{"id":4141,"date":"2024-10-30T16:56:31","date_gmt":"2024-10-30T16:56:31","guid":{"rendered":"https:\/\/www.terc.edu\/mathequityforum\/?page_id=4141"},"modified":"2026-04-02T10:01:14","modified_gmt":"2026-04-02T14:01:14","slug":"past-events","status":"publish","type":"page","link":"https:\/\/www.terc.edu\/mathequityforum\/past-events\/","title":{"rendered":"Past Events"},"content":{"rendered":"\n<div style=\"height:30px\" aria-hidden=\"true\" id=\"Moschkovich\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h5 class=\"wp-block-heading is-style-highlight-purple-with-dots\"><a href=\"https:\/\/www.terc.edu\/mathequityforum\/speaker-series-2025-2026-session-4\/\">Mathematics and Language: Recommendations for Equitable and Effective Math Instruction for Multilingual Learners<\/a><strong> <\/strong>(3\/31\/26)<\/h5>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"alignleft size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"843\" height=\"837\" src=\"https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2025\/11\/JuditMoschkovich2-e1762204548407.png\" alt=\"Dr. Judit Moschkovich\" class=\"wp-image-6125\" style=\"width:196px;height:auto\" srcset=\"https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2025\/11\/JuditMoschkovich2-e1762204548407.png 843w, https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2025\/11\/JuditMoschkovich2-e1762204548407-300x298.png 300w, https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2025\/11\/JuditMoschkovich2-e1762204548407-150x150.png 150w, https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2025\/11\/JuditMoschkovich2-e1762204548407-768x763.png 768w\" sizes=\"auto, (max-width: 843px) 100vw, 843px\" \/><\/figure>\n<\/div>\n\n\n<p>Dr. Judit&nbsp;Moschkovich&nbsp;presents research-based recommendations for effective and&nbsp;equitable&nbsp;mathematics instruction for multilingual&nbsp;learners, and&nbsp;engages participants in&nbsp;thinking&nbsp;about what such strategies look and&nbsp;sound&nbsp;like in a real&nbsp;3rd grade classroom.&nbsp; <a href=\"https:\/\/www.terc.edu\/mathequityforum\/related-work\/#Assessment\">Learn More<\/a>.<\/p>\n\n\n\n<iframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https:\/\/www.youtube.com\/embed\/_UPbFKkEpJY?si=0te1n_FPZdrIohnR\" title=\"YouTube video player\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n\n\n\n<div style=\"height:30px\" aria-hidden=\"true\" id=\"Laib\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h5 class=\"wp-block-heading is-style-highlight-purple-with-dots\"><strong><a href=\"https:\/\/www.terc.edu\/mathequityforum\/speaker-series-2025-2026-session-3\/\"><em>Using Insights about Student Thinking to Shape Classroom Experiences<\/em><\/a> <\/strong>(2\/4\/26)<\/h5>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"alignleft size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"822\" height=\"792\" src=\"https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2025\/11\/JennaLaib2-e1762204324475.png\" alt=\"\" class=\"wp-image-6124\" style=\"width:196px;height:auto\" srcset=\"https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2025\/11\/JennaLaib2-e1762204324475.png 822w, https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2025\/11\/JennaLaib2-e1762204324475-300x289.png 300w, https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2025\/11\/JennaLaib2-e1762204324475-768x740.png 768w\" sizes=\"auto, (max-width: 822px) 100vw, 822px\" \/><\/figure>\n<\/div>\n\n\n<p>Jenna Laib explores how understanding student thinking can guide responsive mathematics instruction. In this session, participants examine examples of students\u2019 reasoning revealed through clinical interviews and formative assessments. Jenna shares strategies for using these insights to make instructional decisions that build on students\u2019 strengths, address their needs, and create meaningful mathematical learning experiences for all. <a href=\"https:\/\/www.terc.edu\/mathequityforum\/related-work\/#Assessment\">Learn More<\/a>.