congrats from president obama -...

Anniversary100th

AMTNJ

2014

1914 Volume XL, Number 1

Spring 2014

Association of Mathematics Teachers of New Jersey

Inside this issue:

President Obama ....... pg 1

Initials Rule Schools... pg 1

President’s Message ...pg 2

Tips for New Teachers ................... pg 3

Special Ed Corner....... pg 4 AMTNJ Scholarships .pg 5

Winter Conference..... pg 6

Centennial Dinner ..... pg 6

Technology Conference ............... pg 7

Net Works ................ pg 8

Bob Riehs Retires ..... pg 9

Max Sobel Award .... pg 11

Puzzle Challenge .... pg 11

Calendar of Events .. pg 12

Congrats from President Obamaby Jennifer Petagno

continued on page 3

CongratulationsScholarship

AwardeeDaniel John O’KeefeSeneca High School

AMTNJ was recently recognized by President Obama in this letter for 100 years of ser-vice to our com-munity. If you received this newsletter, you are a member of AMTNJ and should be proud of what you are doing to improve the mathematics education for our students in New Jersey. Looking forward, con-sider what else you may do to

improve not only the education for your students, but what can you do to pro-

mote yourself as a math leader. Get involved! If you are not sure where to start, reach out to AMTNJ and we will be happy to guide you. As you read the let-ter from President Obama, remember you ARE the Asso-ciation of Mathe-matics Teachers of New Jersey!

Initials that are Ruling the Schools:CCSS, PARCC, PLC, SGO, SGP

by Jennifer Petagno

It has been a year of change in educa-tion, not only in New Jersey, but across the nation. Most of the nation has adopt-ed the Common Core State Standards (CCSS) and a corresponding assessment such as the one New Jersey adopted, Partnership for Assessment of Readiness for College and Careers (PARCC). The idea of having the same standards across

the nation seems to be a move in the right direction. Now, if a second grade child is in California or New Jersey, they will be held to the same expectations. This has a great impact on the child who moves from one state to another. Even if you are not using the same math program, you should be learning the same math con-tent at each grade level. No longer are

AMTNJ News/Volume XL, Number 1 / of 12

President’s Message

Times, Are They A-Changin’?Association

ofMathematicsTeachers ofNew Jersey

PresidentNeil D. Cooperman

President-ElectCarmen Archetto

1st Vice PresidentKristie L. Prokop

2nd Vice PresidentMakoto Yoshida

3rd Vice PresidentFarshid Safi

Recording SecretaryWilliam Scarpitta

Co-TreasurersEileen Egan

MaryLou Lucas

Past PresidentNadine Williams

CommunicationsJeanne Maskell

NewsletterCo-Editors

Jen PetagnoBill Keane

Ken Maskell

AMTNJ wants its newsletter to be fair and correct in every way. If you have a

question or comment about information in this

newsletter contact us through [email protected].

A few weeks ago, on May 23, 2014, the Association of Mathematics Teachers of New Jersey (AMTNJ) passed a mile-stone; as an organization, we officially turned 100 years old. There are several ar-ticles in this newsletter that speak to both the celebration, the educational times in which we find ourselves, and a comparison of what the coun-try and the world were like in 1914 as contrasted to today, in 2014. Personally, I can only re-flect on education from the ear-ly part of the twentieth century by reading histories of the time, but I do recall much of what occurred since the fifties through person-al experience.

On January 13, 1964, Bob Dylan re-leased the song “The Times They Are A-Changin’” which was just a few months before AMTNJ turned 50. In a way, the times are always changing, yet in many ways, they tend to remain the same. In 1964, we were recovering from the assas-sination of John F. Kennedy and our op-timism and our idealism had taken a seri-ous blow. Despite the historic 1954 ruling of Brown vs. the Board of Education, we were still months away from the passing of the Civil Rights Act of 1964, and it was over a year-and-a-half before the passage of the Voting Rights Act of 1965. We had come a long way since 1914, but we still had many swings of the pendulum to en-dure over the next 50 years.

