The Summit's four plenary speakers will each present a keynote talk as well as a breakout session. Read their abstracts for these presentations:
KEYNOTE PRESENTATIONS
Felicia Moore Mensah, professor of science education and chair of the Department of Mathematics, Science and Technology at Columbia University
"I Didn’t Know Inclusion Was For Science and Mathematics, Too"
In this keynote presentation, Dr. Mensah (@docmensah) will discuss comments she has heard from science and mathematics teachers who consider inclusion is not for them. When we fail to see inclusive teaching as part of our science and mathematics teaching, we rob students and ourselves of powerful ways to reimagine content, engage students, and challenge our pedagogy.
Amanda Morales, associate professor of multicultural education and ESOL in the Department of Teaching, Learning and Teacher Education at the University of Nebraska–Lincoln
"DEI in Math & Science Classrooms: The Courage to Move from Theory to Practice"
Educators maintain strong commitments to equity and inclusion despite the profound pressures they are currently under. However, in the wake of an unprecedented and evolving health crisis, ongoing attacks on education as a profession, and increased racial tensions nationally and locally, enacting race-conscious and culturally efficacious pedagogies within highly diverse classrooms proves difficult. This presentation focuses how considerations for math and science teachers seeking to move forward DEI efforts in authentic and impactful ways.
Hortensia Soto, professor of mathematics at Colorado State University
"Did Someone Say Active Learning? Well, Let’s Get Moving!"
Embodied cognition is a philosophy that hypothesizes that learning is body-based. In this presentation I will share research and classroom practices that support this hypothesis. Wear your comfy clothes so you can engage in activities where you can learn mathematics by moving in new ways. Specifically, we will discover the definition of a circle and of an ellipse through the lens of embodied cognition. If time permits, we will extend these definitions to taxicab geometry (so you can blow your students’ mind). Don’t forget your fun-meter.
Mona Toncheff, education consultant and past president of the National Council of Supervisors of Mathematics
"Disrupting Unproductive Mindsets and Practices Using Strengths-Based Teaching"
How do we recognize, believe in, and build on the strengths of the teachers and students we serve? Every mathematics teacher and leader is charged with forging a path leading to improved student learning. Through examples, Mona will explore the Empower guiding principle of the NCSM Essential Actions: Framework for Mathematics Leadership and share strength-based leadership strategies to build productive mindsets and practices in both students and teachers.
BREAKOUT SESSION PRESENTATIONS
Felicia Moore Mensah, professor of science education and chair of the Department of Mathematics, Science and Technology at Columbia University
"Strategies for Inclusive STEM Teaching"
In her breakout session following the plenary, Dr. Mensah will share with participants some approaches she has used in STEM education to promote the kinds of teaching and learning she hopes for science and mathematics classrooms.
Amanda Morales, associate professor of multicultural education and ESOL in the Department of Teaching, Learning and Teacher Education at the University of Nebraska–Lincoln
"Supporting Multilingual Learners in Math & Science Classrooms:
Uncovering and Utilizing Students’ Funds of Knowledge as Resources"
In order to support the increasingly-diverse learning needs of their students, effective teachers must develop a wide range of instructional strategies that respond to students’ readiness, interests, and learning styles. In this session, participants will learn how to uncover and leverage students’ funds of knowledge in order to develop flexible approaches to content, instruction, and products that increase access to more effective and engaging learning experiences for multilingual students.
Hortensia Soto, professor of mathematics at Colorado State University
"Compassion in & Access to Learning Mathematics (CALM)"
Research indicates that students from minoritized groups are more likely to pursue STEM degrees if they can see how these fields benefit their communities and if they are in classrooms where they experience micro or macro-affirmations. In this presentation, I will share my perspectives, based on research and personal experiences, on how we can create learning environments that provide our students access to learning mathematics. I argue that we can help students see the value of mathematics challenging them, providing a supportive learning environment, and creating a space where they have a voice in their learning.
Mona Toncheff, education consultant and past president of the National Council of Supervisors of Mathematics
"Closing the Opportunity Gap: A Call for Detracking Mathematics"
All students deserve equitable access to high-quality mathematics. While we know there are many factors that hinder access, NCSM calls for the cessation of one clear, addressable factor: the practice of tracking. This session will explore the essential actions and first steps stakeholders can take towards detracking mathematics. For grades 6-12 math teachers and leaders.