nearly 40 years documenting the consistently inequitable impacts of tracking and the role it plays in perpetuating and exacerbating biases and inequities found in American society. Given the body of research and the negative effects of tracking, we must wonder why many schools continue to engage in tracking. Schools and educators are not immune to the tendency to continue doing things the way they have always been done. If a teacher was tracked in mathematics as a student and teaches in a tracked mathematics situation, the idea of detracking is likely to be foreign.

    The discontinuation of tracking is often characterized as an attempt to group students heterogeneously as a means of ensuring that each and every student, regardless of race, ethnicity, language status, socioeconomic status, or academic ability, has access to high-quality instruction, curriculum, teachers, and material resources. Detracking requires far more than simply rearranging instructional group patterns. It requires:

    • shifts in beliefs about who is capable of doing and understanding mathematics
    • teaching focused on equitable instructional practices
    • access to rigorous mathematics curricula supportive of students’ demonstrating intellectual, cognitive, and cultural diversities
    • building classroom communities where students and teachers feel safe and supported to engage in meaningful ways and
    • incorporating targeted and effective support for students and teachers. 

    Below are actions teachers, schools, and districts can begin doing to move towards detracking:

    • Identify, analyze and evaluate policies, practices, and procedures to assess the impact of tracking in restricting student access to and success in mathematics.
    • Provide each and every student access to a grade-appropriate, academically rigorous and intellectually challenging curriculum.
    • Provide students with additional targeted instructional time and other instructional supports to support their learning and success with the kind of curriculum in the previous bullet.
    • Analyze teacher assignments to develop balanced and supportive assignments to provide high-quality, engaging learning experiences for all students.
    • Analyze where research-informed equitable instructional practices are implemented and where not and facilitate changes. This includes the use of culturally relevant pedagogy, building on students’ interests and knowledge, incorporating real-life experiences into the curriculum, and using practices that showcase students’ strengths.
    • Provide teachers with access to mathematics coaches/specialists for ongoing real-time professional development and support. Ongoing professional development includes but is not limited to coaching, co-teaching, co-planning, and frequent interactions on teaching and learning.
    • Provide teachers and mathematics coaches/specialists with time and space to collaborate with one another on instructional issues and to continue their own professional learning of both mathematics and mathematics-specific pedagogy. Teachers need opportunities to share strategies, learn new teaching techniques, meet as a department or grade level, and collaborate for improved student learning. (NCTM 2018).

    As stated earlier, detracking is more than simply grouping students heterogeneously. Detracking is a deep commitment and an investment in people, curricula, and time to reach the goal of supporting and engaging each and every student in learning mathematics and increasing their opportunities. Teachers and leaders must be committed to the actions above when working towards the discontinuation of tracking.

    Because tracking is insidious (NCTM, 2018), I encourage you to use the steps outlined above and in Catalyzing Change to begin discussions and take action to intentionally and systematically dismantle the structural barrier of tracking. Please share your successes and challenges on

    Robert Q. Berry, III 

    NCTM President


  • 16 May 2018 9:01 AM | Anonymous member (Administrator)


    Thomas College Center for Innovation in Education

    2018 Summer Institute

    “Innovating in Education for Maine’s Diverse Population of Students”


    June 26-28, 2018


    Attend for FREE!  Fill out the Grant Application.

    (The Grant Application only takes 10 minutes to complete!)



    This year's Center for Innovation In Education's Summer Institute is Innovating in Education for Maine’s Diverse Population of Students.

    Maine Educators serve a diverse population of students including rural, at-risk, and immigrant populations. During the 2018 CIE Summer Institute, we will focus on innovations in education to serve the needs of the diverse population of Maine students. Particular emphasis will be placed on the following innovative educational strategies: STEAM, Proficiency, and Digital Learning. Limited grants are available to support registration costs.

    Visit our Summer Institute website for more information:

    Registration includes:

    -Continental breakfast day 1, 2, & 3

    -Lunch day 1, 2, & 3

    -Access to keynote address on day 1, 2, & 3

    -Access to all breakout sessions

    -A team "coach" carefully selected from applications that fit this year's theme

    -Contact hours for 2.5 days of PD

    -Possibility of earning graduate credit (costs extra)

    -Possibility of earning CEUs (costs extra)



    Dr. Kate Cook Whitt
    Assistant Professor of Education
    (207) 859-1156 / 

    Thomas College
    180 W River Rd
    Waterville, ME 04901

  • 02 May 2018 5:09 AM | Anonymous member (Administrator)

    Symposium Friday May 25th 2018

    University of Maine 

    Augusta Campus


    This spring MMSA is bringing together K-12 educators from across the state of Maine to build networks, learn from each other, and celebrate our successes implementing change. This event joins participants and partners in MMSA’s programming providing a unique opportunity to link formal and informal educators as we build a STEM education movement in Maine.