Sputnik rose into the heavens on Oc-tober 4, 1957. The United States instantly announced that our educational system, particularly with regard to science and

mathematics, was in a deplorable state. We were admonished that if we did not want to be surpassed by the Soviet Union, we needed to enhance our students’ abil-ities in these disciplines so that we could remain competitive. By 1959, “The New Math” arrived on the scene. For some

of us, myself included, it was a whole new world of think-ing about mathematics from a conceptual standpoint. Rote repetition of number facts and procedures was no longer ac-ceptable. It worked well for me because I already had my arith-metic skills down pat, but it did

not work for all. Soon, “The New Math” became lamentable and “The Open Class-room” became the next paradigm.

“The Open Classroom” was intended to tailor instruction to meet each student’s individual strengths and weaknesses. Teachers were expected to redesign all of their lessons so that they could achieve those goals. In many schools, homoge-neous groupings were replaced with het-erogeneous settings so that students could teach and learn from each other. When that failed, the “Back to Basics Movement” stepped in to correct what was deemed to be the appalling state of education.

The simultaneity between “Back to Ba-sics” and the publication of “A Nation At Risk” drove education back to where stu-dents were drilled with a package of skills that all students had to master, and most pretexts of developing an understand-ing of mathematics were relegated to the sidelines. Imagination and creativity were consigned to the dustbin. One benefit was

by Neil D. Cooperman

continued on page 10


Initials that are Ruling the Schoolscontinued from page 1

states deciding the content and best practices by grade level in isolation. States can work collaboratively as our standards are now the same. Ultimately, the student will benefit from such a shift.

What about the teacher who has been teaching fifth grade for seventeen years? The standards (for math) have changed. Some content has moved out (ex: prob-ability) to make room for new content (ex: extensive work with fractions from grades six and seven). It is difficult for many teachers to let go of the content that they have been teaching for years. That teacher may have loved the lessons and activities that went with probability and may not remember all there is to know about equations and fractions. This is a time for content refresh for all of us. Back to the books! In order to ef-fectively teach the new standards, we have to take the time to go beyond the content in our own classroom and rediscover the math content two, three, or more years above the grade level we teach. While we are at it, it would not hurt to take a look back and see how the content leading up to our grade is taught. It may be time to join a Professional Learning Community (PLC). If there is not already a group (PLC) meeting at your school, maybe you can start one. Educators help-ing each other are the strongest leaders in our business!

There are a couple more initials that the educators of New Jersey have been introduced to this year: SGO and SGP. With the new teacher evaluation system in the state, all educators are now being evaluated on the performance of their students and not just their ability to present an effective lesson. The Student Growth Ob-jective (SGO) is set by each teacher and their principal/administrator. With the SGO, teachers evaluate their students in their current class and project how they will perform on specific tasks by the end of the year. These SGOs use data and percentages. It helps if you are the go to “math” teacher in the school when you are creat-ing these! The Student Growth Percentage (SGP) is de-termined by the students’ performance on the NJASK (and next year by the PARCC). The SGP is based on the student growth from one year to the next. Students are grouped by their performance on the NJASK and placed in a cohort. Their expected growth for the next year is based on that cohort and not on all the other students in their grade level.

There was an enormous amount of change in New Jersey education this past year. Take the summer to re-flect and digest it all. Not to worry, if you were not confident with all these changes this year, you will get to practice with them again next year because they are not going anywhere any time soon.

Tips for New Teachersby James Clayton

Take some time to watch other experienced teachers and some time to build relationships with your students. If

you are patient, organized, confident, and flexible with yourself, the rest will come!

This month’s “Tips” is from Elizabeth Woglom, a former pre-k teacher and current graduate student at Saint Peter’s University.Elizabeth suggests:

Student Math & Art ExhibitGrade Levels: K-2, 3-5, 6-8, 9-12

AMTNJ Two-Day Conference October 23-24, 2014See amtnj.org for more information

One hundred years ago, Cleveland had the first red and green traffic lights installed, Henry Ford introduced the assembly line, the Panama Canal opened, the first transcontinental phone link was made between New York City and San Francisco, Babe Ruth made his Major League Baseball debut (and soon would be the pioneer of the long ball) and World War I began.

