Join us for affinity group conversations before the TODOS Mathematics for All conference begins! These groups are designed to bring educators together to connect, share experiences, and build solidarity around shared identities, interests, and goals. Whether you're looking to reflect on your teaching practices, build community, or discuss ways to advance equity in your area of mathematics education, there's a space for you. Final groups will be determined as the event approaches based on interest and space availability.
Wednesday June 24, 2026 4:30pm - 5:30pm PDT Terrace AB
Building Thinking Classrooms (BTC) has gained widespread adoption in mathematics education. However, uncritical implementation can harm students TODOS seeks to serve, particularly marginalized populations, such as disabled and English Language learners. This session addresses TODOS's mission to advance equitable, high-quality mathematics education by examining how instructional practices associated with BTC can inadvertently marginalize students.
Associate Professor, Secondary Education, Utah Valley University
Trevor Warburton is an Associate Professor in Secondary Education at Utah Valley University. Formerly a mathematics coach for special education teachers and a high school mathematics teacher for emergent multilingual students. Trevor is a proponent of equity and antiracism in education... Read More →
The University of Arizona and City University of New York
Alison Mirin recently completed her postdoctoral researcher position in the mathematics department at the University of Arizona and is now a researcher at the City University of New York. She earned her PhD in Mathematics Education from Arizona State University and holds an MA in... Read More →
Thursday June 25, 2026 9:00am - 10:30am PDT Terrace AB
Our session focuses on the use of rehearsals, a space of decreased complexity within professional learning to try out pedagogical moves. We share four teachers, from grades 6-11, who rehearsed mathematical language routines (MLRs), specifically the MLR Collect & Display, during Studio Day professional learning. During our session, we will provide an overview of Collect & Display and the use of rehearsals before sharing teachers’ rehearsals of Collect & Display and how the use of these rehearsals allowed teachers to work in community to catalyze their instruction through sharing instruction, reflecting on that instruction, and continuing to revise that instruction.
In this session, we explore acts of rebellion as a pedagogical innovation and a site of learning to explore how we can disrupt dominant narratives in math education. Through interactive activities, participants will have opportunities to witness and hear about acts of rebellion, reflect on their own individual acts of rebellion, and then shift the conversation toward collective action and solidarity. Our aim is to center humanity in its most complex form, highlighting the ongoing challenges of embodying justice in teacher education.
While tiered intervention is one tool for supporting students struggling to demonstrate proficiency, there is often a lot more we can do in Tier 1 to make math more accessible and engaging for all students. We share how teachers can create a richer, more accessible math experience for all by designing for alternate means of expression–that is, having students engage with math ideas and demonstrate understanding via a variety of options that align with their strengths, abilities, and preferences and leverage their own mathematical, cultural, linguistic, and community-based funds of knowledge.
It is a misconception that math is a “universal language.” Monolingual math assessments often obscure the mathematical abilities of multilingual students, perpetuating inequitable outcomes. This session, aligned with the Curriculum and Instruction strand, empowers educators to recognize and dismantle linguistic barriers that limit access to rigorous mathematics. Through collaborative analysis of math assessments and exploration of equitable instructional strategies, participants will learn how to design linguistically accessible tasks that honor students’ diverse identities. Attendees will leave equipped to implement practices that advance TODOS’s mission of ensuring high-quality, equitable mathematics education for all learners.
This session explores how high school math teachers shifted from deficit to asset-based positioning of emergent bilinguals (EBs) through a year-long collaborative professional development focused on mathematical modeling. Using positioning theory as an analytical lens, we examine how classroom discourse shapes student agency and access to mathematics. Participants will engage in interactive activities, including sorting excerpts and reflective discussions, to analyze how language and context influence perceptions of EBs’ capabilities. We share findings from seven teachers working with linguistically diverse students and offer actionable strategies for fostering equity and transforming institutional structures in mathematics education.
Associate professor in Math Education at Iowa State University, specializing in mathematics education. My research focuses on supporting teachers in effectively teaching mathematics to Emergent Bilingual students.
PhD student in the Human Computer Interaction program at Iowa State University. I have been doing research on culturally and linguistically responsive pedagogy in mathematics education, teacher professional development, AI-augmented learning environments, and human-AI interaction... Read More →
Friday June 26, 2026 11:15am - 11:45am PDT Terrace AB
This session is led by three Latine high school mathematics teachers who reimagine care as central to rooting mathematics in humanity. Co-authored with a mathematics education researcher who formerly taught high school mathematics, the session bridges classroom practice and research to highlight teachers’ lived expertise. Guided by Keeling’s (2014) framing of an ethic of care and Gutiérrez’s (2018) call to rehumanize mathematics, we share how care manifests through language, relational trust, and student brilliance. Using pláticas (Fierros & Delgado Bernal, 2016), participants will collectively reflect on how care disrupts deficit framings and cultivates belonging and shared humanity in mathematics spaces.
