Glenn Gilbert Award Speeches
GLENN GILBERT AWARD PRESENTATION
SPEECHES
Charlene Mitchell DeRidder, Ph. D.
2005 Glenn Gilbert Leadership Awardee
 Charleen
joins an august body of honorees who serve mathematics education with
great distinction. They meet regularly at the Annual conference
luncheon and continue to contribute to the improvement of mathematics
education.
Charleen Mitchell DeRidder, Ph. D. is
Supervisor Emerita of Knox County Schools. Within the Knox County
Schools, Charleen taught Mathematics and Science for grades 7-8, 9-12
and was the high school Department Chair of Mathematics and Science.
She became Mathematics Supervisor in 1973. With co- workers, a
colleague from the faculty from University of Tennessee, Knoxville,
and funding from the U. S. Department of Education, she began the
Traveling Mathematics Teacher Program. Demonstration lessons and
ongoing professional development for teachers became a weekly event
in every school. The program resulted in raising Knox County
Mathematics Achievement Scores from the 20th and 30th percentiles to
the 70th and 80 th percentiles in five years.
Charleen 's vision led her beyond the
boundaries of Knox County. She served as Adjunct Assistant Professor
at the University of Tennessee, Knoxville, and Consultant for the
Louisiana Systemic Initiative Program (LaSIP) for Professional
Development in Mathematics. She served on the Instructional Issues
Advisory Committee of National Council of Teachers of Mathematics
(NCTM) that initiated the first publication of the NCTM Standards.
Her numerous presentations for National Council of Supervisors of
Mathematics (NCSM) and National Council of Teachers of Mathematics
(NCTM) provided clever, content-oriented and meaningful mathematics
activities embodied in a philosophy of constructivism, re-election
and research-driven pedagogy.
As an active participant in International
Mathematics Education she,
- participated in the International Congress
on Mathematics Education (ICME) and published in an international
journal:
- chaired the Computer Literacy Panel at the
ICME-4, Conference, Berkeley, California, 1980;
- chaired the Dissemination of Research
Session at the ICME-5 Confernce, Adelaide Australia, 1984;
- presented a paper on her dissertation on
factors to identify high ability students at the ICME-6
Conference, Budapest, Hungary, 1988;and
- published Research Backs Calculators by
NCTM and later by the Croatian Mathematical Society in 2001
(DeRidder, Ellington, and Dessart).
Throughout her career Charleen has exhibited
high energy and leadership. One of Charleen's long lasting
achievements was her establishment of the Smoky Mountain Mathematics
Educators Association, an affiliate of NCTM. She served as founder
and first president. The organization thrived and continues to
enhance the teaching of many mathematics teachers in the Smoky
Mountain region. A group of donors initiated the Charleen M. DeRidder
NCTM Membership Awards given annually to teacher interns to
facilitate their introduction to NCTM and NCSM.
Charleen was the consummate supervisor by
virtue of her knowledge, enthusiasm, sparkle, and love of
mathematics, teachers, and students. "Dr. De " as she is
affectionately known, established a legacy of excellence in
mathematics education at the local, state, national and international
levels that is an inspiration to present and future mathematics
leaders. Charleen DeRidder accepted the Glenn Gilbert Award with
appreciation for NCSM and for its role in all she has been able to
accomplish.
Irvin E. Vance
2004 Glenn Gilbert Leadership Awardee
Irvin E. Vance is Professor Emeritus of
Michigan State University, Department of Mathematics and Director of
the Michigan Minority Mathematics Science Project. He was and is a
significant leader and beloved teacher who continues to actively
serve mathematics even though "officially retired."
His legendary past includes forty-seven years
of distinguished service. He served as an urban high school teacher,
professional development leader in urban and suburban public schools,
and author of mathematics textbooks for elementary and secondary
schools and university.
As a professor of Mathematics at the University
of New Mexico and Michigan State University, Irvin modeled good
mathematics teaching. The principal investigator, director and
teacher for National Science Foundation Grants from the 1970's
through 2000, he created opportunities and inspired middle school and
high school students, pre-service teachers and in-service teachers.
Irvin is held in the highest esteem by former
students and professional colleagues because of the guidance,
mentoring and constant encouragement given to them to grow, improve
and be professionally involved in 21st Century mathematics reform
.Following his example, many of his former students, now teachers,
are guiding, nurturing and motivating middle and high school students
to enter the mathematics and science pipeline early in life.
For more than three decades, Irvin has been a
significant organizer for mathematics programs and mathematics
organizations. He is one of the co-developers of The Benjamin
Banneker Association, Inc. (BBA), a past president and currently the
Executive Director. He was one of the co-developers and founders of
National Association of Mathematicians (NAM) whose mission is the
promotion of excellence in mathematics sciences and the promotion of
mathematical development of underrepresented American minority
youth.
