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Watch here for news on applying for the Miriam Schaefer Scholarship. Completed applications for 2010 should be sent to:
MCTM Scholarship Committee
Michigan Council of Teachers of Mathematics
4767 Stadler Road
Monroe, MI 48162-9424
The MCTM Board is proud to announce our 2009 scholarship winners. We look forward to the great work these recipients will do as mathematics educators.
 Marilee Murray
University of Michigan– Dearborn
Marilee Murray is a teacher candidate in the secondary education program at the University of Michigan – Dearborn. She holds a double major in Mathematics and English and remembers how her love of mathematics occurred in an Algebra II class while in high school.
Marilee has developed, through her own experiences, a unique definition of teaching. To her, teaching is a combination of three things: a love of learning, sharing talents and working towards a goal. Her own education has taught her how much she loves to learn. While teaching Irish dancing she realized how much she enjoyed sharing her talents with others. Working as a high school cross-country and track coach, she realizes the value working as a team and sharing a goal. In her classrooms she hopes to foster a similar team environment that is supported by encouragement, warmth and high expectations. She herself has been motivated, in her academic and coaching lives, by high expectations. According to Marilee, motivation and high expectations are closely linked. Together as a teacher with a class, the team they make will embrace a common goal of learning and understanding mathematics.
 Laura Weakland
Eastern Michigan University
Laura Weakland is a post-baccalaureate student at Eastern Michigan University working on certification in elementary education with endorsements in math and science. Laura already holds an undergraduate degree in business with a major in accounting from West Georgia College. It was after she began volunteering in her sons’ school, that she realized teaching was where her heart was and made the decision to return to school. Laura has always been passionate about education and embraces learning as a lifelong process. It is this passion for learning that Laura hopes to bring to her classroom.
Countless times Laura has encountered parents and students who state “I can’t do math” or “I’m not a math person;” however, Laura believes ALL students are capable of success in learning mathematics. Her goals include working with students who have lost confidence in their ability to do math and helping them achieve success by developing a non-threatening classroom whereby students are not afraid to ask questions or make mistakes. Laura states, “Teachers need to understand what their students know and what they need to know.” She also believes in the importance of connecting math instruction to the real-world and teaching students how to problem-solve and to understand not only the “how” of mathematics, but the “why.” She also feels teacher must be responsible for seeking out best practices and then reflecting on what works and what does not work in helping students learn. With this belief comes the plan to incorporate technology into her instruction. According to Laura, support of student learning, while maintaining high expectations are a must in the classroom. She also believes that teachers must have a strong understanding of mathematics and exhibit a positive attitude about mathematics.
 David Koch
Michigan State University
A 2009 recipient of the Miriam Schaffer Scholarship and representing Michigan State University is David Koch. David has been described by one of his mentors as a person who recognizes the importance of quality mathematics instruction in the K-12 curriculum while envisioning himself as playing an intricate role in assuring that all students gain the mathematical skills and understanding necessary to function in today’s world. Others have described David as possessing an infectious enthusiasm that engages all students as unique learners. One observer notes, “...he has no difficulty transitioning to serve a wide range of student learners.” Not only does he possess a strong understanding of mathematics content but has the ability to take critical issues in pedagogy and reflectively interpret them. One of his professors says, “He is a future teacher who will be capable of thinking and responding to situations in the context in which they are presented.” David possesses the rare quality of linking mathematics and student learning needs through his strong background in pedagogical content knowledge.
To him the goal of mathematics instruction is to produce good problem solvers. He also believes that children learn best by actively constructing conceptual frameworks to make sense of their world. In his essay he comments, “Learning is both active and contextualized; it happens only through their cognitive effort and develops out of their unique experiences.” How he plans to teach will flow from how children learn. Central to his teaching will be the requirement of mathematical justification. David plans to base his assessment of student learning on interpreting why a student’s solution process is mathematically sound.
 Rebecca Spitzley
Alma College
Rebecca represents Alma College where she is pursuing a Bachelor of Science degree with a major in mathematics and a minor in physics. Her scholastic endeavors and her excellent performance have been recognized twice at Alma College through the granting of the President’s Cup for academic distinction. One of her professors states, “Her work ethic is outstanding, … , her background in mathematics coupled with her quest for academic excellence has led to success with goals she has set for herself as a teacher.” In addition, her instructors agree she is sensitive to the needs of others, dependable, and respectful. Her energy and enthusiasm for mathematics has her peers gravitating to her for group work activities. Becky describes herself as having a passion for mathematics and she hopes to translate this passion to her students so they will value the benefits and power in learning mathematics. In her words, mathematics has always been fascinating to me
As she looks forward to a career as a high school mathematics teacher, she plans to ground her lessons in real life applications while using national and state standards to guide her lesson planning. Her goal is to present mathematics as useful and important in each student’s individual life. Becky is committed to student success and hopes to help each student reach his/her full potential in a safe and friendly environment.
