Name
Dr. Mary Gilfeather

Title
Vice President, Pentathlon Insitute since
Co-National Director, Mathematics Pentathlon

Involved in Mathematics Pentathlon Since
1979

What roles have you played in Mathematics Pentathlon?
My first role was as a 4th-5th grade classroom teacher. This was my first year teaching and I was one of 3 educators to implement the Mathematics Pentathlon games and send students to the First Mathematics Pentathlon Academic Tournament in 1979.

Since then I have served as a math staff development consultant and workshop presenter for school districts nationwide. I have also presented this program to numerous national and state professional conferences for over 20 years. Since 1989 I have worked full time for the Pentathlon Institute. My responsibilities include: scheduling, coordinating, and standardizing National Math Pentathlon Academic Tournaments; writing publications including Adventures in Problem Solving Books I and II and Investigation Exercises Books I and II that connect the Math Pentathlon games with curriculum and assessment as well as national and state standards; updating and clarifying Math Pentathlon Game Manuals; maintaining quality and price control with vendors for all Math Pentathlon materials; and promoting the Math Pentathlon Program nationwide.

Why are you involved in Mathematics Pentathlon?
My experience with this program so fundamentally affected my beliefs about how students learn mathematics that I pursued and received my doctorate in 1989 at Indiana University in curriculum and instruction and mathematics education. My dissertation used the Math Pentathlon games as an integral part of my research and affirmed many of the tenets underlying the basis of this program. These principles include: 1) students best develop meaningful learning of math concepts and relationships when taught in a conceptual manner using appropriate physical and pictorial models; 2) spatial reasoning is a key factor in students development of problem-solving skills; and 3) students self-esteem is enhanced when they feel confident about their conceptual understanding of math and their ability to use a variety of strategies to resolve problems that undergo change. This, in turn, affects students’ achievement in mathematics in the classroom and real life.

Thirty years later, I am still amazed at how the Math Pentathlon Program fundamentally affects the lives of students of all ages. By involving the entire educational community, this program including the Annual National Mathematics Pentathlon Academic Tournaments, motivates student of varying abilities and learning styles to enjoy math and spend more time learning it. What a joy and privilege it has been to be a part of this program that facilitates students being better problem-solvers and enjoying this process with family and friends!