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Jun
13-14

2025 VCTM Conference

The Founders Inn and Spa, Tapestry Collection by Hilton
Virginia Beach, Virginia

We're excited to participate in the Virginia Council of Teachers of Mathematics (VCTM) 2025 Annual Conference, themed "Lighthouse Learning: Guiding the Future of Mathematics Education." This event focuses on innovative and inclusive math education, highlighting best practices and forward-thinking strategies to prepare educators and students for a bright future in mathematics.

We invite you to visit our booth to explore our latest resources and discuss how we can support your mathematics education journey. Let's connect and collaborate to advance math education for all students!

Jun
12-13

CCTM Summer Institute

Adams 12 Five Star Schools Conference Center
Thornton, Colorado

We're excited to participate in the Colorado Council of Teachers of Mathematics (CCTM) 2025 Summer Institute, featuring keynote speakers Joleigh Honey and Julianne Foxworthy Gonzalez, who will present strategies for supporting diverse learners in mathematics. 

We invite you to visit our booth to explore our latest resources and discuss how we can support your mathematics education journey. Let's connect and collaborate to advance math education for all students!

Using a Lesson Study Process to Collaboratively Plan for Mathematical Discourse that Powerfully Positions Students and Deepens Mathematical Understandings

How do we facilitate mathematical discourse so it is meaningful to each and every student? Participants will analyze discourse excerpts to determine instructional moves that empower students and deepen their mathematical understanding. We will then consider ways that lesson study processes and tools support collaborative planning that centers students’ experiences, competencies, and reasoning.

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Nicole Rigelman

Nicole Rigelman

Education Program Officer

Nicole Rigelman is a professor of mathematics education at Portland State University and the Education Program Officer at The Math Learning Center. Nicole is passionate about supporting instruction focused on deepening students’ mathematical thinking and is the co-author of Catalyzing Change in Early Childhood and Elementary Mathematics: Initiating Critical Conversations.

Jun
16-18

2025 NCTE-NCTM Joint Conference for Elementary Literacy and Mathematics

Hilton Chicago
Chicago, Illinois

We’re excited to be attending this year’s NCTE-NCTM Joint Conference for Elementary Literacy and Mathematics! This one-of-a-kind event brings together educators from across the country to explore meaningful connections between literacy and math instruction. We look forward to engaging in rich conversations, sharing ideas, and learning alongside dedicated teachers and leaders who are passionate about creating powerful learning experiences for students.

Presentations

What You Look for, You'll Find: Assessing from an Asset-Based Perspective

Room: Lake Michigan

Tuesday, Jun 17, 2025 10:30 AM - 11:30 AM CDT
 

“What you look for, you’ll find. When you decide you can’t find something, you’ll also discover you won’t find it.” (Tony Robbins) In this session, we will discuss the role of formative assessment and explore ways to approach assessment from an asset-based perspective. We will look at student work to practice shifting to an asset-based lens.
 

Mathematics Teachers as Learners: Empowering Teacher Voice, Reflecting on and Refining
Practice Session/Panel - 60 minutes

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Tisha Jones

Tisha Jones

Senior Manager of Assessment

Tisha Jones, Senior Manager of Assessment at The Math Learning Center, previously taught math to elementary and middle school students and undergraduate and graduate math methods courses at Georgia State University.

Using a Lesson Study Process to Collaboratively Plan for Mathematical Discourse that Powerfully Positions Students and Deepens Mathematical Understandings

How do we facilitate mathematical discourse so it is meaningful to each and every student? Participants will analyze discourse excerpts to determine instructional moves that empower students and deepen their mathematical understanding. We will then consider ways that lesson study processes and tools support collaborative planning that centers students’ experiences, competencies, and reasoning.

Image
Nicole Rigelman

Nicole Rigelman

Education Program Officer

Nicole Rigelman is a professor of mathematics education at Portland State University and the Education Program Officer at The Math Learning Center. Nicole is passionate about supporting instruction focused on deepening students’ mathematical thinking and is the co-author of Catalyzing Change in Early Childhood and Elementary Mathematics: Initiating Critical Conversations.