One hundred years ago in education, one can trace the beginning of the American Association of School Librarians (AASL). Elementary schools, which provided free education, were mostly attended by middle class and working class children. Boys and girls sometimes had separate entrances to the school, and sometimes had separate playgrounds. Younger children often wrote on slates, with slate pencils, (this was cheaper than providing ink and paper).

One hundred years later, look where we are today! Student Growth Objectives, High Stakes Testing, Partnership for Assessment of Readiness for College and Careers, tenure changes, computerized assessments, interactive white boards (no slates), Inclusion, Differentiated Instruction, integration of all children and Intervention and Referral Services are words and phrases that are part of our everyday vocabulary. Times have changed, or have they?

In 1914, breaking from the educational norm, Henry Ford created the Ford English School. In addition to learning the English language, the belief was that it was imperative to teach immigrant workers how to assimilate into American culture and history and learn the importance of significant virtues (thriftiness, manners and timeliness.) But within this time frame, John Dewey was a strong proponent for progressive educational reform. He believed that there needed to be educational exchange of intellectual ideas in social sciences and the arts while learning by doing.

Formalized Special Education as we know, began 39 years ago in 1975, with Congress passing Public Law 94-142 (Education of All Handicapped Children Act). However, in the late 1800’s there had been documented

rural colonies that were established for individuals with learning disabilities (more commonly known as ‘the mentally deficient’). There were schools that educated blind and deaf children (Blind and Deaf Children Act of 1893) and there were similar provisions made for physically-impaired children in the Elementary Education (Defective and Epileptic Children) Act of 1899. These communities or “colonies” were segregated small self-contained worlds. These worlds have shifted and become part of mainstream educational settings.

Yes, 100 years ago life was different, or was it? We still had the pressures of change, the changes in society and the opportunity to explore new initiatives. On some levels, these pressures are the same today. The pressures for success, the pressures to initiate change and monitoring the pendulum shift are all the same.

Over 100 years ago, these ideas certainly were breaking the traditional mold. So was the creation of AMTNJ. Over the past 100 years, one can certainly see the progress that has been made. The inspiration and foresight of the few from Central High School in Newark has certainly changed the mathematical landscape in New Jersey. By establishing AMTNJ, the learning and teaching of mathematics in the state has grown stronger. AMTNJ has given teachers the tools to impart their knowledge so that children at all grade levels are encouraged to embrace the learning of mathematics.

Fast forward to 2114, it will be interesting to see what future educators say about us. Would one argue that our ideas were progressive and breaking the mold? I would say that the answer would be yes. Here’s to a strong next 100 years!

Dr. Julie Norflus-Good [email protected] of the Master in Special Education, Ramapo College of New JerseyAMTNJ Special Education LiaisonPresident of New Jersey Council for Exceptional Children (NJCEC)


Special Education Cornerby Dr. Julie Norflus-Good

100 Years in the Making


AMTNJ Scholarship Awardby Joan J. Vas

For the 2013-2014 school year, AMTNJ awarded a $2,500 scholarship to Daniel John O’Keefe from Seneca High School, Tabernacle, New Jersey located in Burlington County. Amy Gersbach, who is Daniel’s math teacher and also the Mathematics Department Coordinator at Seneca HS, nominated him for this scholarship.

Daniel will attend Marist College, New York in the fall. He wrote in his application essay that when he was placed in the accelerated Grade 3 Math class, he knew he was different because he received a different practice book. Daniel continued to enroll in enriched and accelerated math courses as he progressed through school. Mathematics was the only subject that he liked going to every single day, and it was the only homework that he actually enjoyed.

