Reimagining Mathematics Education, Learning Together, and Taking Action

February 2021 

As I reflect on the February NCTM Virtual 2021 Conference, I recall the amazing experiences and insights shared by our conference speakers and attendees about teaching and learning mathematics. We began with an inspiring panel of womxn as Hidden Figures in Mathematics Education who called us to reimagine mathematics education and challenged us to disrupt traditional narratives about who and what is valued in mathematics. This emphasis continued throughout to the closing with secondary school mathematics educator Greg Lakey, who reminded us of the importance of cultivating connections through care and curriculum, calling us to speak truth with compassion, include families, advocate for academic pursuits, adjust curriculum on the basis of our students’ interests, and engage students in rigorous mathematics. There was a continuous focus throughout the conference on supporting each and every student in seeing themselves as a mathematician.

At the opening of the virtual conference, I asked participants to share one thing they wanted to learn during the week at the conference. In synthesizing in a word cloud visual what was shared, I found these words highlighted: students/learners, mathematics, social justice, engagement, learning, supporting, culturally relevant, assessment, and equity. Other words noted were joy, love, access, identity, and improving practices. Powerful! I know that as we all attended live sessions; watched recorded sessions; engaged in networking activities; and had fun with music, exercise, and laughter, we were inspired. We met our learning goals and more, found ourselves challenged and had opportunities to examine ways to be supported in our work of teaching mathematics.

As I followed the message board, chat boxes, and discussions throughout sessions, individuals shared what they were learning, what was challenging them to rethink their own teaching, what affirmed their teaching of mathematics, and what their own next steps would be to put into practice what they had learned. Many shared actions they want to take to ensure that each and every one of their students see themselves as thinkers and doer of mathematics. The critical conversations are important, but the thoughtful actions must follow. 

In my President’s Address at the virtual conference, we talked with a panel composed of a high school classroom teacher, a district superintendent, a district mathematics curriculum coordinator, a mathematics coach, and a state mathematics coordinator who shared their journey of catalyzing change from conversation to actions. They reminded us of the importance of collaboration, engaging all stakeholders, allowing time for planning, open communication, and always focusing on ensuring equitable opportunities for learning mathematics for all students. At the end of the session, participants shared their next steps and actions. They included the following steps:

• Talk with my team about what I have learned and help my students find their math identity.
• Consider options beyond traditional pathways in mathematics.  Start a book study on Catalyzing Change that engages teachers, district administrators, and principals in the discussions. 
• Learn more about de-tracking and provide support to our teachers so they can be successful in de-tracking.
• Have critical conversations with policy-makers.

Together we can take those next steps and actions because “it is our responsibility to launch every child on their mathematical journey with confidence in themselves as knowers, doers, and sense makers of mathematics and with realization that each and every person belongs in mathematics” ( Catalyzing Change in Early Childhood and Elementary Mathematics, NCTM 2020, p. 128). 

We are reminded that while we do teach mathematics, we teach so much more than mathematics —attending to access, equity, and empowerment so that all students have the opportunity to engage in high-quality mathematics instruction and have the supports necessary to successfully learn challenging grade-level mathematics. At this time, this is not necessarily the reality for all students. This must change. We can and must do this together. Let’s—   

• foster inclusive environments where all students feel welcomed and have the opportunity to learn mathematics;
• support the development of mathematical knowledge, understanding, and skills that empower students to make sense of their world; 
• believe in our students, believing they can do mathematics and are mathematicians; and
• engage with families to build productive connections to support students in learning mathematics.

Now is the time to reimagine, learn together, and take action!

View some of the highlights from the #NCTMVirtual2021, including 
These inspiring excerpts from the Opening Session: Hidden Figures in Mathematics Education

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