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January Blog:

Mathematics & Diversity:

Why? What do you think?

Why think about diversity in the teaching and learning of mathematics?
Diversity often times is deemed as limiting to what a teacher and students can do in the classroom. In other words, diversity can be seen as an issue.
Have you ever noticed problems with diversity?
For example, sometimes when people have different opinions on an idea trouble is around the corner.
So, is diversity really the issue?
Allan Johnson mentioned:
 “The trouble around diversity, then, isn’t just that people differ from one another. The trouble is produced by a world organized in ways that encourage people to use difference to include or exclude, reward or punish, credit or discredit, elevate or oppress, value or devalue, leave alone or harass” (2006, p. 16).
Then, it seems that diversity itself is not the real problem. The problem is what we do with diversity. In the mathematics classroom diversity could manifest in many ways.
In the November TODOS Live!, Dr. Marta Civil presented on ideas related to this topic. Watch it now

Civil_TL from TODOS Live! on Vimeo.

Please, participate in this TODOS blog by responding to any of the 3 questions on diversity
  1. What to do when the teacher's and the students' backgrounds are different?
  2. What to do when the diversity among students themselves is wide?
  3. What to do in the classroom when students’ experiences with mathematics are diverse?
Resources Question 1 What to do when the teacher's and the students' backgrounds are different?
Resources Question 2 .   What to do when the diversity among students themselves is wide?
Resources Question 3 .   What to do in the classroom when students’ experiences with mathematics are diverse?
Let’s discuss and learn together about diversity and Mathematics.


Mathematics is a cultural activity.  The way in which people engage in mathematics is often determined by who they are, where they are and how they and the people around them think about mathematics.   Ubiratan D’Ambrosio (2001) defines ethnomathematics as a term used to “express the relationship between culture and mathematics” (p. 308). As he explains, “Mathematics is a compilation of progressive discoveries and inventions from cultures around the world during the course of history. Its history and ethnography form a wonderful mosaic of cultural contributions.” (p. 310)
TODOS acknowledges that mathematics is a social construct.  In our cultures, in our homes and in our classrooms we jointly build meaning for what mathematics is. For these constructs to overlap, to agree, to form a common understanding across cultures, is the work of the classroom.
As D’Ambrosio (2001) writes, “An important component of mathematics education today should be to reaffirm, and in some instances to restore, the cultural dignity of children” (p. 308)
TODOS acts to develop tools to build a shared understanding of mathematics that gives each child a place in its definition, each culture recognition for its often unique way of visualizing mathematical ideas and each representation of these ideas thoughtful study.
TODOS holds itself accountable for this work and for advocating for those who provide the research and ideas that grow our understanding of social justice in mathematics.
TODOS stands with Rochelle Gutiérrez and other researchers who provide clarity so we remember what we teach, whom we are teaching and center language, culture and literacy in the mathematics that we teach and in the ways that we teach it.
TODOS 2018 Conference will address this goal through the lens of advocating for equity and social justice. ( Please join us as we further and deepen our understanding of the role of social justice in mathematics education.
Expect to hear from TODOS’ Advocacy Committee.  This group is building the tools we need to proactively support and build on the work of Rochelle and other scholars who are working tirelessly to support us as we advocate for high quality mathematics education for all students.
Please read our joint position statement with NCSM to further acquaint yourself with our stance. (
Take to social media and pass this along:  #IstandwithRochelle
Diane Kinch
President, TODOS:  Mathematics for ALL
D’Ambrosio, U. (2001). What is ethnomathematics and how can it help children in schools. Teaching Children Mathematics,7(6) 308-310.

Taking a Stand Part 2

TODOS in its “Taking a Stand for Humanity” statement after the presidential election presented our belief that we must work to create a more just, humanizing, and equitable mathematics education experience for all. Education happens within a context. One such context is the political climate in which children exist. Regardless of political views, we cannot stand by and watch while the civil rights guaranteed by the Constitution of the United States are swept aside by executive orders.  To reiterate,  “We must find strength and resolve to reach out to people hurting, scared, and uncertain of their futures. We must find ways to support educators to hold space for listening, emotions, and deeper understanding. We have much work to do.”

We at TODOS believe in the following:

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