Catherine Martin
President, Colorado Council of Teachers of Mathematics
In 2010, the editors of Time magazine named 100 people who most affect our world. Included on this list as a leading thinker is Atul Gawande, a noted general surgeon, author, and associate professor at Harvard Medical School and the Harvard School of Public Health. Although he writes from the prospective of a surgeon, I believe that his ideas contain many messages for our work in education. Gawande in Better, A Surgeon’s Notes on Performance (2007), suggests that, “In medicine, as in any profession, we must grapple with systems, resources, circumstances, people—and our own shortcomings, as well. We face obstacles of seemingly unending variety. Yet somehow we must advance, we must refine, we must improve (p. 8).” Never have these observations been more applicable for us than now, given the national spotlight on education.
In June 2010, the Common Core State Standards were released; the Colorado Academic Standards in Mathematics were adopted in 2009. Both sets of standards, more alike than different, call for a rigorous K-12 program of mathematics for all students to prepare them for future postsecondary success. There is currently a national and a state focus on teacher accountability along with the development of measures of teacher effectiveness. Measures of student achievement play a major role in defining both. Gawande admits that it is difficult not to feel that one is just a “cog in a machine . . . and begin to wonder: How do I really matter?” (p. 250). As educators we know that our students depend on us personally for their education much in the same way that patients depend on their surgeons.
Further, Gawande acknowledges that the “pace of medical innovation has been unceasing, and surgeons have no choice but to give the new things a try” (Complications, 2002, p. 26). The same could be said about educators. How, then, do we proceed? I suggest that we seize the opportunity to transform mathematics teaching and learning by harnessing the power of the new standards and would like to offer several suggestions to enhance our learning.
First, take advantage of the regional workshops sponsored by the CCTM in cooperation with the Colorado Department of Education. These half-day workshops (offered in all CCTM regions) are designed to support teachers in building readiness for implementing Colorado’s revised mathematics standards. 21st century skills and readiness competencies will be highlighted—what they are, what they look and sound like in mathematics classrooms, and what mathematical tasks and teacher moves will support students in developing these skills. For more information, visit the CCTM website: www.cctmath.org.
Second, attend the NCTM Regional Conference in Denver: October 7-8. Featuring over 200 sessions and a Learn and Reflect Strand on Geometry, this conference offers many opportunities to enhance learning from experts across the country. Lee Stiff will deliver the keynote on Thursday; other major speakers include: Gail Burrill, Doug Clements, Steven Leinwand, Margaret Smith, Cathy Seeley, and J. Michael Shaughnessy.
Third, select a book to read and share with colleagues. You might read Gawande’s books and consider how they apply to your work. Or, check the Colorado Mathematics Teacher for reviews of books that math educators are reading.
I hope that you will accept Atul Gawande’s challenge: “So find something new to try, something to change. . . . See if you can keep the conversation going” (2007, p. 257). See you at an upcoming standards workshop and/or at the NCTM regional!