Spots on a Ladybug, Buttons on a Robot: Storytime Subitizing

Marquette, Hilton Chicago
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Shelly Sheafer

Shelly Scheafer

Senior Manager, K-2 Content Development

Shelly Scheafer is the Senior Manager for K-2 Content Development at The Math Learning Center. Prior to this position, Shelly was a Bridges teacher, interventionist, and math coach.

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Allyn Fisher

Allyn Fisher

Senior Advisor of Content Development

Kids Empowered! Routines and Discussion Structures to Position Students as Capable Doers of Mathematics

Salon C 3 & 4, Hilton Chicago (Lower Level)

Routines and discussion structures allow students to learn critical language skills, share thinking, and engage in the mathematical practices in settings that encourage collaboration and rough-draft thinking. These shared learning adventures highlight ALL students as capable mathematicians and promote a positive identity and sense of agency. Come experience the power of these structures.

Image
Natalie Crist

Natalie Crist

Director of Content

Natalie has been an elementary teacher, math coach, university professor, principal, and curriculum director during the course of her 27 year tenure in education. She is currently the Director of Content at the Math Learning Center and strives to provide access to rich mathematics for all students through teacher education and curriculum development.

Transform Data Conversations by Focusing on Students as Knowers, Doers, and Sense Makers Using the Trends in Student Thinking Tool

Are you satisfied with your team’s data conversations? Do your tools document what students know or what they do not yet know? Or the extent to which students are engaging with the mathematical practices and processes? If your answer is “no” or “not really,” join us for a conversation about a tool that focuses on students’ assets, honors what they bring to problem-solving, and supports teachers with systematically documenting student thinking and development over time.

Image
Nicole Rigelman

Nicole Rigelman

Education Program Officer

Nicole Rigelman is a professor of mathematics education at Portland State University and the Education Program Officer at The Math Learning Center. Nicole is passionate about supporting instruction focused on deepening students’ mathematical thinking and is the co-author of Catalyzing Change in Early Childhood and Elementary Mathematics: Initiating Critical Conversations.

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Mary Duden

Mary Duden

Lower School Math Specialist

Mary Duden has been a classroom teacher for 25 years in Grades K–6. Mary most recently taught Bridges in fifth grade at Oregon Episcopal School, and she is currently the Lower School math specialist supporting teachers and students in Grades K–5.

Oct
13-15

57th NCSM Annual Conference

Atlanta Marriott Marquis
Atlanta, Georgia

We’re heading to Atlanta for the 57th Annual NCSM Conference! This year’s theme, Rise Up with Bold Mathematics Leadership, resonates deeply with our commitment to equity, excellence, and innovation in math education. We’re looking forward to connecting with fellow educators and leaders as we explore powerful sessions on accelerating student learning, transformative practices, and coaching strategies that lift teacher practice and support every learner.

Presentations

Transform Data Conversations by Focusing on Students as Knowers, Doers, and Sense Makers Using the Trends in Student Thinking Tool

Are you satisfied with your team’s data conversations? Do your tools document what students know or what they do not yet know? Or the extent to which students are engaging with the mathematical practices and processes? If your answer is “no” or “not really,” join us for a conversation about a tool that focuses on students’ assets, honors what they bring to problem-solving, and supports teachers with systematically documenting student thinking and development over time.

Image
Nicole Rigelman

Nicole Rigelman

Education Program Officer

Nicole Rigelman is a professor of mathematics education at Portland State University and the Education Program Officer at The Math Learning Center. Nicole is passionate about supporting instruction focused on deepening students’ mathematical thinking and is the co-author of Catalyzing Change in Early Childhood and Elementary Mathematics: Initiating Critical Conversations.

