Past Recordings

Humanizing Elementary Mathematics through Culturally Relevant Literature (Sponsored by McGraw Hill)

Presented by: Georgina Rivera,

Elementary classrooms are places where students hear stories from their teachers and peers.  What if those stories created windows and mirrors for students that connected them to mathematics?  Culturally relevant children's literature creates an opportunity for students to be seen in stories, connect to their own stories, and learn mathematics through illustrations or contexts.  Join us as we explore stories and strategies that can humanize our mathematics classrooms and help each and every student be seen and heard.
McGraw Hill and Reveal Math

MTLT Journal Club Meeting

Presented by:

Join us for the MTLT Journal Club’s April 5 meeting, from 7:00–8:00 p.m. Eastern. MTLT Department Editor Lou Matthews will facilitate a discussion on Diane Torres-Valásquez and Gilberto Lobo’s legacy article, “Research, Reflection, and Practice: Culturally Responsive Mathematics Teaching and English Language Learners,” from the October 2008 issue of Teaching Children Mathematics.

NCTM members and nonmembers are welcome. Registration is required.

A certificate of participation will not be provided for this event.

Grades and Test Scores Do Not Define Us as Math Learners: Cultivating Transformative Spaces for Anti-Racist Mathematics Education (Open to All)

Presented by: Julia Aguirre,

The COVID pandemic only amplified existing mathematics inequities in our schools that did harm to the children of Black, Brown, Indigenous, and working-class parents. We have an opportunity to do a radical reset that can transform the spaces in which we teach and learn mathematics. We actually know what works and what needs to change. Yet we continue to find ways to repackage processes that rank, sort, and segregate children. The question is, what will it take for us to collectively dismantle the racist systems, beliefs, and practices in order to cultivate math joy and curiosity in our classrooms?

The programs of the National Council of Teachers of Mathematics present a variety of viewpoints. The content and views expressed or implied in these presentations should not be interpreted as official positions of the Council. References to particular commercial products by a speaker are not an NCTM endorsement of said product(s) and should not be construed as such. Any use of e-mail addresses beyond personal correspondence is not authorized by NCTM.