Irvin made important leadership contributions
in national studies through the Conference Board of Mathematical
Sciences (CBMS), the Mathematics Association of America (MAA), and
the National Council of Supervisors of Mathematics (NCSM) and the
National Council of Teachers of Mathematics (NCTM). His work within
the National Council of Teachers of Mathematics includes:
- Member of the board of
directors
- Contributing member to the development of
NCTM Standards
- Member of the NCTM Yearbook editorial panel
for Connecting Mathematics Across the Curriculum
- NCTM representative for the Mathematics
Association of America
- Presenter at regional and annual
meetings
Irvin is a focused person with vision and long
range planning to recruit mathematics teachers. His leadership style
in meetings and workshops is based on the use of team collaboration,
objectivity, self-esteem, respect and sound systematic mathematical
thinking.
In difficult situations Irvin quietly strives
to suggest alternatives to build an atmosphere of trust within
groups. His quiet and insightful manner empowers teachers to freely
ask questions and explore mathematical ideas and issues.
Dr. Vance's influence and passion for working
on behalf of teachers and students in mathematics to make them good
learners and whole learners will continue.
We applaud Dr. Vance's pursuit of excellence,
enthusiasm, caring and scholarly achievement..
Robert B. Davis
1998 Glenn Gilbert Leadership
Awardee
Each year, the Glenn Gilbert NATIONAL
LEADERSHIP Award is presented in memory of a dedicated, conscientious
mathematics educator. Glenn Gilbert was a mathematics supervisor from
Boulder, Colorado. He was a long time member of NCSM and he served as
our treasurer from 1976 until his untimely death in 1981.
In 1982 NCSM established this award as a way of
recognizing those, who like Glenn, have demonstrated leadership in
and have made significant contributions to the field of mathematics
education. In 1995, the name of the award was changed to the Glenn
Gilbert National Leadership Award. This change is made in further
recognition of Glenn's legacy, and in recognition of the respect and
stature that the award symbolizes within the mathematics education
community.
The significance of this award can best be
appreciated by reflecting upon the names of the past
recipients:
- 1983 John Del Grande
- 1984 Alexander Tobin
- 1985 Ross Taylor
- 1986 Shirley Frye
- 1987 Al Shulte
- 1988 Tom Rowan
- 1989 David R. Johnson
- 1990 Stanley Bezuszka
- 1991 Dorothy Strong
- 1992 Iris Carl
- 1993 Dale Seymour
- 1994 Zalman Usiskin
- 1995 James Gates
- 1996 Marilyn Burns
- 1997 Frank Demana and Bert
Waits
This year we added another individual to this
select circle of outstanding mathematics educators. Our 1998 Glenn
Gilbert Awardee, Robert B. Davis, had a profound influence on
mathematics education. Our 1998 Glenn Gilbert Awardee was well known
for his major contributions in curriculum development, inservice
education and use of technology. His contributions in any one of
these areas would qualify him as a candidate for the Glenn Gilbert
award.
Robert Davis career began in the 60's with
curriculum efforts aimed at emphasizing active learning. In fact, he
was one of the first in our field to call for the teaching of algebra
in the elementary school. Bob was instrumental in the 70's in
spreading the use of manipulatives and group learning as vital tools
to aid in the teaching of mathematics. Indeed the hands-on workshop
format he pioneered has become the norm for teacher workshops today.
In the 80's he helped in the development of computer software as yet
another tool to improve the teaching of mathematics. Into the 90's he
was a leading advocate of the use of engaging contexts to help
students discover that mathematics is the natural tool for
accomplishing the task at hand. He was always been interested in
students' thinking and the usefulness of listening to them explain
their work.
In short, Bob Davis has been a prophet
heralding needed reform in mathematics education. He anticipated the
eventual emergence of the NCTM Standards. He anticipated the
Curriculum Standards by championing the teaching of functions,
graphing, and logic. He anticipated the Professional Teaching
Standards by introducing us to the notions of intellectual tasks and
listening to children's discourse. Fortunately his important work in
these areas has been captured on film and videotape so that they can
be used as important tools in inservice education and teacher
preparation. He prepared us for the Assessment Standards by showing
us how to encourage children to write about their mathematical
discoveries.
However, Bob was no ivory tower theorist, or
armchair philosopher. His theories and philosophies were always
grounded in long hours of first-hand experience in real classrooms,
working with real teachers and real children, often in the most
difficult school environments. As stated by one of his nominators,
"What impresses me the most about him is the fact that he listens as
well as produces. In spite of his many wonderful accomplishments,
he's a genuinely humble man who is always on the lookout for talent
that deserves his support."
In the words of another of his nominators, what
sets this Bob Davis apart from other professionals is the number of
people whose lives he has influenced. The nominator went on to
explain: An anecdote that burns in my memory concerns a meeting that
was held several years ago. It was jointly sponsored by NCTM and NSF.
