Data drives decisions across economics, health, and sports—yet marginalized communities are often excluded. This session shows how our math classrooms can change that. Experience a community-rooted, data-rich approach for Integrated Math 1–3 and Ethnic Stats. We share sample tasks (investment modeling, UCSF Health Atlas scatterplots, and analyzing school funding) and vetted resources, then help you design statistics activities using locally relevant datasets. Leave with plan-ready materials and strategies that help students see themselves—and their communities—in mathematics and in the data-driven decisions shaping their world.
This session presents how Nigerian middle school girls utilize narratives and comics storytelling to reflect on their lived experiences, reimagine their mathematics identity, and envision future possibilities. Through story circles, enactment of a co created comics narrative, and dialogue, participants will explore intersections of identity and agency development. The session concludes with collective brainstorming of actionable strategies to foster identity and agency development in their mathematics learning spaces advancing equity and affirming the brilliance of students, particularly Black girls globally.
How can we root mathematics in humanity so that every learner finds meaning and belonging? Can a math lesson spark curiosity, agency, and social change all at once? Join this interactive session to explore strategies for making math meaningful, relevant, and socially conscious. Participants will learn how to integrate technology, real-life contexts, and social justice into mathematics instruction while using the Culturally Responsive-Sustaining STEAM Curriculum Scorecard to reflect on their own practices. Through engaging collaboration and analysis of Illustrative Mathematics lessons, attendees will leave equipped with concrete tools, such as math lesson examples incorporating social justice topics, and the following steps to center student identity, community, and justice in math learning, which fulfills TODOS’ mission of mathematics for all through purposeful, equity-driven teaching.
Professor of Secondary Education, Coordinator, Bilingual Authorization Program, California State University Fullerton
Dr. Ferran/Fernando Rodríguez-Valls is professor of secondary education at California State University, Fullerton. Prior to this appointment, he was the state administrator for the Migrant Education Program in California. In the past seven years, Dr. Rodríguez-Valls has created... Read More →
Thursday June 25, 2026 3:45pm - 4:45pm PDT Royal CDEF
All are welcome and encouraged to join teachers and parents in celebrating their students at this Gates Foundation-sponsored awards ceremony and dinner.
Dinner is included for all, regardless of your registration type (e.g., Equitable, Self-Funded, and Intitution-funded), sponsored by the Gates Foundation.
Thursday June 25, 2026 5:00pm - 6:45pm PDT Royal CDEF
This session explores how co–learning data practices can ground mathematics and statistics in humanity. Drawing from a Youth Participatory Action Research (YPAR) initiative, where youth and adults used CODAP to explore data stories, we invite participants to engage with video excerpts illustrating relational and culturally sustaining approaches to data literacy. Using the Notice, Wonder, Feel, Act, Reimagine (Kahn et al., 2022) framework, participants will reflect on what it means to learn alongside youth and reimagine data exploration as an intergenerational co-learning practice.
Mathematics as a school subject is a cultural product developed by generations of mathematicians. The conventions we teach—the symbols we privilege, the names we memorialize, and the algorithms we call “standard”—are culturally constructed and historically exclusive. By uncritically reproducing these conventions, we risk reinforcing an epistemology that denies students’ cultural and intellectual identities. This session introduces a framework that organizes mathematical conventions into seven categories and invites participants to acknowledge their origins, examine their rationales, and explore non-Western alternatives through interactive tasks that involve unpacking, breaking, and reimagining familiar conventions in mathematics teaching and learning.
Many people feel unwelcome in mathematics – a regrettable, but not inevitable, circumstance. In this session, I will share the goals and videos from a project documenting adults’ lived experiences of mathematics. In these videos, participants share how they engage in mathematics in their lives and how these experiences relate – or do not easily relate – to their memories of school “mathematics”. Many participants are members of historically marginalized groups. Session attendees will be invited to reflect on their own experiences and to consider how these stories could help to catalyze collaborative and sustained work to center humanity in school mathematics.
I have recently founded the Coalition for Mathematics for Human Flourishing! We will share people's lived experiences of mathematics (in all its forms) and work with individuals, schools, and systems to transform school mathematics experiences for young people. @CMathsHuman on... Read More →
Friday June 26, 2026 11:15am - 11:45am PDT Royal CDEF