<\/p>\n\n\n\n<iframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https:\/\/www.youtube.com\/embed\/1dH7rjRIjIQ?si=SDpD-a06zgE-Ynyn\" title=\"YouTube video player\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n\n\n\n<div style=\"height:30px\" aria-hidden=\"true\" id=\"Burns\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h5 class=\"wp-block-heading is-style-highlight-purple-with-dots\"><em><strong><a href=\"https:\/\/www.terc.edu\/mathequityforum\/speaker-series-2025-2026-session-2\/\">Reasoning: The Essential Foundation for Building Students&#8217; Understanding<\/a><\/strong><\/em> (12\/10\/25)<\/h5>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"alignleft size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"852\" height=\"822\" src=\"https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2025\/11\/MarilynBurns2-e1762204520511.png\" alt=\"Marilyn Burns\" class=\"wp-image-6126\" style=\"width:134px;height:auto\" srcset=\"https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2025\/11\/MarilynBurns2-e1762204520511.png 852w, https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2025\/11\/MarilynBurns2-e1762204520511-300x289.png 300w, https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2025\/11\/MarilynBurns2-e1762204520511-768x741.png 768w\" sizes=\"auto, (max-width: 852px) 100vw, 852px\" \/><\/figure>\n<\/div>\n\n\n<p>Marilyn Burns explores numeracy as the cornerstone of K\u20135 mathematics learning, focusing on how students build understanding through reasoning. In this session, participants examine examples of students solving arithmetic problems mentally and explaining their thinking. Marilyn shares key takeaways that connect students\u2019 reasoning to instructional decisions, offering insights for teaching mathematics in responsive and meaningful ways. <a href=\"https:\/\/www.terc.edu\/mathequityforum\/related-work\/#Math\">Learn More<\/a>.<\/p>\n\n\n\n<p style align=\"center\"> <iframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https:\/\/www.youtube.com\/embed\/nJ9egW2KE48?si=K923HtEjqqLVNGGS\" title=\"YouTube video player\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n\n\n\n<div style=\"height:30px\" aria-hidden=\"true\" id=\"Seda\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h5 class=\"wp-block-heading is-style-highlight-purple-with-dots\"><em><strong><a href=\"https:\/\/www.terc.edu\/mathequityforum\/speaker-series-2025-2026-session-1\/\">Culturally Relevant Math Tasks: When What You Teach Connects to Who They Are<\/a><\/strong><\/em> (11\/19\/25)<\/h5>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"alignleft size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"825\" height=\"816\" src=\"https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2025\/11\/PamSeda2-1-e1762204452429.png\" alt=\"Dr. Pamela Seda\" class=\"wp-image-6129\" style=\"width:134px;height:auto\" srcset=\"https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2025\/11\/PamSeda2-1-e1762204452429.png 825w, https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2025\/11\/PamSeda2-1-e1762204452429-300x297.png 300w, https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2025\/11\/PamSeda2-1-e1762204452429-768x760.png 768w\" sizes=\"auto, (max-width: 825px) 100vw, 825px\" \/><\/figure>\n<\/div>\n\n\n<p>Dr. Pamela Seda explores how culturally relevant math tasks can deepen engagement by connecting mathematical ideas to students\u2019 lived experiences. Grounded in the <em>Understand Your Students Well<\/em> principle of the ICUCARE\u00ae Framework, this session offers practical ways for teachers to design learning that honors students\u2019 identities and supports meaningful mathematical thinking. <a href=\"https:\/\/www.terc.edu\/mathequityforum\/related-work\/#Seda\">Learn More<\/a>.<\/p>\n\n\n\n<p style align=\"center\"> <iframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https:\/\/www.youtube.com\/embed\/lmEW4mATdbE?si=fJO4sFEGrbQrDB6f\" title=\"YouTube video player\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n\n\n\n<h5 class=\"wp-block-heading is-style-highlight-purple-with-dots\" id=\"LambertSensemakers\"><a href=\"https:\/\/www.terc.edu\/mathequityforum\/speaker-series-session-5\/\"><em>Trusting All Students As Sensemakers<\/em><\/a> (4\/8\/25)<\/h5>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"alignleft size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"600\" height=\"600\" src=\"https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2024\/10\/Lambert_SpeakerSeries.png\" alt=\"\" class=\"wp-image-4227\" style=\"width:134px;height:auto\" srcset=\"https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2024\/10\/Lambert_SpeakerSeries.png 600w, https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2024\/10\/Lambert_SpeakerSeries-300x300.png 300w, https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2024\/10\/Lambert_SpeakerSeries-150x150.png 150w\" sizes=\"auto, (max-width: 600px) 100vw, 600px\" \/><\/figure>\n<\/div>\n\n\n<p>Dr. Rachel Lambert discusses the importance of knowing and believing that all students, including and especially neurodiverse and disabled students, have mathematical gifts. This talk investigates how to begin with strengths using neurodiversity and explores how teachers can create the conditions for mathematical sensemaking for all students.