It was attended by an invited list of nearly a hundred people who
were regarded as leading researchers in the field. At one point in
the meeting, discussions broke out in which participants were trading
stories about how and why they had come to work in the field of
mathematics education. Bob Davis' name was mentioned so frequently
that someone stood up and said: Hold up your hand if Bob Davis was
one of the main people who attracted you to the field. More than half
of the group held up their hands! It is important to note that three
past Glenn Gilbert Awardees were co-nominators of Bob Davis for this
award. They proudly declare that Bob Davis was one of their most
treasured mentors.
It is with pride and pleasure that NCSM
announces that the 1998 Glenn Gilbert National Leadership Award is
presented to "the mentor of the mentors," Robert B. Davis.
Unfortunately, Bob died last December. We all feel the loss of this
great professional, but we celebrate and acknowledge his lifetime of
achievement through this award.
At the presentation ceremony, three Glenn
Gilbert Award Winners, Marilyn Burns, Iris Carl, and Ross Taylor,
accepted the award on behalf of the Davis family. These are their
comments as they accepted the award:
Marilyn Burns:
I first met Bob Davis at Syracuse University in
1960 after I had doddered my mathematics major with the intent of
becoming a secondary math teacher. There were five of us in the
program that year and our first day with Bob was an informal meeting.
He was now our advisor and told us that we probably knew better than
he what courses we should be taking, so he d just sign our cards and
let us fill them out as we saw fit. And then he gave us two books to
read that we would be discussing as our introduction to secondary
math education- Jerome Bruner's The Process of Education and
Summerhill (I can't remember the author of this book about an
unstructured school in England). In our classes that semester, we'd
talk about ideas from those books, and that was the first required
education course I had ever taken. From discussions with colleagues,
it was a unique beginning. But Bob was unique.
Near the end of the semester, Bob invited any
of us who were interested to spend the summer working with him on his
NSF summer institute. I jumped at the chance, was made assistant to
his secretary, Marilyn Hurley, and had a summer experience that
shaped the direction of my professional life.
This was one of the early NSF grants during the
new math era. I watched Bob teach fifth graders and was deeply moved
about what they could do and how much I learned, both about teaching
and about mathematics. He was an extraordinary teacher, profound and
yet playful. I remember the students giving proofs - convincing
arguments - about conclusions they were drawing. He told them about
the standard Q.E.D. at the end of proofs, but suggested to them that
they instead use O.B.I.D.I. "It stands for: Oh, boy, I did it!" he
told them. In the classes with participants and students, he was
always extremely respectful, always interested in what others had to
say, and always modest, almost self deprecating, about his own
ideas.
As brilliant as Bob was as a teacher, he was
organizationally a disaster. I continued working as his assistant
secretary after the summer. Bob traveled often to meetings and
conferences and one of my pus was to make his travel arrangements.
The system that I eventually devised was to write his travel
instructions on a 3-by-5-inch card and then put the card in his
jacket pocket as he was leaving. The routine was the same. I'd sit at
my phone in the office until his flight arrived at his destination,
waiting for the phone to ring. He would call with the same question
each time: "What do I do now?" And I'd give the same answer: "Look at
the 3-by-5 card in your pocket." He'd find it, read it, say, "Oh,
thanks, that's very helpful," and then hang up. We never progressed
past this system.
Bob's office at Syracuse University was in
Smith Hall. The office had originally been assigned to four
instructors. By the time I started working for Bob, however, it was
all his. The rumor was that the others had found other offices and
left this one, and I learned why. Bob was the most incredible pack
rat I've ever known. We were to throw out nothing, and we didn't.
Stacks of books, paper, newspapers, magazines, perennials, and mail
covered every surface. There was a path, wide enough for one person,
from the door to his desk at the back of the office. There were paths
to Marilyn Hurley's desk and to mine. I managed to keep a small area
clear on my desk, but that was all. None of us were easily visible
when someone entered the office.
One of my jobs was to respond to Bob's mail. My
response to all letters was the same: "Dr. Davis is pleased to have
received your letter and will answer it at his first opportunity." I
followed this in two weeks with a second letter: "Dr. Davis is sorry
that he hadn't yet had the opportunity to answer your letter. He
appreciates your patience and assures you that he will respond soon."
I sent a similar reply two weeks later and then sent the letters home
to Rose, his wife. Rose managed to get Bob to answer them.
Many years later, just a few years ago, I went
to Rutgers to work with Bob for a few days. I stayed at his home, and
Bob told me I'd be using his daughter's room since she no longer
lived there. When I entered his house, I was reminded of Bob's
Syracuse office. Actually, I was reminded of it when the car pulled
into his garage, carefully squeezing between piles of boxes,
suitcases, and shopping bags full of papers. The house was
astonishing narrow paths through piles of books, paper, newspapers,
magazines, perennials, and mail. The piles covered the piano, all
table tops (inducing the dining table), every surface in the kitchen,
and most of the floor. In Bob's office there were two paths, each to
a different computer. I didn't even ask why. In the kitchen, Bob
asked me if I'd like something to drink, and I asked for a glass of
water, thinking it was the easiest request. In order to get me a
glass of water, Bob first rummaged around in cupboards for a glass.