    Learn new skills, meet new people, and learn how you can benefit from some of the most innovative STEM professional development in Maine!

    Registration is $20 and includes continental breakfast and lunch.

  • 02 May 2018 4:50 AM | Anonymous member (Administrator)

    Your district didn't send you to the national NCTM conference this year? You can still watch the four Shadowcon presentations, and sign up for a month long conversation with the presenters! Check out more on Dan Meyers blog post. 

  • 20 Aug 2017 6:38 AM | Anonymous member (Administrator)

    The NCTM/NCSM Teacher-Leader Professional Learning Grant will cover up to $4,000 of professional development costs for your district. 

    The PD must be centered around either "Formative Assessment, Digital Learning or Access-Equity-Empowerment. Costs may include consultant honoraria (no gifts) and expenses, materials, books, and substitute time. While this grant does not fund the purchase of technology, proposals including professional learning involving the use of technology are encouraged. Proposals must address the following: need (include data), mathematics content, scope of the plan, other sources of funding, number of teachers and students impacted, distribution of costs, private, suburban, urban or rural-isolation context, and demographics of student body." 

    Due Oct. 13, 2017. Follow the link on for more information. 

  • 13 Aug 2017 7:05 PM | Anonymous member (Administrator)

    Registration for ATMNE Fall Conference 2017 is open! 

    I can't wait to hear the following keynote speakers: 

    Steve Leinwand "has served on the NCTM Board of Directors and has been President of the National Council of Supervisors of Mathematics. Steve is also an author of several mathematics textbooks and has written numerous articles. His books, Sensible Mathematics: A Guide for School Leaders and Accessible Mathematics: 10 Instructional Shifts That Raise Student Achievement were published by Heinemann in 2012 and 2009 respectively. In April of 2015, Steve was honored to receive the National Council of Supervisors of Mathematics Ross Taylor/Glenn Gilbert National Mathematics Education Leadership Award." 

    Eric Milou "has extensive speaking experience on standards based reform in mathematics. He is one of the authors of digits, Pearson all digital middle school textbook and was the recipient of the Max Sobel Outstanding Mathematics Educator Award in 2009." 

    Grace Kelemanik "is a former urban school teacher and a project director for the Education Development Center. Grace is the co-founder of Fostering Math Practices, and a coauthor of the books Routines for Reasoning and The Fostering Geometric ThinkingTooklkit."

    Tracy Zager "is the author of Becoming the Math Teacher You Wish You'd Had: Ideas and Strategies from Vibrant Classrooms (Stenhouse, 2017), which grew out of Tracy's work with her colleagues as a math coach, and before that with pre-service teachers and their in-service mentors. Tracy is most in her element in classrooms, learning together with teachers and students over time. She currently splits her time between coaching and editing professional development books for teachers." 

    (All excerpts taken from the ATMNE Common Sense Mathematics Conference website.) 

    Best Western Royal Hotel and Trade Center in Marlborough, MA will host this conference on Nov. 2 and 3, 2017. For more information check out the conference website. Save with an early bird registration

    Hope I see you there!

  • 13 Aug 2017 6:04 PM | Anonymous member (Administrator)

    2017-2018  Here we come! Ready to take on the challenge of a new school year? Looking for some fresh ideas? Check out these blogs for some new inspiration. 

    Blogs that Might Inspire You

    Here are a list of blogs that present current ideas in Math. Of course these are the opinions of individuals, therefore we do not take responsibility as an association for what the links might contain.

    Tracy Zager  

    Becoming the Math Teach You Wish You Had

    Christopher Danielson 

    Overthinking My Teaching

    Dan Meyer 

    Great Maths Teaching Ideas

    Sarah Caban 

    Math on the Edge

    Heidi Fessenden

    Too Teeter and Too Totter

    Sara VanDerWerf

    Pam Rawson


    Michael Pershan

    Teaching with Problems

    Fawn Nguyen

    Finding Ways

    NCTM Blog

    Joanna Burt-Kinderman

    Problematizing Math Teaching


  • 22 Dec 2016 8:28 AM | Anonymous member (Administrator)

    ATOMIM will be hosting our Spring Conference on Saturday March 4th, 2017 at Point Lookout in Northport, Maine. 

    We are currently seeking presenters for sessions at the 2017 Spring Conference and Annual Meeting. The success of the Conference depends largely on educators who are willing to share teaching ideas. A variety of workshops is encouraged. We will have 3 sets of 55 minute sessions this year. Sessions are appropriate for sharing information and brief hands-on opportunities. All quality proposals will be considered. We are committed to giving our attendees quality choices across all grade levels. If you would like to be considered as a presenter, please complete this form by February 1, 2017.

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