Image
Mary Duden

Mary Duden

Lower School Math Specialist

Mary Duden has been a classroom teacher for 25 years in Grades K–6. Mary most recently taught Bridges in fifth grade at Oregon Episcopal School, and she is currently the Lower School math specialist supporting teachers and students in Grades K–5.

Supporting and Positioning Elementary Mathematics Specialists to Rise Up and Create Equitable Learning for Students and Teachers

Whether serving as a teacher, interventionist, or coach, central to Elementary Mathematics Specialists’ (EMS) responsibilities is supporting widespread implementation of ambitious and equitable instruction, deep mathematical understanding, and simultaneous identity and agency development. Guided by AMTE’s recently released standards organized around mathematics content, pedagogy, and leadership knowledge and skills, participants will discuss the specialized preparation and ongoing support needed by EMSs so they can best serve students and teachers through their formal and informal leadership.

Image
Nicole Rigelman

Nicole Rigelman

Education Program Officer

Nicole Rigelman is a professor of mathematics education at Portland State University and the Education Program Officer at The Math Learning Center. Nicole is passionate about supporting instruction focused on deepening students’ mathematical thinking and is the co-author of Catalyzing Change in Early Childhood and Elementary Mathematics: Initiating Critical Conversations.

Image
Susan Auslander

Dr. Susan Auslander

Professor, Elementary Math Education

Dr. Susan Auslander is a Professor of Elementary Mathematics Education in the Department of Curriculum and Instruction. Her research over time has emphasized elementary teacher development during mathematics teacher education. She currently focuses on the development of Elementary Mathematics Specialists, specifically their content knowledge for teaching, teacher leader capabilities, and responsive classroom instruction in culturally and linguistically diverse school settings. She largely uses mixed methods in her research.

Centering Student Voice and Sensemaking Through Inquiry-Based Routines

How can elementary educators enact equity-based practices during everyday instruction? In this session, explore how Number Corner—a daily program of inquiry-based routines—supports development of mathematical identity and agency for all students. Grounded in visual models, discourse, and student reasoning, Number Corner provides a structure where diverse ways of thinking are honored and every voice is valued. Envision ways to support educators in creating inclusive, culturally responsive spaces where students see themselves as capable mathematicians.

Image
Beth Chinderle

Beth Chinderle

Curriculum Consultant

Beth Chinderle is a joyful educator with experience serving as a classroom teacher and math curriculum specialist. She enjoys partnering with Bridges educators through her curriculum consultant role with MLC.

Supporting and Positioning Elementary Mathematics Specialists to Rise Up and Create Equitable Learning for Students and Teachers

Whether serving as a teacher, interventionist, or coach, central to Elementary Mathematics Specialists’ (EMS) responsibilities is supporting widespread implementation of ambitious and equitable instruction, deep mathematical understanding, and simultaneous identity and agency development. Guided by AMTE’s recently released standards organized around mathematics content, pedagogy, and leadership knowledge and skills, participants will discuss the specialized preparation and ongoing support needed by EMSs so they can best serve students and teachers through their formal and informal leadership.

Image
Nicole Rigelman

Nicole Rigelman

Education Program Officer

Nicole Rigelman is a professor of mathematics education at Portland State University and the Education Program Officer at The Math Learning Center. Nicole is passionate about supporting instruction focused on deepening students’ mathematical thinking and is the co-author of Catalyzing Change in Early Childhood and Elementary Mathematics: Initiating Critical Conversations.

Image
Susan Auslander

Dr. Susan Auslander

Professor, Elementary Math Education

Dr. Susan Auslander is a Professor of Elementary Mathematics Education in the Department of Curriculum and Instruction. Her research over time has emphasized elementary teacher development during mathematics teacher education. She currently focuses on the development of Elementary Mathematics Specialists, specifically their content knowledge for teaching, teacher leader capabilities, and responsive classroom instruction in culturally and linguistically diverse school settings. She largely uses mixed methods in her research.

