November 20, 2022

TODOS: Mathematics for ALL will host an in person conference June 21 - 23, 2023 on the homelands of the Pueblo of Sandia, in a place now known as Albuquerque NM. We are in the midst of planning an exciting program so that we can engage in conversations around the theme, .... We are excited to announce two keynote speakers: Dr. Belin Tsinnajinnie, WestEd, and Dr. Kari Kokka, University of Pittsburg. ... Go to the President's full message.

October 20, 2022

Plan to Be in ABQ in June 2023 for the 2023 TODOS Conference

The fall season is well underway for those of us who live in the northern hemisphere. I say this because I write this enews post from territories in the southern hemisphere where spring is starting. Bushes are beginning to bloom and it is a stark reminder of the different seasons as leaves are falling off trees where I live in the northern hemisphere. It is a time in the northern hemisphere .... Go to the President's full message.

September 20, 2022

Land as the Backing for the Emerging Patchwork Quilt

Last month I shared a metaphor for a classroom - the emergence of a patchwork quilt. It is a powerful image to think about the diversity of humans and thinking that occurs in a mathematics classroom. Each quilt that I’ve seen also has a backing; and I invite you to imagine now, what is the backing of the emerging patchwork quilt that is unfolding in your ‘classroom’ or in your work as a mathematics educator. ... Go to the President's full message.

August 20, 2022

Metaphors for Mathematics Classrooms: The Emergence of a Patchwork Quilt

For many educators across this place called North America the months of August and September are the beginning of a new school year. As we begin those new school years I invite you to think about the metaphors that you live in your practice as a mathematics educator. The metaphors that I use are greatly shaped by my stance as a human and the learnings that I’ve been taught. ... Go to the President's full message.

July 20, 2022

As we prepare to take on roles in our schools and institutions, we know that we as individuals advocate for students who are underrepresented in the field of mathematics. In my view, so many systems were not built to be 'inclusive' - I often say that universities, schools, and so many other 'systems' were actually built with particular humans in mind - and the humans were not the diversity of humans we understand today - gender, sexual orientation, race, linguistically, neurologically, and physically. ... Go to the President's full message.

June 18, 2021

Dr. William W. Schieffelin Claytor (1908 – 1967) was the third African American to earn a PhD in mathematics in the United States. He earned that degree from the University of Pennsylvania in 1933, and his field of study was Topology. Although his work was cited worldwide, Dr. Claytor never secured a position at a research university because of his race. When invited to give talks at various mathematical events, the receptions, meal functions, and accommodations at host hotels were not available to him. His work faced more scrutiny than the work of his colleagues. Dr. Claytor became discouraged and eventually stopped pursuing his goal to become a faculty member at a research university. These were all accepted racist practices against African Americans during that time. It was societal, and there was little Dr. Claytor could do; others accepted it as standard practice.

The American Mathematical Society (2021) recently acknowledged Dr. Claytor’s story in Towards a Totally Inclusive Mathematics Profession:

Patterns of exclusion have a real psychological impact. They are remembered by their victims (and by others around them), and they desensitize others to the real impact of these actions. They are traumatic. To not be able to stay at conference hotels sent explicit messages of exclusion, as well as barred Claytor from the informal interactions that are critical parts of professional activity (p. 2).

Some might wonder why organizations such as TODOS make statements about Black Lives Matter, voter suppression laws, and Asian hate. Some might argue that mathematics organizations should stay out of politics and not take stances. If we care about the social-emotional well-being and mental health of our children and their families or caretakers, then we must not remain silent. Children cannot learn, and families and caregivers cannot function when life events are harmful and traumatizing. To not take a stance gives validation and permission for further marginalization.

As this school year ends and another begins, we should first pause and reflect on how far we’ve come and what we’ve learned. Not all acts of discrimination and marginalization make the news. Unfortunate events impact the lives of children and adults every day. As educators and citizens, we have an important role in disrupting and dismantling racist structures and practices both in and out of school. Like Dr. Claytor, dreams unfulfilled can significantly alter life’s pathways.

Now is the time to set goals for antiracism work for the upcoming school year.

  • Begin by establishing a vision for your classroom, your department, and your school.
  • Acknowledge and articulate to others racist practices and structures within your work environment.
  • Focus discussions on the positive changes needed to support students and families/caregivers who may have faced hardships over the past months.
  • Share resources and provide safe spaces for colleagues and other stakeholder groups, including parents and caregivers, to reflect, listen and learn from each other.
  • Be intentional with professional development plans in order to learn more about antiracism with the goal of developing actions.

Do not work alone. Find like-minded individuals who will collaborate with you and additionally support you. As you plan, do not be discouraged as we are working to disrupt and dismantle a system that has become normal and, to some, difficult to recognize or acknowledge. By all means, pace the work; take breaks; pause; then begin again.


Eakins, S. (2021) Sustaining Antiracist Momentum Resource. Available at


January 20, 2021

The events of January 6th are unsettling, and for some of us, the burden gets heavier and heavier as we watched in disbelief the racism and white privilege perpetuated before our very eyes. Surprised, yes, but not surprised, because it’s what we’ve known, experienced, and observed our whole lives. For the first time in a long time, I look over my shoulder more and perhaps not trusting as much. Dr. Julian Weissglass once said that racists acts are learned and often imposed on the very young child. No one is born racist! Yes, each rioter was once a child in our schools, playing in our neighborhoods. What happened?