He found one, washed it, filled it with water, and then set it down
for me on a sheet of uncancelled stamps! The glass was wet from the
washing; the stamps were ruined, I'm sure.
Bob took me up to Alexandra's room and guffawed
when he opened the door, seeming delighted with its spotless and
rather spartan appearance. "You'll be comfortable here," he said.
None of this lack of ability to attend to life's details and demands
was evident in Bob's teaching. He was completely focused on the
children and on the mathematics. And his quirky manner translated
brilliantly into empowering his students. I didn't realize at the
time how much I was learning. Only after teaching many years did I
realize that Bob had instilled in me the understanding that listening
to students was what was most important, that they were to be the
stars in the classroom, not the teacher. I am deeply grateful for
this learning.
I'm also grateful for all of the support Bob
gave me over the years. He was truly my mentor and I one of his
protégés, and that's a relationship I will treasure
always. I had dinner with Bob in November of 1997 when we were both
attending an NCTM conference in Albuquerque. That was just a year
before he died. Bob had come to the talk I had given earlier and was
telling me how much he enjoyed it, how right I was, how smart I was,
etc., etc. Many of us who knew him were familiar with that kind of
praise from him. This evening, I was able to remind him how much he
had done for me, to tell him that I wouldn't have been there giving
that talk if it hadn't been for him. We talked for hours that night.
It was wonderful, made all the more sweet looking back because it was
our last time together.
I will always miss him.
Iris M. Carl:
Thank you for the privilege of accepting this
notable Glen Gilbert award for the 1998 recipient, Robert B. Davis
-the mathematician, mathematics educator, and
psychologist.
Bob was my teacher at Yale during my fledgling
years as a secondary teacher of mathematics. He was my mentor
throughout my advanced academic and professional career. Bob Davis
was my friend. (What distinguished Bob, the prolific, consummate
researcher, was that his comprehensive body of work maintains a
powerful influence on kindergarten through graduate school teaching
and learning that has always been unparalleled.)
If Bob had had the opportunity to be notified
that he was selected to receive the prestigious Glen Gilbert award he
would have been honored because it comes from us - the National
Council of Supervisors of Mathematics (NCSM). He would have been
humbled because it comes from this highly respected organization of
mathematics supervisors and leaders who bring the fruits of his
scholarship into thousands of classrooms in the states and
provinces.
For those of us who knew Bob, we can imagine
his acceptance speech. In his special self-effacing manner and quiet
demeanor, he would have graciously thanked us and then quickly added
that we were being too generous in our praise. Bob's statement would
then become a tribute to us, the members of NCSM, for our unstinting
service to the cause of excellence with equity in school mathematics.
He would continue to thank as for making his contributions an
integral part of our daily assignments as we inspire teachers to
strive for excellence - theirs and their students. As he concluded
his thank you it would become abundantly clear, that what we
celebrate is the rich legacy Bob Davis created for us, and that his
message is, it is ours to keep alive.
Ross Taylor:
It is indeed appropriate for three Glenn
Gilbert award winners to accept the Glenn Gilbert Award for Bob
Davis. We feel that with this award, we are the ones being honored
because we are now included in the same group of mathematics
education leaders as Bob Davis.
Bob was truly one of the giants in mathematics
education. As a mathematician, he knew, as we all do that three
points determine a plane. This means that a stool will be stable if
it has three legs. He was one of the first to recognize that
mathematics education needs to stand on three legs: content
knowledge, knowledge of how children learn, and practical knowledge
of how to implement instruction in the classroom. While some others
tried to base mathematics instruction on content knowledge alone, or
on just knowledge of content and learning, Bob spent a lot of time in
the classroom to ensure that the ideas put forth about mathematics
instruction would be practical. He was a pioneer in the use of
manipulatives in mathematics instruction.
In addition to being a leader in the field of
mathematics education, Bob as a person was an absolute delight. Those
of us who had the opportunity to work with him found the experience a
pleasure and a privilege.
We proudly accept the Glenn Gilbert award for
Bob Davis.
End of speech about Robert B. Davis.
Frank Demana and Bert
Waits
1997 Glenn Gilbert Leadership
Awardees
Once again, the task of selecting this year's
honoree was not easy. Many worthy individuals were nominated. I
extend my thanks to the committee members who participated in the
selection.
Each year, the Glenn Gilbert NATIONAL
LEADERSHIP Award is presented in memory of a dedicated, conscientious
mathematics educator. Glenn Gilbert was a mathematics supervisor from
Boulder, Colorado. He was a long time member of NCSM and he served as
our treasurer from 1976 until his untimely death in 1981.
In 1982 NCSM established this award as a way of
recognizing those, who like Glenn, have demonstrated leadership in
and have made significant contributions to the field of mathematics
education. In 1995, the name of the award was changed to the Glenn
Gilbert National Leadership Award. This change is made in further
recognition of Glenn's legacy, and in recognition of the respect and
stature that the award symbolizes within the mathematics education
community.