He chose to pursue a career in mathematics education because he felt, “There could not be any job more lively and fun than teaching. For a teacher, every single day is different. Everyday you’re teaching a new lesson. You have different classes to teach. Your students are in different moods than they were the day before, and then once the year is over, the next year you’ll have a brand new group of kids . . . I wish to pursue a career in mathematics education because I want to live a different day than I did the day before, and I want to have fun

while I do it. I want my students to be able to enjoy math as much as I do.”

Amy Gersbach wrote that “Dan had a way about him that made teaching and learning math enjoyable for everyone in the room, myself included. Dan has a great sense of humor, which he is able to strategically apply to motivate struggling students; while still maintaining the integrity of the classroom and strong learning environment.”

Congratulations to our awardee! Special thanks to the Scholarship Committee consisting of AMTNJ Past Presidents Concetta Kelley, Mary Mitchell, Nadine Williams and Joan Vas. This is the 18th year that

AMTNJ has awarded scholarships to graduating high school seniors interested in a career in mathematics education. To date, 52 candidates have received this initial scholarship. Once the initial award has been made, these awardees are contacted for the next three years and given the chance to apply for a renewal scholarship. The amount of the renewal scholarship is dependent upon available funds at that time. Thank you to the AMTNJ Executive Board and to you, the AMTNJ membership, for the continued support of this program.

Joan J. Vas is the AMTNJ Executive Coordinator for the Scholarship Program

Summer InstitutesVarious Dates June 26 through August 20, 2014

For locations, dates, and topics

See amtnj.org for more information


AMTNJ Winter ConferenceFebruary 12, 2014

Crowne Plaza, Monroe, NJ

Above: Daren Starnes from the Lawrenceville School was the guest speaker at the luncheon session.

The audience enjoyed an excellent presentation by Daren Starnes and took the opportunity to exchange ideas at their table.

Above: The strength of AMTNJ is in its volunteers. Here is a core group of them who attended the Centennial Celebration Dinner.

Centennial CelebrationMay 17, 2014

The Palace at Somerset Park, Somerset , NJ

Left: Thanks to Nadine Williams for the photographs of the event.

Right: Neil Cooperman and guest speaker Arthur Benjamin.

Above: President Neil Cooperman (middle) presented the first Triple Crown Awards to Joan Vas (left) and Jim Rahn (right). The Triple Crown recognizes members who have been awarded the Presidental Award, the Max Sobel Award, and who have served as AMTNJ president.


AMTNJ Technology ConferenceApril 5, 2014

West Windsor-Plainsboro High School South

Above (left to right): TCNJ adjunct professor Jeanne Maskell with TCNJ students Valerie Li, Allison Au, Alicia Hendrickson, Parker Schmidt, Samantha Noone, Megan Loughlin, Kristen Bruning, Tom Clark and John Hoehn.

We’re looking forward to trying all the virtual manipulatives we learned when we get back. — Jacki Dickinson and Melissa Celia

Very inspiring for busy educators to be directed to the best practices and resources to use with technology. — Hermena Goodson

Below (left to right): Jacki Dickinson and Melissa Celia from Medford Schools, Medford, NJ.

Below (left to right): This was Orange High School teacher Cathy Turner’s third Tech Conference and Kean University student Garrett Orr’s first.

Left: Andrea Bean, West Windsor-Plainsboro’s math supervisor, and conference co-chair drums up business. Her conference co-chair, was Linda Treilman.

Above: Hermena Goodson (center), from the Union County Educational Services Commission, discusses current technology uses in her district.

Above: Farshid Safi, TCNJ professor, leads a discussion of CCSS Mathematical Practices and effective use of technologies to support them.


AMTNJ “Net Works”

I hope every-one is doing well as the window of standardized tests is closing. I am certain we are all hopeful that our students performed well and adequately reflected everything they have learned this year. Some, like myself, are also wondering how to best position our students for the upcoming PARCC Assessment. As we think about preparing students for the new testing format, I wanted to highlight some websites that provide helpful information and tools in preparation for its implementation.