&nbsp;<a href=\"https:\/\/www.terc.edu\/mathequityforum\/related-work\/#Lambert\">Learn More<\/a>.<\/p>\n\n\n\n<div style=\"height:25px\" aria-hidden=\"true\" id=\"KazemiRelationship\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p style align=\"center\"> <iframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https:\/\/www.youtube.com\/embed\/fXNopT_dxaA?si=AoLDs8BmszNPIljM\" title=\"YouTube video player\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n\n\n\n<div style=\"height:35px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h5 class=\"wp-block-heading is-style-highlight-purple-with-dots\" id=\"AguirreMathematizing\"><a href=\"https:\/\/www.terc.edu\/mathequityforum\/speaker-series-session-4\/\"><em>Developing Equitable Participation Through Reciprocity and Relationship<\/em><\/a> (3\/6\/25)<\/h5>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"alignleft size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"600\" height=\"600\" src=\"https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2024\/10\/Kazemi_SpeakerSeries.png\" alt=\"\" class=\"wp-image-4152\" style=\"width:134px;height:auto\" srcset=\"https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2024\/10\/Kazemi_SpeakerSeries.png 600w, https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2024\/10\/Kazemi_SpeakerSeries-300x300.png 300w, https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2024\/10\/Kazemi_SpeakerSeries-150x150.png 150w\" sizes=\"auto, (max-width: 600px) 100vw, 600px\" \/><\/figure>\n<\/div>\n\n\n<p>Dr. Elham Kazemi draws on ideas of reciprocity and relationship to provide examples of collaborative classroom communities that foster equitable participation. How can stories and storytelling provide rich contexts for discussions that build children\u2019s agency and identities as mathematicians at the same time that they orient children to each other? How do we invite children to mathematics in a way that honors and takes seriously their diverse ways of thinking and being?&nbsp;<a href=\"https:\/\/www.terc.edu\/mathequityforum\/related-work\/#Participation\">Learn More<\/a>.<\/p>\n\n\n\n<div style=\"height:25px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p style align=\"center\"> <iframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https:\/\/www.youtube.com\/embed\/SBzEHLuIXaA?si=CMFV3RqbuNC3DJwK\" title=\"YouTube video player\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n\n\n\n<div style=\"height:35px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h5 class=\"wp-block-heading is-style-highlight-purple-with-dots\" id=\"Aguirre\"><em><strong><a href=\"https:\/\/www.terc.edu\/mathequityforum\/speaker-series-session-3\/\">Mathematizing the World: Building Strong Connections with Students and Their Families\/Communities to Learn Mathematics in and out of School<\/a><\/strong> <\/em><strong>(1\/28\/25)<\/strong><\/h5>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"alignleft size-thumbnail is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"150\" height=\"150\" src=\"https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2024\/10\/Aquirre_SpeakerSeries-150x150.png\" alt=\"\" class=\"wp-image-4151\" style=\"width:112px;height:auto\" srcset=\"https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2024\/10\/Aquirre_SpeakerSeries-150x150.png 150w, https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2024\/10\/Aquirre_SpeakerSeries-300x300.png 300w, https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2024\/10\/Aquirre_SpeakerSeries.png 600w\" sizes=\"auto, (max-width: 150px) 100vw, 150px\" \/><\/figure>\n<\/div>\n\n\n<p>Dr. Julia Aguirre discusses how centering students\u2019 humanity, cultural backgrounds, and lived experiences is vital to creating an inclusive, engaging environment where all learners can thrive.&nbsp;She also suggests concrete strategies for connecting students&#8217; experiences to their math learning, an approach that is essential for making math both relevant and empowering.