Candidate for President Elect

Kenneth Jones

Present position: None

Universities Attended and Degrees Held

  • Auburn University, Master of Education
  • Auburn University, Bachelor of Arts

Professional Experience

  • Master Teacher, UTeach Columbus, Columbus State University, 2012-Present
  • Director, Columbus Regional Mathematics Collaborative, 2005-2012
  • Mathematics Teacher, Troup County Comprehensive High School, 1996-2005
  • Secondary Resource Teacher, Columbus Regional Mathematics Collaborative, 1993-1996
  • Adjunct Math Faculty, Columbus State University, 1994-present
  • Mathematics Teacher, Notasulga High School, Notasulga, Alabama, 1983-1993

GCTM Offices/Committees

  • Regional Representative, Central West, 2007-2013
  • GCTM Program Committee, 2013
  • GCTM Program Committee, 2008

Other Professional Organizations and Offices

  • Member National Council of Teachers of Mathematics
  • Member of Phi Delta Kappa
  • Served as Treasurer, Vice President of Programs, and President of LaGrange Area Chapter of Phi Delta Kappa
  • Served as Treasurer of Troup County Association of Educators
  • Member of Georgia Department of Education Mathematics Advisory Council


  • GCTM 2013 John Neff Award
  • CSU College of Education and Health Professions Scholar of the Year 2010-11
  • Nominee 2006-07 Gladys M. Thomason Award
  • LaGrange Area Chapter Kappan of the Year 2004
  • Troup County High School Teacher of the Year 2000-01

Candidate Statement

To borrow and paraphrase a quote from Thomas Paine, “These are the times that try math educators’ souls.” We live in a time where access to technology, knowledge of how students learn, curriculum materials designed to help students “do” mathematics, and greater support for STEM education provide great opportunities. At the same time political battles over standards, curriculum organization, testing, measures of teacher effectiveness, testing, funding shortages, testing, privatization of education, and TESTING, provide obstacles and challenges to truly effective teaching. The future of mathematics education in Georgia depends on whether we as teachers and teacher educators are willing to fight for quality mathematics programs and curricula that meet student needs, that help them learn to become effective problem solvers, that help them learn to value mathematics as a tool that will be useful in their future. We may have to give up some techniques and procedures from previous centuries to make way for effective use of technology as a tool for doing mathematics. As we do, we have to work to ensure that these technologies are available to all students and teachers. We also have to work to ensure that ALL teachers have access to the training that they need to effectively utilize these technologies in the classroom as well as training to help them effectively implement changing curricular and pedagogical practices. We need to join together as an organization to advocate more strongly for equity with regard to these issues. If I am elected, I pledge to work to help spread the message of GCTM across the state—to fellow educators, to parents, and to those elected officials who make policy decisions that impact all of us. We can’t afford to remain silent or to talk only amongst ourselves and allow others to push us forward and backwards and from one road to another. We need to stand up and determine not only our future, but the future of our students. If elected, I will use the knowledge and skills I have gained from my 30 years in mathematics education to stand up for you and for the students of our state.