Salvador Huitzilopochtli reflects on this month's theme, "Inclusive Mathematics Classrooms: Advocating for Policies, Practices, and Resources,” with an introductory blog post. We invite you to take an active part in this month's webinar and discussion.

Join this facilitated conversation to discuss different ways to support equitable instructional practice in mathematics classrooms for students and groups minoritized in the study of mathematics. The conversation will bring together sound evidence, resources, and actionable next steps that we all need to take! We invite your participation!

Recorded: September 20th at 3pm EDT
Moderator: Salvador Huitzilopochtli
Panelists: Kathryn B. Chval, Babette Moeller, Beatriz Eugenia Quintos Alonso, and Dr. Jonee Wilson

  This Theme of the Month is a collaboration between STEMTLnet, the STEM for All Multiplex, and the CADRE Resource Center

 

 

This video presents practices from our research in mathematics classrooms that have been linked to improvements in student achievement and increases in student participation.

Math for All is an intensive professional learning program that helps teachers of grades K–5 personalize high-quality, standards-based mathematics education to better meet the needs of a wide range of learners, including those with disabilities.

This video highlights how features including diagrams and supports for language access and language production can be built into middle grades mathematics lessons to strengthen the learning experience for emergent multilingual learners (i.e., students identified as English learners by their schools).

In the STEM Diversity Lab we are studying things university math instructors do or say that convey to students a sense they do/don't belong and can/can't succeed in math. Our focus is on the experiences of women and students of color as they remain critically underrepresented in STEM fields. The ultimate goal is to create more equitable and inclusive learning environments and this research could inform professional development trainings for instructors. 

In this video presentation, we illuminate how our project is studying and supporting the development of conceptual understanding of fractions by students with learning disabilities (LD).

In this brief, Brian Drayton provides a synthesis of this month's theme that highlights key points and suggested recommendations discussed by those who participated in this month's discussion and webinar panel.