The significance of this award can best be
appreciated by reflecting upon the names of the past
recipients:
- 1983 John Del Grande
- 1984 Alexander Tobin
- 1985 Ross Taylor
- 1986 Shirley Frye
- 1987 Al Shulte
- 1988 Tom Rowan
- 1989 David R. Johnson
- 1990 Stanley Bezuszka
- 1991 Dorothy Strong
- 1992 Iris Carl
- 1993 Dale Seymour
- 1994 Zalman Usiskin
- 1995 James Gates
- 1996 Marilyn Burns
This year we added two members to this select
circle of outstanding mathematics educators. Our 1997 Glenn Gilbert
Awardees, Franklin D. Demana and Bert K. Waits, have had a profound
influence on secondary mathematics education.
Our 1997 Awardees are tireless in spreading the
message that change in mathematics education is never ending. They
are ubiquitous at conferences across the country. Sharing the demand
for their insights, they appear at two conferences in two cities on
the same day. Though diverse in their presentation styles, the power
of their message is constant.
In the words of one of the awardees'
nominators, "Some argue that the single greatest factor in bringing
about change in the curriculum and patterns of instruction in
secondary mathematics classes over the past 10 years is the
availability of technology. No one argues, however with the fact that
the most influential driving force behind the use of this technology
is the "Dynamic Duo"of Frank Demana and Bert Waits. To watch our 1997
awardees in action is to watch two professionals having a great time
making mathematics come alive. It's watching two professionals who
have led and continue to I lead the charge to help make mathematics
accessible to far more students. It's watching two professionals
whose leadership and dedication have touched, directly and
indirectly, the lives of thousands of teachers.
As highlighted by another of their nominators,
our awardees have been instrumental in the development of
calculators. Their influence can be seen in both the mathematical and
pedagogical features of these devices. Their work has been critical
in insuring that these calculators are both capable and user
friendly. Because of their input and insight, teachers can focus on
teaching mathematics and using the calculator as a tool to help
children understand ideas and concepts. Simply put, when these two
individuals speak, calculator companies listen.
From their positions as accomplished
mathematicians at Ohio State University, Bert and Frank have, with
courage and persistence challenged the static nature of university
instruction in mathematics. They are at the center of the discussion
to reform mathematics instruction in higher education. This duo has
created one of the richest and most talented cadres of
teacher-leaders through their workshops and national conference under
the umbrella of the massive Teachers Teaching with Technology
movement. This effort is a perfect model for teacher-driven
change.
Indeed this year's honorees are great teachers
and active learners. They serve as mentors and role models for
thousands of teachers. They have pushed the envelope of positive
change in mathematics education through their active involvement in
professional development, curricular exploration, and advocacy for
the appropriate use of technology. They prove that lifelong learning
is not simply a "buzzword", but a way of life. Their apparent motto
-"When faced with change, embrace the possibilities." It is my pride
and pleasure that NCSM announces that the 1997 Glenn Gilbert National
Leadership Award is presented to "patriarchs of the graphics
calculator movement," Franklin D. Demana and Bert K.
Waits.
End of speech about Demana and Waits. Return to
top of this
page.
Marilyn Burns
1996 Glenn Gilbert Leadership
Awardee
Once again, the task of selecting this year's
honoree was not easy. Many worthy individuals were nominated. I
extend my thanks to the committee members who participated in the
selection process. They are: Sherry Bailey, Carl Benner, L. Charles
Biehl, David Glatzer, Bill Hopkins, Mane Jernigan, Miriam Leiva, Gail
Lowe Parrino, Freddy Renfro, Marianne Weber, and Ed
Zegray.
In order to highlight the significance of this
award, I will read the names of the past recipients. Many of them are
here today and I ask each of them to stand as I read their
names.
- 1983 John Del Grande
- 1984 Alexander Tobin
- 1985 Ross Taylor
- 1986 Shirley Frye
- 1987 Al Shulte
- 1988 Tom Rowan
- 1989 David R. Johnson
- 1990 Stanley Bezuszka
- 1991 Dorothy Strong
- 1992 Iris Carl
- 1993 Dale Seymour
- 1994 Zalman Usiskin
- 1995 James Gates
Today we add another member to this select
circle of outstanding mathematics educators. Our 1996 Glenn Gilbert
Awardee has had a profound influence on elementary mathematics
education. Few professionals have touched and inspired so many
educators as they work to change mathematics instruction. Our honoree
is an articulate advocate for changes in mathematics education. In
the work of this teacher-mentor the meaning and spirit embodied in
the NCTM Standards comes alive for teachers. Our honoree is not
simply a theorist. This person puts herself into a teacher's shoes;
and then communicates what she learns. Her honesty about the success
and struggles of her work engages, encourages, and challenges
teachers to reflect on their own classroom practice.