As educators, what can we do to disrupt racism and help our children and ourselves be more caring, tolerant, and accepting of differences? It begins with us examining our biases, beliefs, and reflecting on relationships with students and each other. Are we guilty of double-standards in disciplining students or in whose voices we respect in a meeting? What does our instruction say about our beliefs about particular groups of children? We each have to answer these questions for ourselves. Though we cannot solve all the nation’s problems, we can do something; we must! 

Join TODOS as we continue this journey for clarity, patience, and new understandings. Many new resources are popping up to help. Here are just a few:

Dr. Linda M. Fulmore, President
TODOS: Mathematics For All

December 17, 2020

In November, the mathematics community lost two giants, Rocio Benedicto, and Gil Cuevas. Both were stars in the TODOS family and will be missed. We will be forever grateful for their contributions.

Rocio Benedicto was the founder and Director of New Mexico State University's Collaborating for Outstanding Readiness in Education (CORE) program. Rocio served on the TODOS Board in many capacities, including developing social justice professional development that was facilitated throughout the country. Rocio will be remembered as a friend, collaborator, and one who had a relentless passion for social justice and equitable education for children.

Gil Cuevas was on the mathematics faculty at Texas State University, Austin. Throughout his professional career, he received numerous awards and recognitions. In 2015, Gil was the recipient of TODOS' Iris M. Carl Equity Leadership Award. His work on the NCTM Equity and Diversity Committee in the early 2000s led directly to the establishment of TODOS. It was an honor to know and walk beside both Rocio and Gil.

In 2020, TODOS worked to increase visibility by updating its website, developing new resources, and offering webinars to help educators respond to the changing dynamics of our schools, communities, and our nation. We appreciate your support and confidence. Thank you! Look for more in 2021.

Have a safe and refreshing holiday! Let it be a time of renewal!

Be well,

Dr. Linda M. Fulmore, President
TODOS: Mathematics For All

September 17, 2020

TODOS recently released the fourth commentary, Equity Considerations for Access, Design, and Use of Technologies for Teaching Mathematics, supporting the position statement, The Mo(ve)ment to Prioritize Antiracist Mathematics. This commentary offers a holistic approach and outlines important actions, including norms and ideas for accountability, as you navigate this school year with online platforms and the unknowns that go with them. You are encouraged to be creative, flexible, and patient with virtual and hybrid formats so that each and every child will be successful every day.

The position statement and four commentaries were developed to provide reflection, change, collaboration, especially with families, as well as promote equitable strategies to do school in better ways. Here is the list of remarkable authors: Maria Del Rosario Zavala (lead author), Amber Candela, Nichole Lingren, Ma Bernadette Andres-Salgarino, Zandra De Araujo, Gladys Krause, and Erin Sylves. Please join me in thanking them for their contribution to mathematics education, and visit for all of the links.

So what can you do right now?

We see this work influencing administrative decisions, such as vision statements, and classroom practices that will put the care of students and families first. We encourage the use of ideas into professional learning opportunities for teachers, such as providing time for teams to dive into deep study and analysis, one statement at a time. There is sufficient content for jigsaws or book study like formats.

I invite you to join The Mo(ve)ment to Prioritize Antiracist Mathematics by sharing this information with others you know, such as colleagues in other disciplines, outside your workplace, and within your community. I know that together we can make a difference so that more equitable strategies will be used to do school in better ways.

Continue to stay strong and to be encouraged!

Dr. Linda M. Fulmore
TODOS Mathematics for All, President

July 17, 2020

It's here, the beginning of another school year. And with that comes the excitement of meeting our students for the first time. Our wonderful students come to us wondering, believing, thinking, and valuing. They come with school and community knowledge, and new lived experiences as a result of our nation's recent events. These rich experiences and knowledge will be unique to each child. And with that comes the hope that we will listen and respect without judging. Our children know and understand more than we think. So let's not hold them back from the learning they desire and the changes they seek in the world. 

This year may be different, but think of it as an opportunity. We don't and should not go back to the ways things were. We must put the well-being of children and their families first and academic content second. We must believe in the brilliance of Black, Latinx, and Indigenous children. We must embrace new technologies that ensure humanity in virtual spaces. 

Your responses to our newest position paper, "The Mo(ve)ment to Prioritize Anti-Racist Mathematics: Planning for This and Every School Year, are so encouraging, and the supporting commentaries are on their way. We hope you will find the commentaries just as powerful. They contain research-informed information on social-emotional learning, assessment, parental involvement, and technology.

TODOS wishes for you the best school year ever! We still are in the greatest profession!

Stay strong! Be encouraged!

Dr. Linda M. Fulmore

May 31, 2020

TODOS began in 2003 when a small group of educators met in Phoenix, AZ. Under the leadership of Founding President Miriam Levia, a need was recognized, resulting in a mission to advocate for equity and high-quality mathematics education for all students— in particular, Latina/o students. Today I think that mission must go beyond the walls of the classroom to advocating for fairness in life and freedom from discrimination and marginalization. It’s been stated that America is currently dealing with two viruses, COVID-19 and racism. Indeed, the events of the past few months and days have made far too many inequalities and injustices visible.

This is the lens by which I’m beginning my tenure as President of TODOS, and I accept the challenge. We can no longer believe that a focus on curriculum, instruction, and assessment will be enough to prepare our children for survival in the world. We need anti-racist conversations for ourselves and our children. TODOS will continue to develop new products and professional learning opportunities for teachers, leaders, and families so that every child can succeed in school, in their careers, and in life.

Be well, be safe, and be hopeful!

Dr. Linda M. Fulmore