PARCC Resources:PARCC Online-Blueprints & Test Specs (https://www.parcconline.org/assessment-blueprints-test-specs): This page, in particular hosts test specification docu-ments, including assessment blueprints and evidence statement tables to help educators and the general pub-lic better understand the design of the PARCC assess-ments. Blueprints are a series of documents that togeth-er describe the content and structure of an assessment. These documents define the total number of tasks and/or items for any given assessment component, the stan-dards measured, the item types, and the point values for each. This is a must read for any teacher or admin-istrator who will be preparing students for the PARCC assessments. Practice.PARCC(http://practice.parcc.testnav.com/#): Clicking on “Sample Items” will provide you with sample test questions by grade bands. Clicking on the “Practice Tests” on this page will take you to sample online End of Year assessments with answer keys for each grade level. PARCC Frequently Asked Questions (www.parc-conline.org/parcc-publishes-faqs-and-glossary): This document outlines the basic questions that arise around PARCC and can be a great resource for teachers and parents.

Common Core State Standards (CCSS) Resources:New Jersey Core (http://njcore.org): On this site, ed-ucators can search, download, rate, and contribute in-

structional, assessment, and professional development resources aligned to the CCSS and NJCCCS.Illustrative Mathematics (https://www.illustrative-mathematics.org/standards/hs): This site is dedicated to the coherent learning of mathematics and hosts a variety of carefully vetted resources contributed by a community of educators. This is a valuable resource to help teachers find lessons that will prepare students for the new assessment. Achieve the Core (http://achievethecore.org): This website is full of free content designed to help edu-cators understand and implement the Common Core State Standards. It includes practical tools designed to help students and teachers see their hard work deliver results. achievethecore.org was created in the spirit of collaboration. Please steal these tools and share them with others.

New Free Math Club for AllThe nonprofit Bedtime Math, creator of wacky night-ly math problems for kids, has now launched Crazy 8s Club, a free kit that any school or public library can order to run an 8-week after-school math club (grades 3-5, K-2, or pre-K). It’s nothing like the competitive test-testing clubs out there: with lively activities like Bouncy Dice Explosion and Zip Line Zoo, Crazy 8s makes math a blast for any child. The kit is free, funded by royalties from the Bedtime Math books; you find a coach, we send the kit. It’s that easy. Visit http://bedti-memath.org/crazy-8s-info/ to start your club!

Do you have a favorite website you use and would like to share with other mathematics teachers in NJ? Send us the url with a short paragraph explaining how you use the site. Send your name, school address, and email to Brian Rawlins, AMTNJ Technology Liaison, at [email protected]. AMTNJ will publish your best ideas in upcoming editions of the Newsletter. Please let us know if we may publish your contact information.

by Brian Rawlins


Bob Riehs RetiresI have quite a number of funny stories that I could

share with you about Bob, but what you don’t know is that working for the New Jersey Department of Edu-cation is his cover job. He actually is a member of the CIA and he told me that if I told any of the stories that he has shared with me, he would have to neutralize me. That cur-tails a lot of what I was going to tell you.

Although actively involved with the Association of Mathematics Teachers of New Jersey for many years, I had successfully avoided getting involved at the Board level until the fall of 2002 when I attended my first AMTNJ Board Meeting. During the course of this long meeting, I remember noticing whom I assumed to be an aloof bureaucrat from the New Jersey Department of Education was on the agenda. I remember thinking, “How did AMTNJ get someone from the NJDOE to come to a meeting on a Saturday, and what could he possibly tell us that we didn’t already know?”

As the meeting wore on, Bob Riehs, patiently waited for most of the reports to be delivered before he had his turn to speak. Despite his status of being the Math Specialist for the NJDOE, he never gave off any airs of superiority. He was just one of us, giving his all for the preparation of teachers for the ultimate benefit of the students of New Jersey and their education in mathe-matics. He wasn’t aloof; he wasn’t a bureaucrat; and despite a pervasive optimism about what we could ac-complish, he was pragmatic and realistic, and he con-veyed whatever he could to help us to understand the positions, actions, and direction that the NJDOE was taking us. He walked the fine line of objective commu-nicator and subjective reactor to the decisions and ini-tiatives of the DOE with aplomb. He was simultaneous-ly diplomatic and honest (which is a rare and skillful pairing of attributes), and he shared whatever he could without crossing any designated lines of demarcation. He has been one of the mainstays of reason as he clari-fied the intended direction of mathematics education in New Jersey. Through his dedicated service to the NJ-DOE and to AMTNJ, he has given tremendous service and support to the mathematics educators in NJ.