Attend any mathematics conference that features
our honoree, and you are guaranteed to see thousands of educators
packed into never adequate space in order to listen to her. Her
comments come from her work in actual classrooms and her regular
interactions with classroom teachers. As noted by one of her
nominators, "She never simplifies the complex art of teaching - never
reduces thinking about the mathematics curriculum to a sure fire easy
solution. Rather, she muses out loud about her success and
'unsuccesses' and her humor, compassion, intelligence, and experience
make her a riveting speaker."
This year's Glenn Gilbert Awardee has also
created a series of widely offered in-service experiences. Offered in
school districts throughout the country, these courses provide
teachers with hands-on, engaging, thought-provoking mathematics
in-service. In addition to direct in-service, to teachers, this
year's designee has produced a series of videotapes. These tapes
provide classroom examples of instructional practices that support
thinking, reasoning, and problem-solving. Because of their superior
quality, these programs are widely used to provide both inservice and
pre-service teachers with a vision for change, as well as a forum for
dialogue.
Because our 1996 winner recognizes that
resource books and articles are additional avenues for teachers to
learn and experiment, she continues to write extensively. Her books
and articles inform teachers about current issues in mathematics
education. On of her nominators stated, "Reading one of her books is
like having access to her professional diary. She invites others to
share in her thinking, planning, decision-making and reflection in a
personal and very real way."
Indeed our honoree is a teacher, a writer, a
catalyst, an mentor, and visionary for the classroom. She has taught
us several important lessons:
- Good mathematics can be fun and engaging,
and still be good - in fact it has to be fun and engaging;
- We must treat teachers in professional
development settings in exactly the same ways we must treat
students in classrooms - with respect, honesty, and a thoughtful
vision;
- and
- We must turn to student work to make sense
of student understanding and achievement.
Indeed our honoree is truly a great teacher, a
great learner. She is truly loved by her students - the teachers of
elementary mathematics. I can hear their cheers throughout North
America applauding the selection of their guru and mentor. Fellow
NCSM members, it is my great pleasure to announce that the 1996 Glenn
Gilbert National Leadership Award is presented to "elementary
mathematics education's guiding light," Marilyn Burns.
End of speech about Burns. Return to
top of this
page.
James Gates
1995 Glenn Gilbert Awardee
Each year, the Glenn Gilbert National
Leadership Award is presented in memory of a dedicated, mathematics
educator. Glenn Gilbert was a mathematics supervisor from Boulder,
Colorado. He was a long time member of NCSM and he served as our
treasurer from 1976 until his untimely death in 1981. In 1982 NCSM
established this award as a way of recognizing those who, like Glenn,
have demonstrated leadership in and have made significant
contributions to the field of mathematics education. This year the
name of the award is being changed to the Glenn Gilbert National
Leadership Award. This change is made in further recognition of
Glenn's legacy, and in recognition of the respect and stature that
the award symbolizes within the mathematics education
community.
The recipient of the 1995 Glenn Gilbert Award
has been a tireless advocate of the improvement of mathematics
instruction. He has represented mathematics education both nationally
and internationally. He has always represented our profession with
intelligence, dignity, humility, and perseverance. Indeed, he is so
reliable and so selfless, that the mathematics education community
may not yet fully realize and appreciate his overall importance to
our profession.
Our honoree is a quiet giant in the field of
mathematics education. He is an expert manager, respected mentor;
valued advisor, trusted confidant, and loyal friend to all of the
leaders of mathematics education for over 30 years. In the words of
one of his nominators, "I have the feeling that he has taken the
needs of mathematics education so fully into his life that he is
living mathematics education every day, 24 hours a day." Our honoree
has been a central and key player in NCTM for over three decades.
Indeed our honoree has been there through all of NCTM's triumphs and
difficulties He has been there through every fad, every major
project, every governmental change. He has helped form and guide a
countless number of NCTM projects - The Agenda, The Standards, The
Addenda, and so many more. He is always eager and willing to take
extra time to assure that NCTM committees and boards have the
resources necessary to carry out their assignments.
In the words of another of his nominators,
"NCTM has shown exceptional effectiveness among professional
organizations. This strength can be attributed to strong presidential
leadership and board leadership, but I know that most of those
presidents and board members would enthusiastically agree that their
success and the success of NCTM is largely due to the dedication,
vision, and service of our nominee." Yes, as you have concluded, our
honoree has served NCTM as its Executive Director for 34 years.
Superlatives seem inadequate in describing the quality of his service
to NCTM and to the entire profession.
Indeed our honoree is like a great captain who
has held a steady course in every kind of weather. And in so doing
this captain has earned the loyalty and affection of his entire crew.
Fellow NCSM members, it is NCSM's great pleasure to announce that the
1995 Glenn Gilbert National Leadership Award is presented to NCTM's
and mathematics education's "rock-solid foundation," James D.
Gates.
(This article was excerpted from the Glenn
Gilbert Award presentation held at the Wednesday luncheon during the
NCSM Annual Meeting in Boston, Massachusetts.)
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Dorothy Strong
1991 Glenn Gilbert Awardee
The recipient of the 1991 Glenn Gilbert Award
has had a long and active career as a classroom teacher, a supervisor
of mathematics in a large city, and major responsibilities in both
NCSM and NCTM.
