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12:00 PM - 1:00 PM
133G Erickosn Hall
Expectations of Academic Institutions, Academic governance, Independence and collaboration, Teaching and mentoring students

AIMS: Access, Agency, and Allies in Mathematical Systems

AIMS: Access, Agency, and Allies in Mathematical Systems


In this presentation, we will share information about the AIMS project, on which faculty and doctoral students from eight universities are studying how mathematics teacher educators, mathematics teachers, and students work together to support the fair distribution of opportunities to learn. We will highlight our theoretical focus on access, agency, and allies and the ways in which this has translated into professional development design and will share the story of how two teachers’ adaptations of a PD task supported them in connecting to authentic student experiences and supporting students’ opportunities to learn rigorous mathematics.


Tonya Gau Bartell is an associate professor of mathematics education interested in exploring teaching practices that promote equitable mathematics teaching and learning for all students. She is especially interested in the intersections of culture, race, and power with mathematics teaching and learning toward social justice.

Beth Herbel-Eisenmann is a full professor of mathematics education who draws on ideas from sociolinguistics and discourse to research classroom discourse practices and professional development. She is especially interested in issues of equity that concern authority, positioning and voice in mathematics classrooms and professional development.

Sunghwan Byun is a doctoral student in the Program in Mathematics Education interested in developing a framework of equity in calculus education that looks at what a teacher-leader working with diverse teachers can do to ensure equity in mathematics education within the classroom, school, and district.

Molade Osibodu is a doctoral student in the Program in Mathematics Education interested in mathematics curriculum development in developing countries, particularly in Africa. She is interested in ways teachers help to co-create curricula, how it is enacted, and the impact the curricula has on discourse and fostering social change.