For years, Bob has been a ready and consistent pre-senter at our conferences. His sessions are always well attended, and reviews of his sessions are overwhelming-ly positive. As a speaker, he is low-key, funny, self-dep-

recating, personable, exceptionally kind, extremely knowledgeable, extraordinari-ly considerate and phenomenally helpful. He has always been the consummate pro-fessional. Over the years, Bob has taken us from the EWT’s, ESPA’s and HSPT’s through NJASK’s, GEPA’s and HSPA’s and now on to the implementation and rollout of the CCSSM and PARCC. He has elucidated the objectives, the impact, and the implications of the alphabet soup

of state and national testing programs, and he has done his best to keep us thoroughly informed and prepared to deal with any and all of the ramifications.

He provides facts and figures, resources, and web-sites to support us in our mission to serve the students of New Jersey, and his advice and suggestions are nug-gets of gold that are spendable in the improvement in our students’ education. He rolls up his sleeves, gets his hands dirty, and works right along side of us, in the trenches of education. He has never forgotten what it is like to be in the classroom and he has always been sensitive to the pressures that are faced by front-line educators as they react to the challenges.

The departure of one of the Department of Educa-tion’s best, brightest, and most accessible employees will leave a tremendous hole in their ranks. Not to sound maudlin, but Bob is truly one of the nicest people that I have ever known, and it has been an honor and a pleasure to work with him. The best part of all of this is that our interactions will continue to increase as he has more time to devote to AMTNJ and NCTM.

My wife, Stephanie, and I are honored and proud to have you as a friend. On behalf of AMTNJ, we wish you good health, fair winds and full sails as you embark on a new chapter in your life. Congratulations on your retirement.

Neil D. Cooperman is the AMTNJ President.

by Neil D. Cooperman


The Times, Are They A-Changin’?that students who came from less affluent environments were able to narrow the achievement gap, but those who were more economically advantaged were stagnat-ing. One attempt to meet the varying needs of students was the introduction of “Cooperative Learning”, which was the 1980’s version of “The Open Classroom”. The “Back to Basics Movement” was once again in conflict with the progressive movement.

Out of this prevalent stagnation emerged the “Stan-dards Movement”. Spearheaded by NCTM, the first standards to define what students should know and how they should acquire that knowledge began to guide the direction of education. New Jersey was one of the first states to adopt that course of action. Professor Joseph Rosenstein from Rutgers, in concert with approximate-ly 200 educators, developed the first set of math frame-works in New Jersey under a National Science Foun-dation grant. The New Jersey State Board of Education subsequently adopted these frameworks as the New Jersey Mathematics Standards. Other disciplines quick-ly followed suite. Since these standards were adopted, and as they have been enhanced by regular revisions over the ensuing years, New Jersey’s educational ac-claim has risen to being one of the best in the US and rivals many of the highest performing countries in the world.

Over the years, we have watched “Phonics” battle “Whole Language”, “Computer Aided Instruction” and “Self-Paced Learning” do combat with “Discov-ery Learning” and “The Constructivist Approach”. We have witnessed “Differentiated Instruction” become

the new phrase that replaced “Cooperative Learning” as the politically correct term. And we have watched as “No Child Left Behind” has morphed into vouchers and charter schools and national standards. Common Core State Standards and PARCC Assessments are the current flavors of the month.

The one thing that we have seen is that the Progres-sive Movement and the Back to Basics Movement have struggled to assert their supremacy over each other for decades. As anyone who has ever purchased a “One Size Fits All” piece of clothing, we have found that it rarely fits anyone well. This is also true of education. Each philosophical perspective meets the needs of some, but not all. The pendulum will continue to swing, and each of us will find ourselves on varying sides of what is in the best interests of education and student learning.

