|Tuesday, May 24, 2011 05:16 AM|
The 2015 TODOS Iris M. Carl Equity and Leadership Award
The TODOS Iris Carl Leadership and Equity Award recognizes an individual who has made significant contributions to the quality of mathematics education provided to underserved students, in particular to Hispanic/Latino students. The honoree is a mathematics educator who exhibits commitment to improving the mathematics education for ALL students and has made, or is making unique contributions that have impacted equity and access for underserved students.
This years TODOS Iris M. Carl Equity and Leadership Award went to Dr. Gil Cuevas. His research, work and presentations have focused on the teaching of mathematics to English Language Learners. The work of the NCTM Equity and Diversity Committee in the early 2000's led directly to the establishment of TODOS. For those who have the pleasure of knowing Dr. Cuevas, it is no surprise that Gil had a leadership role in that group. Congratulations, Gil and thanks for all of the work you have done for equity and excellence in mathematics education.
Read announcement from the meeting
We thank Casio for their support of this award.
Past Iris Carl Award Recipients
TODOS and Texas Instruments are proud to be presenting Student Awards to outstanding students from the Boston Area. Our thanks to the parents, teachers and the students on this achievement. We also thank Didax for supplying refreshments. Pictures will be online soon!
Eligibility for TODOS Student Awards for Underrepresented Groups To be eligible to TODOS Student Awards, students must be nominated by a TODOS member and each TODOS member may only nominate a maximum of two students for a particular award. To best serve the mission of TODOS, a student nominated for an award must be a member of an underrepresented group, as further clarified by the criteria below."The achievement gap is an indicator of disparities between groups of students usually identified (accurately or not) by racial, ethnic, linguistic, or socioeconomic class with regard to a variety of measures (attrition and enrollment rates, drug use, health, alienation from school and society, attitudes toward mathematics, as well as test scores.) It is important to recognize that the achievement gap is not a result of membership in any group but rather is the result of the systematic mistreatment of learners caused by racial and class bias." (2004 NCTM Achievement Gap Task Force).
|Last Updated on Wednesday, May 20, 2015 07:01 AM|