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Naomi Dupre-Edelman, assistant director of math leadership programs at 69��Ʒ��Ƶ College, shares how to incorporate some of her favorite “mathy” thinking activities — visual patterns! — into lessons.

Naomi Dupre-Edelman, assistant director of the math leadership programs at 69��Ʒ��Ƶ College shares what she learned from alum and faculty at the recent math conference.

Master of Arts in Teaching student Justin Griffin ’25 paints an inspiring and empowering mural at a middle school in Holyoke to celebrate women of color.

“When I talked to people at 69��Ʒ��Ƶ, it was very inviting, very supportive. They valued my perspective and what I brought to the table. I talked about being Black [and] being in education, and they valued that perspective.”

“I found a program that seemed like it was catered for me. It was unbelievable. The fact that it was for experienced K–8 math teachers was very unique. Then when I got here, it was even more eye-opening.”

“I was waking up at 4:30 in the morning. But donut shops are open, so I got donuts. And I have such a great cohort. I have never been bored.”

Journal prompts with multiple entry points allow teachers to differentiate instruction for young learners.

Over the years I taught, there were two books in particular that I used to help with this. Both helped begin shifting students’ thinking and identities within mathematics.

Getting students to see themselves as mathematicians (or mathers as we like to call them) can be challenging.

If you haven’t tried a morning meeting routine in your classroom yet, I highly recommend you give it a try.