&nbsp;<a href=\"https:\/\/www.terc.edu\/mathequityforum\/related-work\/#Families\">Learn More<\/a>.<\/p>\n\n\n\n<div style=\"height:25px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p style align=\"center\"> <iframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https:\/\/www.youtube.com\/embed\/JGYSfMLIhf8?si=i1gcQW0FG6mfkAiB\" title=\"YouTube video player\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n\n\n\n<div style=\"height:35px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h5 class=\"wp-block-heading is-style-highlight-purple-with-dots\" id=\"RussellSchifterInterweaving\"><strong><em><a href=\"https:\/\/www.terc.edu\/mathequityforum\/speaker-series-session-2\/\">Interweaving Deep Mathematics and Equitable Participation<\/a> <\/em>(12\/12\/24)<\/strong><\/h5>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"alignleft size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"666\" height=\"363\" src=\"https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2024\/10\/SpeakerSeries2.png\" alt=\"\" class=\"wp-image-4159\" style=\"width:193px;height:auto\" srcset=\"https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2024\/10\/SpeakerSeries2.png 666w, https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2024\/10\/SpeakerSeries2-300x164.png 300w\" sizes=\"auto, (max-width: 666px) 100vw, 666px\" \/><\/figure>\n<\/div>\n\n\n<p id=\"GodfreyGarciaElements\">Susan Jo Russell and Deborah Schifter describe and examine videos of classrooms that emphasize mathematical discussions in which students build on each others\u2019 ideas. This requires a dual commitment on the part of the teacher to deep mathematics and equitable participation. They consider how engaging with complex ideas can support equitable participation and how giving attention to a wide range of student ideas deepens the mathematics.&nbsp;<a href=\"https:\/\/www.terc.edu\/mathequityforum\/related-work\/#Math\">Learn More<\/a>.<\/p>\n\n\n\n<div style=\"height:25px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p style align=\"center\"> <iframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https:\/\/www.youtube.com\/embed\/C1ax4iP6obk?si=ZeM0mH3ccIma9PRP\" title=\"YouTube video player\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n\n\n\n<div style=\"height:35px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h5 class=\"wp-block-heading is-style-highlight-purple-with-dots\"><strong><em><a href=\"https:\/\/www.terc.edu\/mathequityforum\/speaker-series-session-1\/\">Four Elements of Equitable Math Learning Communities: An Introduction<\/a> <\/em>(11\/20\/24)<\/strong><\/h5>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"alignleft size-medium is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"300\" height=\"164\" src=\"https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2024\/10\/SpeakerSeries1-300x164.png\" alt=\"\" class=\"wp-image-4158\" style=\"width:313px;height:auto\" srcset=\"https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2024\/10\/SpeakerSeries1-300x164.png 300w, https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2024\/10\/SpeakerSeries1.png 666w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/figure>\n<\/div>\n\n\n<p id=\"StorytellingMath\">Lynne Godfrey and Marta Garcia introduce and discuss four elements that are critical to developing and sustaining equitable mathematics classrooms in the elementary grades. These four areas \u2013 deep and rigorous mathematics, equitable participation in a collaborative mathematics community, strength-based assessment and accommodation and connecting to students, their families and their communities \u2013 taken together, are cornerstones of an equitable mathematics learning community.&nbsp;<a href=\"https:\/\/www.terc.edu\/mathequityforum\/related-work\/\">Learn More<\/a>.<\/p>\n\n\n\n<div style=\"height:25px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p style align=\"center\"> <iframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https:\/\/www.youtube.com\/embed\/503vqB2K9OQ?si=ucfl-O0S2VbP09WZ\" title=\"YouTube video player\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n\n\n\n<div style=\"height:35px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h5 class=\"wp-block-heading is-style-highlight-with-dots\"><strong>Storytelling Math: <em>Math, Diversity, and the Power of Story <\/em>(11\/8\/23)<\/strong><\/h5>\n\n\n<div class=\"wp-block-image is-resized\">\n<figure class=\"alignleft size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"651\" height=\"302\" src=\"https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2023\/10\/Speaker_STM-cover_LLU.png\" alt=\"Two children's books: &quot;Lia and Luis: Who Has More?