The ATMIM newsletter is published every other month throughout the school year to share important information, showcase the work of local educators, and help increase connection among math teachers in Massachusetts.

ATMIM Newsletter

March, 2021

NCTM Coloring Contest! 

This year, NCTM is offering a coloring contest for students in grades 3-12. Students can submit their coloring designs to earn the chance to win prizes. Submissions are due by April 1.  Visit the link to find out more!

In this newsletter...

  • Webinar Series
  • Educator Meet Ups
  • ATMIM Scholarships and Awards
  • Math Conferences
  • Twitter Chats
  • Featured Blog

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ATMIM Webinar Series

ATMIM is excited to offer a series of four monthly webinars that are FREE for all members. 

Not a member? A regular one year membership is only $20 (reduced rates for first year teachers, retired teachers, and students) and once you are a member you can attend all of the webinars. Become a member or renew your membership.

*Register for Our Next Webinars*

March 9th 7:00-8:00PM Engaging Students in Problem-Based Learning in Remote and Hybrid Settings with Dr. Mike Flynn

April 13th 7:00-8:00PM Mastering the Art of Questioning to Differentiate and Engage Students in Any Learning Environment with Dr. Alison Mello

Educator Meet Ups

Educator Meet Ups have been a great resource for mathematics educators across Massachusetts to collaborate during these unprecedented times. Please consider joining our next Educator Meet Up where we will collaborate and share strategies on engaging students with low-floor, high-ceiling tasks during remote and/or hybrid models. You do not need to be a member of ATMIM to attend. ATMIM is looking forward to continuing this collaboration throughout the school year.

*Register for our next Educator Meet Up*

It's Been a Year!

Join us to get some fresh perspective and to celebrate our successes. 

Wednesday, March 24th 8:00-9:00PM

If interested in attending, please register here.

ATMIM Scholarships and Awards

Each year ATMIM recognizes the work of outstanding Massachusetts students and educators in the field of mathematics. 

Student Scholarships

Nomination forms are now available on the ATMIM website

In the spring of 2021, the Association of Teachers of Mathematics in Massachusetts will award a $500 scholarship and award certificate to selected members of the class of 2021 from high schools in Massachusetts. The awards will be determined on the basis of outstanding achievement or service in the field of mathematics. Visit the ATMIM website to learn more about the qualifications for each award.

Scholarship applicants must be nominated by a member of the mathematics department of their school. Secondary schools (public or private) in Massachusetts are strongly encouraged to nominate students who have shown outstanding effort, achievement, and/or service in the area of mathematics. A committee consisting of board members and other teachers of mathematics will independently review all applications and determine the award recipients.

If you have questions, please contact the scholarship committee at

Rev. Stanley J. Bezuszka, S.J. Achievement Award for Mathematics Teaching and Learning

This is an award to honor the commitment and excellence of teachers of mathematics in levels PreK – 16. The nominee should be an outstanding teacher of mathematics or mathematics education both in the classroom and among the ATMIM community of members. Visit the ATMIM website to nominate a teacher!

Massachusetts Hall of Fame for Mathematics Education

During the 2001-02 academic year, the Board of Directors of ATMIM voted to create the Massachusetts Hall of Fame for Mathematics Educators to honor outstanding colleagues in their midst.

Each year, a new member is selected by current Hall of Fame members, from a group of nominees. The goal is to recognize a math educator with at least 20 years of experience, who has a distinguished record as a teacher of mathematics in Massachusetts and who has made extraordinary contributions to the advancement of mathematics education. Visit the ATMIM website to nominate a colleague!

National and Regional Math Conferences

RIMTA (Rhode Island) Spring Conference is virtual and FREE for all on March 10-13, 2021! Click here for more information and to register.

ATOMIM (Maine) Spring Conference is virtual on March 13, 2021! Click here for more information and to register.

NCSM Bold Leadership Summit is virtual and being held April 25-27, 2021! Click here for more information and to register. 

