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Description: For too many underserved students, mathematics means confusion, failure, heartache, and feeling inadequate. Rather than risk failure, they simply choose not to "play" the game of school. In this presentation, participants will learn to use strategies of an equity pedagogy framework for engaging all students.

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Description: September 30, 2021 was the National Day for Truth and Reconciliation in Canada. October 11, 2021 was known in some states as Indigenous Peoples' Day. These days are reminders that experiences of Indigenous peoples, nations, and lands are often not included in particular discourses around equity, inclusion, and diversity. In this session I will share my journey as a human being that identifies as Métis (one of the recognized Indigenous nations in Canada) and as a woman in the fields of mathematics and mathematics education. I will share the ways in which my early experiences in post secondary mathematics informed my work as a secondary mathematics teacher, and continue to inform my work and passion as a volunteer, university professor, researcher, and administrator.

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Description: In this session, we will discuss our examination of the experiences in mathematics education of Sub-Saharan African (SSA) immigrants as a way to highlight the complexities of attending to multiple versions of Blackness for classroom teachers. This work seeks to expand our understanding of Blackness and the Black experience in mathematics education and to help teachers see their Black students as more than just a monolithic Black group, encouraging that recognition through the idea of the particularity of the African immigrant experience. We will extend this discussion by also attending to the impact of coloniality on the mathematics learning experiences of SSA youth.

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With all the discourse about learning loss, we were challenged with adding something unique. This is our attempt to shift the narrative to what actually matters.