In the words of one of the persons recommending
our awardee, she is "an articulate advocate of raising expectations
and providing significant mathematics instruction for students who do
not have all of the advantages." To this end she has provided special
leadership for meeting the needs of urban students, and has been
particularly concerned with raising the mathematics performance of
minority students.
Our awardee was a member of the NCSM's
three-person steering committee when the organization developed the
Position Paper on Basic Mathematical Skills in 1976-77. She also
contributed the concept of Expanded Skills to that
document.
Our awardee has served as President of NCSM and
on the Board of Directors of NCTM. She was co-chair of the NCTM
Annual Meeting in Orlando, and chaired the Making Mathematics Work
for Minorities meeting in Chicago in November, 1989.
Another of our awardee's accomplishments was
providing calculators to all students at and above grade 4 in her
school district, the Chicago Public Schools. She then took the next
step of initiating a series of staff development workshops to prepare
teachers to use calculators in instruction.
In addition to her professional
accomplishments, our awardee is a gracious, poised, consistently
pleasant person.
I'm sure that by now most of you have put
together the information I've been providing, and made the
appropriate inferences. It is then no surprise to most of you that
the 1991 Glenn Gilbert Award is being presented to one of the
founders and principal movers in NCSM, Dorothy S. Strong.
(This is the text of the presentation delivered
by Al Shulte at the Banquet meeting in New Orleans.)
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Iris Carl
1992 Glenn Gilbert Awardee
The recipient of the 1992 Glenn Gilbert Award
has had a long and active career in mathematics education. She has
been in the forefront of every significant curricular improvement
effort over the last decade. She has provided outstanding leadership
in both the NCTM and the NCSM. She has served on the Board of
directors of both the NCTM and the NCSM. She serves as a mathematics
supervisor for a large urban school district.
As stated by one of the persons nominating this
individual for this award, our honoree's "Contributions to
mathematics are too numerous to cite in a short document. Probably
the most significant is the message she brings to all her
audiences--the need for a quality mathematics education for all
children." Our honoree delivers this message "loud and clear" to
everyone she meets, including our nation's political
leaders.
Our honoree is one of the most sincere,
conscientious, dedicated, caring and concerned professionals in this
nation. In her presence everyone feels important and respected. She
knows how to treat people, and she knows how to get the job done. In
her terms as president of NCSM and of NCTM she has shown each of us
that we can achieve the vision of mathematics education presented in
the Standards.
She is the model of a reflective, caring
educator. True to her character, she is always monitoring herself,
looking for ways to improve. She is perceptive, sensitive, and
analytical. She strives for excellence and quality in herself and in
each of us. She serves as a positive role model for every member of
NCSM.
Our honoree can also be characterized as
eloquent, dignified, inspiring and devoted. It has been said that
"the very essence of leadership is that you have to have a vision.
You can't blow and uncertain trumpet." Our honoree is a true leader.
We know the anthem that she is playing. She plays it elegantly and we
will gladly follow her anywhere. Fellow NCSM members, it is my great
pleasure to announce that the 1992 Glenn Gilbert Award is presented
to our former president, Iris M. Carl.
(This is the text of the presentation delivered
by James M. Rubillo at the Banquet meeting in Nashville.)
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Dale Seymour
1993 Glenn Gilbert Awardee
The recipient of the 1993 Glenn Gilbert Award
can be best described in a series of single words: imaginative,
innovative, insightful, inventive, ingenious, and visionary. In the
words of one of our members who nominated our honoree. "No other
individual has done more to provide teachers and supervisors with the
teaching resources that enable our schools to present mathematics in
the spirit of the NCTM Standards."
Our honoree is a giant in the field of
mathematics education. He has been a classroom teacher. He is a
creative speaker. Since 1964 he has made presentations at more than
500 teacher conferences. He is an exceptionally prolific writer. He
has authored or co-authored over 80 mathematics education
publications and designed over 100 educational products.
Our honoree is completely immersed in
addressing the current issues and problems facing mathematics
education. He has served on the NCTM Commission on Standards for
School Mathematics. In his home state, he served on the California
State Mathematics Framework Addendum Committee and the California
State Model Curriculum Standards Committee.
Through his current activities, he is a major
facilitator of the exchange of ideas in our field. As a major
publisher, our honoree is a primary source of outstanding materials
for classroom teachers. One need only to page through his company's
catalog to appreciate that the quality, diversity, and quantity of
teacher resources produced under his direction is unmatched anywhere.
In addition to his accomplishments as a publisher, author, teacher,
and professional, our honoree makes significant contributions as a
person. Those who know our 1993 recipient can testify to his
integrity, humility, and his genuine concern for his fellow
mathematics educators. For example, without fanfare, his company
advertises and distributes the publications of many professional
organizations. His company's catalog features the NCTM Standards, the
Addenda Books, Project Equals materials and the National Research
Councils publications- to name just a few.
