Past Recordings

Political Conocimiento in Contemporary Times: Honoring LGBTQ+ Youth in Our Math Classrooms

Presented by: Brandie E. Waid,

CRT (critical race theory) bans, antitrans sports bills, and “don’t say gay” laws are being introduced in state legislatures across the country in record numbers. These legislative attacks have had a significant impact on the mental health of the LGBTQ+ and BIPOC (Black, Indigenous, and People of Color) students, families, and teachers in our PK–12 schools. How does mathematics fit into this conversation, and what can we—as math teachers, teacher educators, math coaches, school administrators, and leaders of school districts and professional organizations—do to honor the brilliance of the LGBTQ+ youth, especially LGBTQ+ identified BIPOC youth, in our mathematics classes? In this session, you’ll learn this and more, gaining an understanding of, as Dr. Gutiérrez writes when speaking of political conocimiento, “how politics permeates everything we do.”

Mathematicians: Reflecting the Brilliance of Powerful Minds

Presented by: Christa Jackson,

When we say mathematician, who comes to mind? Pythagoras? Euclid? Gauss? Although these are great mathematicians, they are all White men and ones we traditionally discuss in our mathematics classroom. In this session, we broaden our scope of mathematicians, share the impact and influence of their mathematical contributions, and discuss ways to include them in our mathematical instruction—reflecting the mathematical brilliance of students in our classroom.

MTLT Journal Club Meeting

Presented by:

Join us for the MTLT Journal Club’s June 7 meeting, from 7:00–8:00 p.m. Eastern. MTLT Department Editor, Lou Matthews, will facilitate a discussion on Nicole R. Rigelman’s legacy article, "Fostering Mathematical Thinking and Problem Solving: The Teacher's Role," from the February 2007 issue of Teaching Children Mathematics (Vol. 13, Issue 6). 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.