Supporting and Positioning Elementary Mathematics Specialists to Create Equitable Learning for All

Participants will explore the varied roles and responsibilities of Elementary Math Specialists (EMSs) and the ways they support co-creation of ambitious and inclusive teaching and equitable learning of all. Using AMTE’s new Guidelines for Preparing and Supporting Elementary Mathematics Specialists, we will consider the 1) knowledge and expertise needed by EMSs to support collective progress, and 2) ways they might be positioned in school communities for impactful collaboration and advocacy.

Image
Nicole Rigelman

Nicole Rigelman

Education Program Officer

Nicole Rigelman is a professor of mathematics education at Portland State University and the Education Program Officer at The Math Learning Center. Nicole is passionate about supporting instruction focused on deepening students’ mathematical thinking and is the co-author of Catalyzing Change in Early Childhood and Elementary Mathematics: Initiating Critical Conversations.

Image
Susan Auslander

Dr. Susan Auslander

Professor, Elementary Math Education

Dr. Susan Auslander is a Professor of Elementary Mathematics Education in the Department of Curriculum and Instruction. Her research over time has emphasized elementary teacher development during mathematics teacher education. She currently focuses on the development of Elementary Mathematics Specialists, specifically their content knowledge for teaching, teacher leader capabilities, and responsive classroom instruction in culturally and linguistically diverse school settings. She largely uses mixed methods in her research.

Oct
15-18

NCTM 2025 Annual Meeting & Exposition

Georgia World Congress Center
Atlanta, GA

We’re excited to be part of this year’s NCTM Annual Meeting & Exposition—the premier gathering for math educators! With hundreds of sessions, inspiring speakers, and countless opportunities to connect, it’s an energizing space to exchange ideas and take away practical tools to support high-quality math instruction. We can’t wait to learn, collaborate, and be inspired alongside thousands of dedicated educators from around the world.NCTM Annual Meeting & Exposition

Presentations

Supporting and Positioning Elementary Mathematics Specialists to Create Equitable Learning for All

Participants will explore the varied roles and responsibilities of Elementary Math Specialists (EMSs) and the ways they support co-creation of ambitious and inclusive teaching and equitable learning of all. Using AMTE’s new Guidelines for Preparing and Supporting Elementary Mathematics Specialists, we will consider the 1) knowledge and expertise needed by EMSs to support collective progress, and 2) ways they might be positioned in school communities for impactful collaboration and advocacy.

Image
Nicole Rigelman

Nicole Rigelman

Education Program Officer

Nicole Rigelman is a professor of mathematics education at Portland State University and the Education Program Officer at The Math Learning Center. Nicole is passionate about supporting instruction focused on deepening students’ mathematical thinking and is the co-author of Catalyzing Change in Early Childhood and Elementary Mathematics: Initiating Critical Conversations.

Image
Susan Auslander

Dr. Susan Auslander

Professor, Elementary Math Education

Dr. Susan Auslander is a Professor of Elementary Mathematics Education in the Department of Curriculum and Instruction. Her research over time has emphasized elementary teacher development during mathematics teacher education. She currently focuses on the development of Elementary Mathematics Specialists, specifically their content knowledge for teaching, teacher leader capabilities, and responsive classroom instruction in culturally and linguistically diverse school settings. She largely uses mixed methods in her research.

My Four Favorite Tasks for Promoting Problem Solving in the Elementary Grades

Omni Hotel, Dogwood A

Thursday, 10/16, 1:00-2:15 p.m. ET

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Patrick Vennebush

Patrick Vennebush

Chief Learning Officer

Patrick Vennebush is the Chief Learning Officer at the Math Learning Center, overseeing the areas of content development, professional learning development, educator support, and research.