Each of us is indebted to this unique
mathematics educator. He provides the tools that you need to explain
and demonstrate the vision of mathematics embodied in the Standards.
His materials make you look great when you address your colleagues,
your school board, and parent groups. It is a great pleasure to
announce that the 1993 Glenn Gilbert Award is presented to
mathematics education's "creative imagineer," Dale
Seymour.
(This is the text of the presentation delivered
by James M. Rubillo at the NCSM Annual Meeting in
Seattle.)
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Zalman Usiskin
1994 Glenn Gilbert Awardee
As our 1994 Glenn Gilbert Awardee presents it,
mathematics is relevant. Mathematics is rich and engaging.
Mathematics is both abstract and concrete. Mathematics is visual,
written, and technological. Mathematics is fun, exciting and easy to
learn. Our honoree is a scholar who possesses the unique ability to
translate research findings into teachable and learnable materials
for all students. Most importantly, he spreads his message of change,
innovation, and hope with a flair that is unique, captivating and
infectious.
Our honoree is a giant in the field of
mathematics education. He is a writer, teacher, mentor, and
professional leader. It would be safe to say that every NCSM member
in this room has attended many of his exciting, thought-provoking,
and entertaining presentations. In fact he has presented hundreds of
sessions at national, state, and local meetings. Each of his
presentations deliver powerful messages for mathematics education,
and each is always the talk of the day. Few would say that our
honoree is shy and retiring. He has been known to breakout in song
and verse. His imagination, creativity, and humor always guarantee a
full house.
Our honoree's contributions are not limited to
the dias. He is a principal author of an important curriculum project
that really reflects and implements the Standards. In the process of
developing this project, our honoree has actively involved teachers
and researchers from across North America. He has sought out the
concerns and ideas of experts from around the world. Textbooks alone
do not make a curriculum. Our honoree has made teacher training the
base from which the success of this Project is built. lie leads
summer institutes, supervisor seminars, and inservice workshops on an
on-going basis. He is clearly the mentor of a large cadre of
dedicated, enthusiastic teacher leaders.
Our honoree is an exceptional teacher. He is a
leader in teacher training. He heads up the largest teacher training
program in the state of Illinois. He has served a three-year term on
MSEB, and has served on the Advisory Board of PBS's Square One TV
program. He is a prime mover in the University of Chicago School
Mathematics Program. And most importantly, he is a driving force in
the quest to reform mathematics education at all levels.
In the words of one of his nominators, 'He has
influenced the direction of mathematics education as much as anyone
over the last two decades through his writing, speaking, teaching,
and work in professional organizations. Indeed our honoree is like a
great orchestra conductor who brings many diverse sounds together to
create great music. It is a great pleasure to announce that the 1994
Glenn Gilbert Award is presented to one of mathematics education's
"greatest maestros," Zalman Usiskin.
(This is the text of the presentation delivered
by Jim Rubillo at the NCSM Annual Meeting in
Indianapolis.)
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Stanley Bezuszka
1990 Glenn Gilbert Awardee
The recipient of the 1990 Glenn Gilbert Award
is well known throughout mathematics education. During his long and
distinguished career, he has conducted more than 850 presentations
and/or workshops at mathematics education conferences. In many cases
he has been the featured speaker at the conference. He has been an
active participant at all but the first of the International
Congresses of Mathematical Education. He has appeared on the Mike
Douglas Show and the Today Show.
Our awardee has had a long and distinguished
teaching career at the college level, and has trained many
mathematics educators. He has also kept his ideas fresh by going into
K-12 classrooms on a regular basis.
In addition to his teaching and speaking
skills, our awardee has written more than 25 books on various aspects
of mathematics and mathematics education. He also co-authored an
important textbook series in the 1970s. He maintains a keen interest
in number theory as well as other areas of mathematics. His wide
interests are reflected in his membership in more than 35
professional societies.
In 1958 our awardee started the Boston College
Institute. He has served as director of that institute from its
beginning until the present time.
Our awardee's presentations are marked by deep
insights into mathematics, a rapid-fire delivery, and a keen sense of
humor. His humor is not just put on for the spotlight, but is a part
of his makeup, as a later anecdote will indicate.
Our awardee stands out in a gathering of
mathematics educators, not just because of his wit and charm, but
because of his dress. You will nearly always see him in the garb of a
Jesuit priest.
I have had the personal pleasure of knowing our
awardee for many years. I remember eating breakfast with him at an
NCTM meeting in Milwaukee, where it began to snow. The waitress,
coming to refill our coffee cups, said to him, "Please pray for good
weather; father. It's too early to snow." His quick answer, "I'm in
sales, not administration," nearly caused her to drop her pot of
coffee.
By now most of you must have recognized who I
am describing. It is my great pleasure to recognize his lifetime of
service by presenting the 1990 Glenn Gilbert Award to a long-time
friend, a person that I have looked up to over the years: Father
Stanley J. Bezuszka, SJ.
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