Upcoming talks for the Fall of 2025
| NCSM 2025 Atlanta | Monday, October 13, 2025 1:30 p.m. – 4:00 p.m. (Extended Session) | Understanding and Communicating Current Educational Research |
What does current research tell us about mathematical pedagogy? In this presentation, Dr. Lambert will explore current research on the efficacy of different pedagogies in mathematics, including explicit instruction and guided inquiry. Dr. Lambert will provide an overview of current debates about pedagogy from a research perspective, including cognitive load theory and explicit instruction, research on effective scaffolds for guided inquiry, and current research on sequencing exploration and teacher explanation. We will also discuss how research in the area of special education and mathematics has historically been different, as well as current research in this field. We will pay attention to how to communicate research without falling into oversimplification and/or unhelpful binaries.
| NCSM 2025, Atlanta | Tuesday, October 14, 2025 8:15 a.m. – 9:15 a.m. | Understanding and communicating the research on guided inquiry |
What does current research tell us about mathematical pedagogy? In this presentation, Dr. Lambert will explore current research on the efficacy of different pedagogies in mathematics, including explicit instruction and guided inquiry. While not seeking to oversimplify a complex topic, Dr. Lambert will provide an overview of current debates about pedagogy from a research perspective. Her goal is that math leaders feel well versed in current debates.
| NCSM 2025, Atlanta | Wednesday, October 15, 2025 8:00 a.m. – 9:00 a.m. | Shifting deficit mindsets about neurodiverse students; what does research tell us? (with Kara Imm) |
A common concern for math leaders is deficit thinking about the potential of disabled and/or neurodiverse students in mathematics. We will explore research in professional development which has shifted towards asset-based mindsets, including three activities we have done in our own research: 1) empathy interviews with students, 2) understanding disability and neurodiversity as social justice movements, and 3) insider narratives from the perspectives of neurodiverse students learning math.
| NCTM 2025, Atlanta | Thu, 10/16: 1:00 PM – 2:00 PM | Teachers Designing from the Margins; UDL Math (with Suzanne Huerta) |
The inclusion of disabled and neurodiverse perspectives on mathematics teaching and learning has the potential to transform our math classrooms and our schools, making them more accessible, inclusive and humanizing. Dr. Lambert will present on UDL Math with special educator Suzanne Huerta, discussing how Suzanne has redesigned mathematics in her special education classroom towards student agency and meaning making, including reimagining IEP goals.
| NCTM 2025, Atlanta | Thu, 10/16: 9:30 AM – 10:30 AM | Symposium: Evaluating Research Claims about Mathematics Teaching and Learning |
In a complex, shifting environment where claims about research in mathematics teaching and learning are made in social media, math teachers need to develop their understanding of these claims. In my scholarship and work with teachers and teacher leaders, I have found that it is useful to give teachers additional context about different academic fields that study learning and why their claims seem so disconnected. In this spirit, I propose a session aligned with the research conference but also accessible to teachers, where I provide context on why the claims of the website “The Science of Math” are different than those in mathematics education. We will also collectively analyze the citations of one teacher-facing page on that website.
| NCTM 2025, Atlanta | Fri, 10/17: 8:00 AM – 9:00 AM | Embedded Professional Development for Paraprofessionals Providing Math Intervention (with Avery McNiff and Tomy Nguyen) |
Teachers face a critical need for intensive math interventions for students. However, educator preparation and time present barriers. Our study implemented a capacity-building model of training paraprofessionals while providing intervention to three small groups of 3rd-grade students needing support in multiplication. We assess the efficacy of embedded professional development through interviews and analysis of teacher questioning and talk moves. The session bridges research and practice by addressing the immediate concerns of schools and practitioners related to intervention strategies and teacher training.
| CMC South 2025, Palm Springs CA | Fri. November 7, 3:30 – 5 | UDL Math; Teaching Inclusive Mathematics through Curiosity |
Mathematics has been an inaccessible space for too long for too many students, including students with disabilities. Meaningful access requires a commitment to inclusion, a curiosity about how learners experience mathematics, and creative redesigns!
mathematizing4all 