What policies, processes, and practices need to be examined to increase student opportunities during and after their compulsory education is completed? Do our actions help students see themselves as capable of learning mathematics or discourage it? We will examine critical conversations that can serve as a catalyst for equitable mathematics experience for all of our students.
These conversations must engage and support all stakeholders to identify the purposes of learning math, consider the influence of existing structures, to decide what should be changed. Examine how we can equitably teach mathematics and implement strategies to support an understanding of and appreciation for mathematics.
Recognizing that different settings have their own unique characteristics; we must all examine what we can do to help all students learn and apply mathematics and increase their opportunities in the world around them.