The Robert Noyce Teacher Scholarship Program

NSF
NSF
  • Home
  • The Program
    • NSF Noyce Program Directors
    • NSF Noyce Program Solicitation
    • Consider Becoming an NSF Noyce Principal Investigator
    • Become a Noyce Scholar or Teacher Leader
      • Noyce Scholar Profiles
      • Noyce Alumni Profiles
    • Voices From the Field Videos
  • Project Locator
    • Select from Map
    • Advanced Search
    • Submit Information
  • In the News
    • In the News
  • Meetings
    • 2022 Noyce Summit
    • 2021 Noyce Summer Events
    • 2020 Virtual Noyce Summit
    • Archived Noyce Summit Materials
    • Noyce Regional Meetings
  • Resources
    • Noyce Track 4 Research Book
    • Proposal Preparation Toolkit
    • Noyce Project Videos
    • Noyce Summit Abstract Catalogs
    • Reports
    • Toolkits
    • ARISE Research Community
  • Contact

Cindy

RETURN TO SCHOLAR LIST

Noyce Scholar Profile

Cindy Beaman

Undergraduate major or graduate field of study: Elementary Education, Masters in Curriculum and Instruction

Subject area(s) and grade level teaching focus: Elementary mathematics instructions in grades K-5

Category of scholarship/fellowship:
Master Teaching Fellow

Name of Noyce institution:
University of Nebraska-Lincoln, Noyce Master Teaching Fellowship

Current academic or teaching status:
Elementary Mathematics Coach, 30 years total experience

School and school district:
Elementary Title I Schools, Grand Island Public Schools

Background:

I have worked 24 years as a classroom teacher in grades K-6, and six years as an elementary math coach for Grand Island Public Schools in Grand Island, Neb.

Why do you want to teach:

I love working with people, especially children. My mom was the elementary teacher that everyone loved and remembered, so she was an inspirational role model.

Describe a memorable teaching experience:

Many years ago I had a combination classroom of fifth and sixth graders. While I worked with one group the other group needed to work independently. This was a time before cooperative groups and when working together was considered “cheating”. There were about six to eight sixth grade girls who liked to work their math problems and then “check and discuss” with each other. At first I wasn’t sure if I should let them, but when I saw how much their understanding of mathematics improved, I no longer felt guilty. When I think back to that year now, my class was experiencing “math talk” that we encourage today!

What does the Noyce program mean to you:

It is an honor to be associated with the Noyce program. I have worked with other master teachers that are equally deserving of this honor. I look forward to learning, growing, and promoting excellent mathematics education with others in the program.

What’s New

  • 2023 Noyce Summit
  • 2022 Noyce Summit
  • Noyce by the Numbers: 20 Years of Noyce
  • Proposal Preparation Webinars
  • Frequently Asked Questions for the Robert Noyce Teacher Scholarship Program
  • Become a Noyce Scholar or Teacher Leader
  • Consider Becoming an NSF Noyce Principal Investigator
  • Noyce Alumni: Where Are They Now?

Check out our ARISE website for research & opportunities!

Checking In

NSF

This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE-2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

AAAS

The World's Largest General Scientific Society

  • About Noyce Program
  • AAAS ISEED
  • Subscribe to ARISE
  • Contact Us
  • Privacy Policy
  • Terms of Use
© 2023 American Association for the Advancement of Science