TODOS 2020 Conference Strands & Focus Questions

 Beliefs & Structures

Focus Questions:

  1. What approaches help you and others interrogate and challenge deficit views about mathematics learning and students’ agency and identity?
  2. What strategies help educators and school personnel eradicate harmful beliefs about students’ cultural, linguistic, economic, and family backgrounds that hinder seeing students’ backgrounds as assets for learning mathematics?
  3. What types of professional opportunities enable teachers to focus on the social, cultural, linguistic, contextual, and cognitive facets of mathematics and mathematics learning?
  4. How can the mathematics community increase recruitment and retention of mathematics teachers and leaders from historically marginalized groups?
  5. What strategies can teachers use to understand the role assessment plays in shaping students’ identity and agency and mitigate negative effects?
  6. How do educators use technology, including social media, to increase students’ access to rigorous and relevant mathematics?

Curriculum & Instruction

Focus Questions

  1. How do teachers maintain high expectations for all students’ mathematics understanding in heterogeneous classrooms?
  2. How can mathematics educators create equitable P-12 school structures in mathematics, confronting the impact of student and teacher tracking?
  3. How can the high school course taking pathways be re-engineered so that they optimize the opportunity for students to achieve what they aspire?
  4. How do high schools implement continuous four-year mathematics pathways with all students studying mathematics each year while eliminating tracking and requiring less remediation?
  5. What strategies support each and every student to develop a positive mathematical identity and a high sense of agency?How do educators use technology, including social media to increase students’ access to rigorous and relevant mathematics curriculum and instruction?

Families & Communities

Focus Questions

  1. How can mathematics teachers leverage families and community resources (i.e., language, knowledge, and culture) to support students’ access, engagement, and advancement in mathematics?
  2. What strategies help us understand the role that families and communities play in students’ identity and agency?
  3. How can mathematics teachers establish and maintain inclusive classroom communities that build on the student, family, and community strengths?
  4. What are authentic ways of building trust and relationships with students, families, and communities?
  5. What innovative professional learning opportunities exist to support teachers to engage students, their families, and their communities in learning and doing mathematics?
  6. How can technology, including social media, be used to engage families and communities as school partners in mathematics education?
  7. How can mathematics educators promote and support social justice issues that are relevant to students, families, and communities?

Systems & Accountability

Focus Questions 

  1. What supports do teachers need to activate their agency to advocate for what matters?
  2. How do educational decision makers create accountability mechanisms for classrooms, schools, and districts that uplift students to learn rigorous and relevant mathematics?
  3. How do mathematics educators work together to harness the multifaceted knowledge needed to replace the systems of oppression in mathematics education with new systems of equity that promote rich, rigorous, and relevant mathematical experiences for our nation’s children?
  4. How can technology, including social media, be used to create equitable accountability systems?