September Expert Panel: Inclusive Mathematics Classrooms: Advocating for Policies, Practices, and Resources

Overview Blog Playlist Expert Panel Discussion Resources

 

 

Recorded: September 20th at 3:00pm EDT
Description: This month’s theme and expert panel webinar will explore and share different ways to support equitable instructional practice in mathematics classrooms for students and groups minoritized in the study of mathematics. Learn more in the introductory blog and please join us for this upcoming webinar. This Theme of the Month is a collaboration between the STEM for All Multiplex, the STEM Teacher Leadership Network and the CADRE Resource Center.

 

 

 

Moderator:

Salvador Huitzilopochtli

Salvador Huitzilopochtli received his PhD in Education from the University of California at Santa Cruz. His research interests include mathematical argumentative writing and early algebra with a focus on creating instructional environments that foster equitable outcomes for all students. He earned master’s degrees in Education from UC Berkeley and UC Santa Cruz and his research is informed by ten years of experience as a middle-school mathematics teacher and teacher-leader in culturally, linguistically, and economically diverse schools in the San Francisco East Bay Area. Mr. Huitzilopochtli is currently working as a lecturer at San Jose State University—Department of Teacher Education.



Panelists:


Babette Moeller


Babette Moeller, PhD, a distinguished scholar and leader in educational R&D and equity, is dedicated to ensuring that K–16 students with disabilities benefit from educational innovations and reforms. She has deep expertise in universal design, professional development, research, technology-supported programs, and formative and summative evaluation. Dr. Moeller directs initiatives that deepen the field’s understanding of strategies to enhance the quality and equity of STEM learning. She is the lead author of Math for All (Corwin Press), a K–5 professional development program that has positive effects on teacher preparedness and comfort in teaching students with disabilities, on classroom practices, and on students’ mathematics achievement.
>>View Babette Moeller's Video



Kathryn B. Chval


Kathryn B. Chval is the Dean of the College of Education and Professor of Mathematics Education at the University of Illinois Chicago (UIC). Her research focuses on effective preparation models and support structures for mathematics teachers, effective elementary mathematics teaching for multilingual learners, and curriculum standards and policies. Dean Chval is a respected scholar and leader in her field. She authored or co-authored more than 70 publications. She has secured more than $20 million in funding as a PI or Co-PI including NSF funding for the Center for the Study of Mathematics Curriculum, Researching Science and Mathematics Teacher Learning in Alternative Certification Models, and All Learn Mathematics. Additionally, she is the recipient of the prestigious NSF Early Career Award, titled A Study of Strategies and Social Processes that Facilitate the Participation of Latino English Language Learners in Elementary Mathematics Classroom Communities and currently serves as a Co-PI on the NSF-funded Collaborative Research: Parents, Teachers, and Multilingual Children Collaborating on Mathematics Together. Dean Chval’s leadership, research, and service have been recognized with several awards and honors, including the 2018 TODOS Iris M. Carl Equity and Leadership Award, Association of Mathematics Teacher Educators (AMTE) Early Career Award, INSIGHT Into Diversity Giving Back Award for Administrators, UIC College of Education Alumni Award, NSF Director’s Award for Program Management Excellence, and NSF Commendable Service Award.



Jonee Wilson


Dr. Jonee Wilson, a former high school mathematics teacher for Baltimore County Public Schools, is currently an assistant professor of mathematics education in the Department of Curriculum, Instruction & Special Education at the University of Virginia. Her research focuses on examining and outlining instructional practices that empower and honor historically marginalized students specifically in the context of inquiry-oriented mathematics classrooms. Her research also focuses on professional development opportunities that support teachers in learning, developing, and implementing such practices. Dr. Wilson is currently leading and supporting three projects that are investigating these issues and are funded by NSF (the Validation of the Equity and Access Rubrics for Mathematics Instruction (VEAR-MI) project, a project titled “Supporting Teachers to Develop Equitable Mathematics Instruction Through Rubric-based Coaching”, and a project titled "Leading Towards Racially Just and Ambitious Mathematics Instruction."
>>View Jonee Wilson's Video



Beatriz Quintos


Beatriz Eugenia Quintos Alonso is a Clinical Associate Professor in the Department of Teaching and Learning, Policy and Leadership, at University of Maryland. The long-term goal of her work is to interrupt historical patterns of marginalization in schools by collaborating with teachers and families to create contexts that value and tap into multilingual children's mathematical thinking and linguistic expertise. She works to create partnerships with families and educators that position multilingual children as assets in the mathematics classroom, families as intellectual resources, and teachers as agents of change. Her recent work highlights the critical role of bilingual communities’ cultural and linguistic funds of knowledge to create culturally-sustaining learning environments in mathematics education. She is currently the PI of a 4-year NSF grant, Collaborative Research: Parents, Teachers, and Multilingual Children Collaborating on Mathematics Together. Through this 4-year project, researchers at three sites will study a model that merges professional learning and parental engagement with a focus on multilingual learners. She is also a Co-PI of the Spencer grant, Noticing Translanguaging. This work explores multilingual students’ use of verbal and non-verbal communicative resources to engage in collaborative problem solving. This research supports the design of professional development for teachers that supports their ability to value, attend to, and respond to bilingual children’s thinking and linguistic knowledge. The results of this work will help educators and policymakers design tools to create humanizing education, including family-school partnerships, to support the long-term equity and mathematics learning goals of groups of students who have been traditionally marginalized due to their race, ethnicity, or languages they speak.