Keep up to date with MLC

Jun 28-
Jul 2

ISTE & ASCD

Henry B Gonzalez Convention Center
San Antonio, Texas
Join us in San Antonio for the inaugural joint conference between ASCD and ISTE. The conference features many speakers from education, tech and the intersection of the two. In our booth, you can check out our hands-on visual models for yourself, take part in a demonstration of a lesson from Bridges Third Edition, and play with our online math apps. We hope to see you there!

My Four Favorite Tasks for Promoting Problem Solving in the Elementary Grades

Omni Hotel, Dogwood A

Thursday, 10/16, 1:00-2:15 p.m. ET

Image
Patrick Vennebush

Patrick Vennebush

Chief Learning Officer

Patrick Vennebush is the Chief Learning Officer at the Math Learning Center, overseeing the areas of content development, professional learning development, educator support, and research.

Spots on a Ladybug, Buttons on a Robot: Storytime Subitizing

Marquette, Hilton Chicago
Image
Shelly Sheafer

Shelly Scheafer

Senior Manager, K-2 Content Development

Shelly Scheafer is the Senior Manager for K-2 Content Development at The Math Learning Center. Prior to this position, Shelly was a Bridges teacher, interventionist, and math coach.

Image
Allyn Fisher

Allyn Fisher

Senior Advisor of Content Development

What You Look for, You'll Find: Assessing from an Asset-Based Perspective

Room: Lake Michigan

Tuesday, Jun 17, 2025 10:30 AM - 11:30 AM CDT
 

“What you look for, you’ll find. When you decide you can’t find something, you’ll also discover you won’t find it.” (Tony Robbins) In this session, we will discuss the role of formative assessment and explore ways to approach assessment from an asset-based perspective. We will look at student work to practice shifting to an asset-based lens.
 

Mathematics Teachers as Learners: Empowering Teacher Voice, Reflecting on and Refining
Practice Session/Panel - 60 minutes

Image
Tisha Jones

Tisha Jones

Senior Manager of Assessment

Tisha Jones, Senior Manager of Assessment at The Math Learning Center, previously taught math to elementary and middle school students and undergraduate and graduate math methods courses at Georgia State University.

Kids Empowered! Routines and Discussion Structures to Position Students as Capable Doers of Mathematics

Salon C 3 & 4, Hilton Chicago (Lower Level)

Routines and discussion structures allow students to learn critical language skills, share thinking, and engage in the mathematical practices in settings that encourage collaboration and rough-draft thinking. These shared learning adventures highlight ALL students as capable mathematicians and promote a positive identity and sense of agency. Come experience the power of these structures.

Image
Natalie Crist

Natalie Crist

Director of Content

Natalie has been an elementary teacher, math coach, university professor, principal, and curriculum director during the course of her 27 year tenure in education. She is currently the Director of Content at the Math Learning Center and strives to provide access to rich mathematics for all students through teacher education and curriculum development.

Centering Student Voice and Sensemaking Through Inquiry-Based Routines

How can elementary educators enact equity-based practices during everyday instruction? In this session, explore how Number Corner—a daily program of inquiry-based routines—supports development of mathematical identity and agency for all students. Grounded in visual models, discourse, and student reasoning, Number Corner provides a structure where diverse ways of thinking are honored and every voice is valued. Envision ways to support educators in creating inclusive, culturally responsive spaces where students see themselves as capable mathematicians.

Image
Beth Chinderle

Beth Chinderle

Curriculum Consultant

Beth Chinderle is a joyful educator with experience serving as a classroom teacher and math curriculum specialist. She enjoys partnering with Bridges educators through her curriculum consultant role with MLC.

Effective Date: January 1, 2005; Last Updated September 25, 2017.

  1. Usage. All access to, browsing, and/or other use of The Math Learning Center’s websites located at www.mathlearningcenter.org and bridges1.mathlearningcenter.org (“the Websites”), is subject to the terms and conditions set forth in these Terms of Use (“these Terms”). The Websites are owned and operated by The Math Learning Center, an Oregon nonprofit corporation (referred to herein as “The Math Learning Center,” “we,” and “our”).