Be Present, Nurture the Community, Create Space and Energy for Change
& Transformation, Encourage Others in the Act of Self-Discovery

Past, Present, & Future Events

TRU-Math Equity Conference: December 10, 2016 Featured Keynote: University of California Berkeley Mathematician, Author, and Leader of Mathematics Reform Alan Schoenfeld

On December 10, 2016, the Delaware Mathematics Coalition (DMC) Community welcomes internationally known leader of mathematics reform Dr. Alan Schoenfeld. Dr Schoenfeld will be the featured keynote for the TRU-Math Equity Conference. The conference supports K-20 mathematics and science instructors, coaches, administrators, and other community members in understanding the five essential components for creating robust mathematics (and science) learning environments. Dr. Schoenfeld has authored, co-authored, and served as editor for over 200 publications including the groundbreaking book Mathematical Problem Solving (1985), served as a lead for the Balanced Assessment Project and the mathematics content specifications for the Smarter Balanced Assessment Consortium, was one of the key leaders of the NSF-sponsored Diversity in Mathematics Education (DiME) Project, and a recipient of the Felix Klein Medal for Lifetime Achievement from the International Commission on Mathematics Instruction. This award is the highest international distinction for mathematics education. To register for the event, please visit the following link: TRU-Math Equity Conference Registration DMC Member Registration: $50/person or Teams of 8 for $300; Non-Members: $75/person

Ruth Parker, Co-Author of Making Number Talks Matter Launches DMC TRU-Math Project Academy

Slide1On July 12th, 2016, the Delaware Mathematics Coalition (DMC) Community welcomed Dr. Ruth Parker, co-author of the book Making Number Talks Matter  to support a statewide event focused on Teachers and Students Learning Together: Supporting Ownership & Agency in Mathematics Classrooms. Participants included nearly 200 teachers, coaches, administrators, and members of the higher education community.

Ruth Parker’s Presentations
Examining Our Practice: Teachers and Students Learning Together
Coaching With An Eye Toward Equity
Leading the Charge: Administrators fostering Student and Teacher Agency and Intellectual Authority

Ruth Parker & Cathy Humphries Video: Making Number Talks Matter

Delaware State News: “Conference Coaches Delaware Math Educators”


Quotes from Ruth Parker Event Participants

Teachers need time to shift their thinking about how they teach and opportunities to practice. Students need opportunities to talk, struggle through problems, make mistakes, and explain their thinking.”

“I appreciated the format for the day (discussions, videos, ideas we can take back to our classroom and incorporate directly). I felt engaged as a learner throughout the day. Thank you!”

“Loved seeing the videos of number talks in action. Having time to practice the different strategies is important. No judgment, accept all reasoning. Do not validate student answers.”

“I feel much more enlightened about the subtle ways we take agency away from students during number talks. They include writing ahead of students, listening for vs. listening to, and wrapping up problems/tasks before students are ready.”

“I love how Ruth Parker’s message builds on and connects with previous work in New Normal and Leadership Coaching Lab.”

“Ruth’s session helped me really understand how using number talks can build students number sense and build student agency and intellectual authority.”

“Excellent-looking forward to continued work with Ruth. Awesome to hear from the author about her intent behind number talks. Awesome session. Thank you!”

“Enjoyed the administrator discussion around classroom, homework, parent involvement, and the games that will be useful! We have been doing number talks for 2 ½ years and just did a book study with Making Number Talks Matter. It has benefited classrooms greatly. I learned things that I plan to implement in the schools during the upcoming year.”

“Most poignant statement-“Not to rescue students or they will always need rescued. Let students know I believe they can do the math.”


Links to more feedback: Teachers; Administrators; Coaches/Specialists & Higher Education Community Members


Teaching for A Robust Conceptual Understanding of Mathematics (TRU-Math) Project


TRU-Math EMTL 2016-2017 Flyer (finale)Elementary Math Teacher Leader (EMTL) Program

Sponsored by the Delaware Mathematics Coalition and funded in part through a Math Science Partnership grant administered by the Delaware Department of Education, the EMTL program is designed to increase the content and pedagogical knowledge of grades K-5 teachers, coaches, and administrators. For more information, please contact Dr. Valerie Maxwell (
TRU-Math EMTL 2016-2017 Flyer




TRU-Math Leadership Coaching Lab 2016-2017 Flyer

Leadership Coaching Lab Program

The promise of Leadership Coaching Lab is to build a robust mathematics community in which the role of curriculum leaders, teachers, and coaches is public and itself the focus among colleagues. During the year, professional developers will emphasize our role in leading mathematically intense teaching conversations, support the development of a keen eye for the essence of the mathematics in a lesson, and focus on designing lessons incorporating the two research-based principles for achieving conceptual understanding.
TRU-Math Leadership Coaching Lab 2016-2017 Flyer