&quot; and &quot;Usha and the Big Digger&quot;\" class=\"wp-image-1816\" style=\"aspect-ratio:2.1556291390728477;width:374px;height:auto\" srcset=\"https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2023\/10\/Speaker_STM-cover_LLU.png 651w, https:\/\/www.terc.edu\/mathequityforum\/wp-content\/uploads\/sites\/49\/2023\/10\/Speaker_STM-cover_LLU-300x139.png 300w\" sizes=\"auto, (max-width: 651px) 100vw, 651px\" \/><\/figure>\n<\/div>\n\n\n<p>Picture books can help&nbsp;<em>all&nbsp;<\/em>children see themselves as strong mathematical thinkers.&nbsp;Listen as&nbsp;author Ana Crespo, math education researcher Marlene Kliman, and editor Alyssa Mito Pusey&nbsp;take a deep dive into picture books that combine authentic cultural diversity, emotionally resonant stories, and deep mathematical ideas.&nbsp;They offer examples from the Storytelling Math series\u2014a&nbsp;collaboration among Charlesbridge Publishing, TERC, and a host of authors and illustrators from varied cultural backgrounds\u2014and&nbsp;show how these books can support equitable learning in K-2 classrooms.&nbsp;<a href=\"https:\/\/www.terc.edu\/mathequityforum\/related-work\/#STM\">Learn More<\/a>.<\/p>\n\n\n\n<div style=\"height:25px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p style align=\"center\"> <iframe loading=\"lazy\" width=\"560\" height=\"315\"  src=\"https:\/\/www.youtube.com\/embed\/XFoYDEGP7qY?si=5gcE4a3GzPyfflXy\" title=\"YouTube video player\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen=\"\"><\/iframe><\/p>\n\n\n\n<p><br><br><\/p>\n","protected":false},"excerpt":{"rendered":"<p><a href=\"https:\/\/www.terc.edu\/mathequityforum\/speaker-series-2025-2026-session-4\/\">Mathematics and Language: Recommendations for Equitable and Effective Math Instruction for Multilingual Learners<\/a> (3\/31\/26)<\/p>\n<p>Dr. Judit&nbsp;Moschkovich&nbsp;presents research-based recommendations for effective and&nbsp;equitable&nbsp;mathematics instruction for multilingual&nbsp;learners, and&nbsp;engages participants in&nbsp;thinking&nbsp;about what such strategies look and&nbsp;sound&nbsp;like in a real&nbsp;3rd grade classroom.&nbsp; <a href=\"https:\/\/www.terc.edu\/mathequityforum\/related-work\/#Assessment\">Learn More<\/a>.<\/p>\n<p><a href=\"https:\/\/www.terc.edu\/mathequityforum\/speaker-series-2025-2026-session-3\/\"><em>Using Insights about Student Thinking to Shape Classroom Experiences<\/em><\/a> (2\/4\/26)<\/p>\n<p>Jenna Laib explores how understanding student thinking can guide responsive mathematics instruction. In this session, participants examine examples of students\u2019 reasoning revealed through clinical interviews and formative assessments.  <a href=\"https:\/\/www.terc.edu\/mathequityforum\/past-events\/\">&nbsp;&raquo;&nbsp;Read more<\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-fullwidth.php","meta":{"_acf_changed":false,"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"1190,218,1752","_relevanssi_noindex_reason":"","footnotes":""},"class_list":["post-4141","page","type-page","status-publish","hentry"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Past Events - Forum for Equity in Elementary Mathematics<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.terc.edu\/mathequityforum\/past-events\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Past Events - Forum for Equity in Elementary Mathematics\" \/>\n<meta property=\"og:description\" content=\"Mathematics and Language: Recommendations for Equitable and Effective Math Instruction for Multilingual Learners (3\/31\/26)    Dr. Judit&nbsp;Moschkovich&nbsp;presents research-based recommendations for effective and&nbsp;equitable&nbsp;mathematics instruction for multilingual&nbsp;learners, and&nbsp;engages participants in&nbsp;thinking&nbsp;about what such strategies look and&nbsp;sound&nbsp;like in a real&nbsp;3rd grade classroom.&nbsp; Learn More.      Using Insights about Student Thinking to Shape Classroom Experiences (2\/4\/26)    Jenna Laib explores how understanding student thinking can guide responsive mathematics instruction. 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