 Katie Schott
University of Michigan – Flint
For Katie, education has always been a constant presence in her life. Her decision to enroll in the secondary education program with mathematics as her major and Spanish as a minor at the University of Michigan – Flint was influenced by living in a family of educators. Katie witnessed early in her life the rewards one could earn by being a teacher. Of all the immediate and extended family members involved in education, Katie credits her decision to become a secondary mathematics teacher to her grandfather who served both as a teacher and administrator in the public schools. Through his actions and words, Katie could see the joyful benefits of working with others in the field of education.
Her decision to major in mathematics came not only for her academic talents in the subject but also from a school experience. As a member of the National Honor Society, she would volunteer as an after school tutor. Helping students who struggled with mathematics helped her experience and see the joy one can receive by helping others in their understanding. Tutoring also made her aware of the necessity of proper mathematics instruction. Her focus on becoming a mathematics teacher became her life goal. Katie feels it is important to focus on the mathematical task in her instruction while meeting the learning styles and needs of all of her students.
Her goal is to make mathematics relevant. She feels, “When students can understand how math can work for them in their future careers, or even in their everyday lives, they will be more likely to enjoy the learning process.” She hopes to instill the same appreciation for learning that was given to her.
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2008 Miriam Schaefer Scholarship Recipients |
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 Ashley Campbell - Central Michigan University
Ashley, a graduate of DeWitt High School in 2004, is currently a senior at Central Michigan University where she has a triple minor encompassing mathematics, reading and child development in elementary education. While at Central, she has been a member of the staff of Central Michigan GEMS (Great Explorations in Math and Science) Education Center. Not only has she built the GEMS website, but has also correlated the 70 guides in the GEMS series with the Michigan math and science standards. As one of her professors states, "She has a thorough knowledge of the standards and how they correlate to curriculum."
Mathematics has always been one of her favorite topics. While at Central, she has earned all A's in her mathematics courses. One professor states that "... beyond the mere grade, she is a real self motivator with a great sense of numbers, and the ability to help others develop this core sense."
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2007 Miriam Schaefer Scholarship Recipients |
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Toni Vellmure - University of Michigan - Dearborn
Toni Vellmure has been defined as a nontraditional student. She is currently a senior at the University of Michigan- Dearborn, having graduated from Grosse Ile High School in 1988. One of her professors indicates that she has "a special personality, and a certain amount of maturity not typically present in more traditional university students" and that she entered college "not immediately on the heels of high school." She is a single mother raising seven children ranging in age from sixteen to seven year old twins. This past winter she volunteered in a pre-algebra classroom at Lincoln Park Middle School, and this summer she will assist college professors in instructing future college students who have difficulty with mathematics through the Bridge program. Now she is finishing her fourth year at the University of Michigan - Dearborn where she is a member of Pi Mu Epsilon and will earn her Bachelors of Sciences in Mathematics, Bachelors of Arts in Economics, a minor in Statistics, and a secondary teaching certificate. She plans to earn a Master's in Mathematics Education and desires to teach high school in the Metro Detroit area. |
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2006 Miriam Schaefer Scholarship Recipients |
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 Sarah Bryan
Wayne State University
After graduating from Inter-City Baptist High School, Sarah entered Wayne State University where she is in the 5th year of her program. She will graduate with a Bachelors of Arts in mathematics, a minor in Spanish, and will earn her teacher certification. Sarah chose to pursue a combined degree because she wanted to take as many mathematics classes as possible. She believes that having a strong content base is extremely important for teachers. One of Sarah's employers comments that Sarah has the ability to "pull together from her resources on the spur of the moment" while tutoring and that Sarah reveals a great knowledge of math. Sarah acknowledges that classrooms today are made up of students with different abilities, learning styles, motivations, and interests and hopes to integrate various teaching methods to target those differences. She hopes to help them discover their differences while encouraging them to set goals for themselves. She plans to structure her classroom learning environment to ultimately build confidence in her students' ability to learn and do well in mathematics. Through her tutoring experiences at the Learning Enrichment Center, she has realized that many students do not understand the benefits of mathematics. Because of this, she hopes to connect math to the lives of her students. She feels that the analytical and critical thinking skills developed through mathematics are extremely important and valuable. Aside from mathematics, she has had the opportunity to work with adolescents as a camp counselor and feels that the experiences of working at camp will help her connect to and understand her future students better. Sarah feels that as a new teacher entering the field, she still has much to learn. Therefore, she will take time to review and reflect on the effectiveness of her lessons and will implement the changes she needs.
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