We cannot control the ebb and flow of the pressures exerted by the various philosophical educational move-ments, but we do not have to float as the proverbial flotsam and jetsam to be dashed against the shoals of educational reform. External decision-makers should not solely determine the direction of education. Take the opportunity of standing up and speaking out about what you believe. I implore each of you to express your own point of view, whatever that may be, so that you have a voice in what you believe is the best way for us to educate our students.

Join AMTNJ! Solicit others to become members! Exercise your voice and your rights! Get involved! Make a difference!

continued from page 2

AMTNJ October Two-Day ConferenceRegister Now

The Conference entitled “Entering a New Century Under Common Core Standards and PARCC Assessments” will be held

October 23-24, 2014 at the Hyatt Regency, New Brunswick, NJ.To explore the presentions and to register go to:

amtnj.org


AMTNJ Math Challenge

© 2012 Bruce Bukiet, NJITTo enter the Math Challenge Contest, submit your answer by April 15, to Dr. Bruce Bukiet, Associate Professor of Mathematical Sciences, New Jersey Institute of Technology, Newark, NJ 07102 or email him: [email protected].

by Bruce Bukiet

One winner will be randomly selected from all correct entries to receive a one-year AMTNJ membership.

Each letter represents a different digit from 0 to 9. Find the value of each letter such that:1. the digits in each sector add up to the value in

that sector’s outer ring, and2. the digits in each ring add up to the number in

that ring© 2014 Bruce Bukiet, NJIT

Nominations for theMax Sobel Award

1990 Max Sobel

1991 Evan Maletsky

1992 Mary Froustet

1993 David Glatzer

1994 Janet Caldwell

1995 Karen Sanderson

1996 Gloria Sanok

1997 Joe Rosenstein

1998 Steve Krulik

1999 Joyce Glatzer

2000 Paul Lawrence

2001 Jim Rahn

2002 Regina Cullen

2003 Ken Wolff

2004 Marian Palumbo

2005 Angelo DeMattia

2006 Warren Crown

2007 Joan Vas

2008 Bob Riehs

2009 Eric Milou

2010 Nancy Schultz

2011 Mary Mitchell

2012 Bill Blaskopf

2013 Deborah Ives

AMTNJ Max Sobel Outstanding Mathematics Educator Award Past Winners:

Each year, AMTNJ presents the Max Sobel Outstanding Mathematics Educator Award at its Annual Two-Day conference in October. This award is given to an individual who has contributed to mathematics education in New Jersey.

Nominations are now being taken for the 2014 Max Sobel award. The deadline for nominations is July 15, 2014. If you know of someone who has worked over the years to further New Jersey mathematics education, we ask you to:

1. Write a letter of nomination that includes name, address, and brief biography of the nominee that shows evidence as to why the person deserves to be considered for the Max Sobel Award. Include your name and contact information with the nomination.

2. Forward your correspondence to [email protected] and note Max Sobel nomination in the subject line.

Associationof Mathematics

Teachers ofNew Jersey

P.O. Box 829Red Bank, NJ 07701

Phone:732-788-1257

Fax:732-741-4376

[email protected]

Web Sitewww.amtnj.org

Facebooksearch for amtnj

AMTNJ Calendar of EventsVarious Dates Outreach (see amtnj.org) Various Dates PD on Demand (see amtnj.org)

June 26 - August 20 Summer Institutes (see amtnj.org)

October 23-24 2014 AMTNJ Two-Day Centennial Conference Hyatt Regency, New Brunswick, NJ

November 6-7 NJEA Convention Atlantic City

December 4 NBC Learn The Science of Football

For updated information go to amtnj.org

Non Profit OrgUS Postage

PAIDTrenton, NJ Permit #40

Association of MathematicsTeachers of New JerseyPO Box 829Red Bank, NJ 07701

Anniversary100th

AMTNJ

2014

1914

congrats from president obama -...

Documents