Call for Proposals! ATMNE is now accepting additional proposals for their conference hosted by ATOMIC (Connecticut) scheduled for December 3-4, 2021 in Danbury, CT. If you submitted a proposal for last year's postponed event, those proposals are still being evaluated. Please share a lesson or teaching strategy in a 60 minute presentation or 75 minute workshop. Presentations will be in theater style seating. Workshops will be set up with round tables for participants to take a more active role in the learning The deadline for submission is May 28, 2021. Early submission is encouraged. Click here for more information.

ATMNE Twitter Chats

Please join us every other Sunday evening from 7-7:30pm for the ATMNE Twitter Chat! Every other week, math teachers from around New England come together on Twitter to discuss interesting ideas in math education. 

Our next chats will be held on March 7th and March 21st.

To engage in the discussion, follow the hashtag #ATMNEChat.

Are you new to Twitter chats? Find out more in this video: Twitter Chat Basics. Are you interested in hosting a Twitter chat? We're always looking for new voices and ideas. Reach out on Twitter @lpconnaughton to find out more.

Featured Blog

Each ATMIM newsletter will feature a recent blog post by a Massachusetts educator. This month's post was coauthored by Polly Wagner and Janamarie Sunkle. Polly Wagner (@pwagnerivy) is a math coach and adjunct professor in western Massachusetts. Janamarie Sunkle is a math coach and adjunct professor in Boston.

What are equitable math teaching practices and why are they important?

Everywhere one turns there are websites, articles, books, and presentations focused on equity in math classrooms.  Some examples are:

There are many rich resources at our fingertips yet, in practice, it isn’t always obvious how to shift our instruction.  In an attempt to make equitable teaching practices the norm, we have collected materials for a graduate course we teach at Antioch University.  Throughout our course we work with teachers to match their stated beliefs to actions to make incremental shifts with impressive impacts.  One of our objectives is to: transform teaching practices with small, doable adjustments.  Each week we read articles, watch videos and analyze teaching moves to name practices that support the wide range of learning needs in one classroom.  Although there are some complex issues to unpack, there are manageable, doable strategies that can be practiced right away and make a difference in your students’ lives.  In this post, we will highlight two: Set up a Learning Environment and Implement Equitable Teaching Practices.

Set up a learning environment.  A learning environment consists of a teacher, students and the materials that are available for learning.  In an equitable learning environment teachers plan mathematics lessons using a strong, intentionally-designed curriculum.  Planning includes doing the mathematics in advance and anticipating multiple student responses to the task to ensure that students experience “mathematics-in-the-making” rather than “ready made math.”  During the lesson teachers look to their students for inspiration, listening carefully to students’ ideas and using these ideas to inform the decisions they make during and after the lesson.  The chart below highlights shifts that move a classroom to a more equitable learning environment.   (The following chart is adapted from Strength in Numbers by Illana Horn)

Use equitable mathematics teaching practices.  As math educators, we have to recalibrate and broaden our understanding of what counts as mathematics if we are to truly shift our practice and make math class a place where everyone feels valued and learns mathematics at the highest levels.  We need to deepen our understanding of the mathematics we teach and, at the same time, see the strength in having a classroom that is strengthened by student variability.  When we move from an hierarchical view of mathematics classrooms to a connected view, one that recognizes the importance of multi-abilities, we increase students’ understanding of what it means to be “smart” in math class and empower students to see themselves and classmates as intellectual contributors to the sense-making of the community.  

We work with teachers to analyze the research and align it to their classroom practice.  We discuss in what ways we try to match “theory” with “practice” - how to make our aspirations a reality.  Here is a chart of some instructional moves we suggest and in what way each strategy can improve the lives of students.

Making one small change to your teaching practice can have a huge impact on student learning, how students view themselves, and what they consider to be mathematics.  Setting up the learning environment focused on student thinking/ reasoning and important mathematics invites and welcomes all students and creates an environment where all students see each other as intellectual contributors.   A classroom that welcomes all intellectual ideas is a place where students listen to understand each other.  This defines a true learning community built on equity, inclusivity, and mathematics. 

Are you a Massachusetts educator interested in being featured in our newsletter? Or do you know someone who is? Let us know here!

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