Past Recordings

Math is...Student Centered! (Sponsored by McGraw Hill)

Presented by: Cheryl Tobey,

Students develop a deeper understanding of mathematics by explaining their thinking and reflecting on their learning. Let’s take a look at some example math probes to uncover student ideas and powerful yet easy-to-implement reflection routines and talk about the keys to implementing a student-centered formative assessment classroom.
McGraw Hill and Reveal Math

Expanding Equity: Approaches to Humanizing Disability in Mathematics Education (Open to All)

Presented by: Paulo Tan, Alexis Padilla, Erica Mason, James Sheldon,

Mathematics classrooms can be a dehumanizing experience for many of our disabled students. In this presentation, we provide a framework for humanizing mathematics education. From this framework, we discuss how teachers can humanize the experiences of their disabled students through curricular, collaborative, and caring considerations.

Creating Math Environments That Allow Melanated Students to Thrive (Open to All)

Presented by: Kristopher Childs,

Can whiteness be decentered in math education environments, to allow melanated children to unapologetically thrive? In this session, participants will learn how one’s identity affects one’s math environment, will make sense of what is means to be a melanated child, and will examine the key components of a math environment that allows students to thrive. Come and learn how to ensure every student has an opportunity to receive a high-quality, equitable mathematics experience.

MTLT Journal Club Meeting

Presented by:

Join us for the MTLT Journal Club’s May 10 meeting, from 7:00–8:00 p.m. Eastern. MTLT Department Editor Wendy Cleaves will facilitate a discussion on Kara Louise Imm, Despina A. Stylianou, and Nabin Chae’s legacy article,“Student Representations at the Center: Promoting Classroom Equity,” from the April 2008 issue of Mathematics Teaching in the Middle School (Vol. 13, Issue 8). NCTM members and nonmembers are welcome. Registration is required.

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.