In this working group we want to (re)convene researchers and educators interested in understanding the scope of research that can be pursued with Indigenous communities on aspects of mathematics teaching, learning, curriculum, and professional development. A secondary goal of this group is to develop a network of scholars who are interested in advancing research on these areas and who are pursuing or planning to start projects with a focus on Indigenous communities in the United States, the Americas, and internationally. This year’s iteration of the working group will continue to integrate the contexts of Tribal Colleges and Universities (TCUs) into research on mathematics education.

Date & Time

February 26, 2026, 8:00 a.m. – 12:00 p.m. EST

Speakers:

Belin Tsinnajinnie, Research Associate, WestEd

Vilma Mesa, Education and Mathematics Professor, University of Michigan

Location:

TBD

In this session, the discussion will focus on the paper’s findings and on understanding the implementation and impact of an innovative corequisite mathematics intervention in a large-scale quasi-experimental study. Conducted in a large U.S. community college, the goal of the study is to evaluate the impacts of the Statway Corequisite course on student outcomes and to understand the implementation components that relate to those outcomes.

Date & Time

February 27, 2026, 4:20 p.m. – 4:50 p.m. EST

Speakers:

Katie D’Silva, Research Associate, WestEd

Location:

Curie Room

The CREATE Adult Skills Network’s six research projects are exploring innovations that address the needs of adult learners through technology-enabled instruction and assessment. Session attendees will visit demonstrations of the different edtech tools the research teams are testing and see how they support aspects such as personalized assessments, leverage AI, boost access to open/free digital content, promote digital learning, and creatively use technology to support math, writing, reading, and civics education.

Date & Time

March 31, 2025, 8:00 am-9:10 am Central

Speakers: 

Ann Edwards, Director, Carnegie Math Pathways

Lewis Hosie, Development and Implementation Director, Carnegie Math Pathways

This session engages participants in a new technology-enabled mathematics course developed in the IES-funded Adult Numeracy in the Digital Era (ANDE) project. The course utilizes relevant, contextualized mathematics content; collaborative learning; adaptive mathematical supports; digital literacy supports; and social-emotional interventions that promote self-efficacy and sense of belonging. Participants will engage in hands-on collaborative math tasks, engage with mindset interventions, and reflect on implications of the curricular and instructional design for local instruction.

Date & Time

April 1, 2025, 11:50 am-1 pm Central

Speakers

Lewis Hosie, Development and Implementation Director, Carnegie Math Pathways

Dan Ray, Operations Director, Carnegie Math Pathways

For many adult learners, mathematics poses challenges to their conceptions of themselves as math learners that call for innovative and responsive instruction. This session focuses on strategies for creating broad environments that support positive learning mindsets in mathematics. Drawing from the PD program of Adult Numeracy in the Digital Era, a project developing a technology-enabled mathematics course, participants experience and reflect on research-based routines designed to foster collaboration and authentic discourse and promote learning mindsets.

Date & Time

April 2, 2025, 1:30 pm-2:40 pm Central

Speakers: 

Ann Edwards, Director, Carnegie Math Pathways

Dan Ray, Operations Director, Carnegie Math Pathways

Imagine a mathematics classroom where the use of Generative AI (GenAI) tools is not just an option but a requirement. What would this learning and teaching environment look like, and how might it transform the student experience? In this session, we will explore the potentialities of GenAI in mathematics education by examining questions related to the designing and implementing of active and collaborative tasks that attempt to use AI to promote deep and rich learning.

Date, Time, & Location

November 13, 2024, 11:10am-12:10pm Eastern
Room 213/214

Speakers: 

Lewis Hosie, Development and Implementation Director, Carnegie Math Pathways

The learning opportunities that are a part of the Carnegie Math Pathways curriculum design principles were developed based on research on mathematics teaching and learning that suggests that three kinds of learning experiences are important for deep learning: productive struggle, explicit connections, and deliberate practice. Carnegie Math Pathways instructional materials were developed with the intent of incorporating each of these types of learning opportunities. The Problem Cycle Approach describes a learning and instructional routine with four phases that faculty can adopt and use strategically in a way that supports group work and whole class discussion that leads to deeper student learning and understanding.

Date, Time, & Location

November 13, 2024, 1:45pm-2:45pm Eastern
Grand Ballroom A

Speakers

Dan Ray, Operations Director, Carnegie Math Pathways

Technology is changing mathematics teaching and learning – not always for the better. The design of more equitable, engaging, and effective mathematics digital learning technologies should center the experiences and perspectives of faculty and students. This session will share insights from faculty about what works, what doesn’t, and why from a national study of users of mathematics courseware, and invite attendees to share their own experiences and perspectives.

Date, Time, & Location

November 12, 2024, 4:00-5:00pm Eastern
TBD

Speakers

Lewis Hosie, Development and Implementation Director, Carnegie Math Pathways

Dan Ray, Operations Director, Carnegie Math Pathways