In this monthly column, we speak with a notable member of the mathematics education community about their work and their perspectives on the teaching and learning of mathematics. This month, we had the pleasure of speaking with Grace Kelemanik, who will be presenting at this year’s Saskatchewan Understands Mathematics (SUM) Conference in Saskatoon.

Grace Kelemanik works as a mathematics consultant to districts and schools grappling with issues related to quality implementation of the Common Core State Standards. She is particularly concerned with engaging special populations, including English Language Learners and students with learning disabilities, in the mathematical thinking and reasoning embodied in the eight Common Core standards for mathematical practice.
Kelemanik is a secondary mathematics Clinical Teacher Educator for the Boston Teacher Residency Program, a four-year teacher education program based in the Boston Public School district that combines a year-long teacher residency in a school with three years of aligned new teacher support. Prior to BTR, Grace was a project director at Education Development Center (EDC). She was lead teacher of mathematics at City on a Hill Public Charter School in Boston where she also served as a mentor to teaching fellows and ran a support program for new teachers. Grace is co-author of the book, Routines for Reasoning, about instructional routines that develop mathematical practices.
I would like to begin by asking you a little bit about your background. Could you describe your journey to teaching mathematics, and then teaching future mathematics teachers? What (or who) sparked your passion for the field of mathematics education?
My mother will tell you that she always knew I would become a math teacher. She reminded me of this when, after entering college as a music therapy major and exiting with a degree in finance, I decided to go to graduate school to study mathematics and education. She said she always knew when there was a math test, because our phone would “ring off the hook” and she would listen while I spent countless hours explaining math concepts to my classmates. If she had shared this insight with me earlier, I would have come to math teaching sooner, but then I never would have met Mark Driscoll. Continue reading →