Multiplying Success: GMSD educator helps shape early mathematics instruction across Tennessee

For nearly 20 years, Ashley Rotenberry has helped students discover that math is about much more than finding the right answer.

This summer, she helped teachers across Tennessee discover the same thing.

Rotenberry, an elementary math teacher for Germantown Municipal School District, was selected by the Tennessee Department of Education as one of a small group of educators to facilitate the state's Early Grades Mathematics professional learning. After completing an intensive application and training process this spring, she spent three days leading educators from school districts across West Tennessee through research-based strategies that strengthen mathematics instruction for students in kindergarten through fourth grade.

The opportunity recognizes educators with exceptional classroom expertise and a deep understanding of Tennessee's mathematics standards.

"She has a depth of understanding of the standards that allows her to share meaningful strategies with other teachers," said Jenni Ledford, GMSD Instructional Supervisor for mathematics. "If more students across Tennessee can benefit from teaching like Ashley's, that's something worth sharing."

For Rotenberry, accepting the opportunity wasn't about recognition. It was about growth.

"What a great way to challenge myself as a teacher," she said. "Even after almost 20 years, there's still so much more to learn."

During the three-day training, teachers explored meaningful math tasks, productive struggle, and the progression of mathematical concepts from kindergarten through sixth grade. One of the biggest takeaways was reinforcing a concept math educators call "coherence"; or making sure every lesson, every grade level, and every year builds intentionally toward deeper mathematical understanding.

Kindergarten and first grade teachers, for example, realized how the number sense they develop with young learners lays the foundation for multiplication and division in the upper elementary grades.

"They were saying, 'Wow, what I do in kindergarten and first grade actually is so impactful,'" Rotenberry said. "Those connections were really powerful."

She also challenged educators to rethink some long-standing approaches to math instruction.

Rather than relying on shortcuts or memorized tricks, Rotenberry encouraged teachers to help students become confident problem solvers.

"If we teach students how to think through a math problem instead of just giving them tricks, we're preparing them for so much more than the math classroom," she said. "Problem solving is a skill they'll carry into college, careers, and everyday life."

While the training gave Rotenberry the opportunity to impact educators across the region, she says she learned just as much herself.

"I was able to impact students beyond my own classroom," she said. "Hearing teachers say, 'I'm going to teach this differently now,' meant that even more students across Tennessee will benefit. That's what it all comes down to. It's for the kids."

The experience also reinforced one of the strengths of GMSD's mathematics program: intentional collaboration across grade levels.

"We talk about vertical alignment and coherence, but it shouldn't stop with the grade above or below you," Rotenberry said. "When kindergarten, first, third, and fifth grade teachers all understand how their instruction connects, we can better prepare students for what's ahead."

Rotenberry said watching educators from across Tennessee make those connections reminded her how valuable GMSD's collaborative approach is and strengthened her desire to continue those conversations with colleagues.

For GMSD, that means the benefits of Ashley Rotenberry's work won't stop with the hundreds of educators she trained this summer. They'll continue in classrooms across the district as she brings fresh ideas, stronger connections, and an even deeper understanding of how students develop as mathematical thinkers.