July 13th TRU-Math Academy Participant Feedback

July 14th TRU-Math Academy Participant Feedback

Other Coalition Sponsored Professional Development Opportunities

New Normal Professional Development Program

NN Cover PageSponsored by the Delaware Mathematics Coalition, the New Normal professional development program is designed to promote the content and pedagogical knowledge of secondary problem-based learning enthusiasts. Participants include middle and high school teachers, coaches, and higher education faculty who are committed to promoting a more active learner-centered classroom in which low-threshold high ceiling tasks are used more routinely inspire mathematical curiosity and to increase students’ capacity to notice regularity, structure and engage in mathematical argumentation.
New Normal Summer 2016 Academy Reflections

Congratulations Jan Parsons & Kay Biondi: 2016 Webber Award Winners

OJan Pn May 25th, 2016 Jan Parsons and Kay Biondi were named this year’s Webber Award winners. The Webber award is given in memory of Dr. G. Cuthbert Webber, Professor of Mathematics at the University of Delaware (1937-1981). The award which consists of a plaque and financial gift is given in honor of Jan and Kay’s distinguished service to advancing mathematics education in the state. Pass awardees include Harry Kutch, Charles Eisenbise, William Geppert, Patricia Ahlborn, Shirley Miller, Willard Baxter, Kathleen Hollowell, Cliff Sloyer, Lou D’Angelo, Louis LoBosco, Denise Griffith, Bill Moody, Linda Selwood, Earl Quillen, Martha Lowther, Ron Wenger, Sally Caldwell, Kathleen McAneny, Jan Shetzler, Jim Hiebert, Jack Baldino, Valerie Maxwell, Jon Manon, and Jamila Riser.



CheAttachmentHandler.ashxck out NCTM’s Annual Perspectives in Math Ed 2016: Mathematical Modeling and Modeling Mathematics

Contributing authors include Michelle Cirillo (University of Delaware), John Pelesko (University of Delaware), & Anita Wager (University of Wisconsin Madison).


Enhancing Student Learning: Focusing on the Use of Exploratory Talk

This yeaindexr, secondary teacher leaders in the Delaware K-12 Mathematics Partnership Leadership Community have been engaging in a study group devoted to the use of exploratory and rough draft talk. The face-to-face and online (through Schoology) study group is facilitated by Dr. Amanda Jansen, Associate Professor in the School of Education at the University of Delaware. Dr. Jansen is co-author of the book Motivation Matters and Interest Counts: Fostering Engagement in Mathematics.

Throughout the year, teachers have been reading research, sharing video and other classroom artifacts, and posting and responding to ideas from their peers. Participants of the Exploratory Talk Study Group include grades 6-12 mathematics teachers and coaches from DE K-12 Mathematics Partnership Project districts. To learn more, check out this video of Dr. Jansen talking about rough draft talk: Rough Draft Talk Video.

The DE K-12 Mathematics Partnership Project Leadership Community strand is designed to leverage increased school and district level mathematics leadership. The professional development is funded through a Math Science Partnership grant supported by the Delaware Department of Education. Through evidenced-based segments led by educational researchers, teacher leaders, coaches, and administrators, the professional development promotes professionalism and collegial support by:


  • Making the study of our role as mathematics leaders public.
  • Sharing and applying research on instruction, leadership skills, and 
coaching practices.
  • Utilizing classroom video to promote a shared vision for ways to support the Common Core Standards for Mathematical Practice and Principles to Actions eight Teaching Practices (NCTM, 2014).

Design Thinking, Empathy & Equity

“Design Thinking has the unique power to leverage the intersection of equity and innovation through deeper learning and empathy.”

Thilogo-teaching-channel1s Teaching Channel blog post by Jennifer Pieratt provides insights regarding how the use of design thinking and explicitly teaching empathy creates more equitable learning environments.


Exploring Ways to Promote Teacher Reflection & Grown

Thilogo-teaching-channel1s Teaching Channel video features some interesting ways to promote teacher growth and reflection. The clip includes the use of rubrics, using video to support virtual coaching, enhanced real-time coaching, and student surveys.
Multiple Measures of Improving Teaching


Scenes from the Film “Race to Nowhere”

Narrated by Dr. Alan Schoenfeld, Race to Nowhere is a documentary featuring Stanford professor Jo Boaler and civil rights leader Robert Moses.

“The film examines how our traditional approach to math education favors rote performance over problem-solving and imitation over creativity–even among high-achieving students” (Youcubed: