Registration is Open in the MCTM Store
Registration for the 2025 MCTM Conference is now available in the MCTM Store. Click here to go straight to the store and register!
Call for Proposals! - CLOSED
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The MCTM Conference is an opportunity for members of the math education community to meet face-to-face and share best practices for teaching and learning. The conference will be on Friday, October 17, 2025 at Aberdeen High School in Harford County, Maryland. We invite classroom teachers, math coaches, administrators, math teacher educators, teachers-in-training, and math specialists to submit proposals for the upcoming Maryland Council of Teachers of Mathematics Annual Conference, themed “Equity, Access, and Opportunity: Advancing Maryland Mathematics.”
The deadline to submit a proposal is August 15, 2025. Lead presenters will be notified about the status of their proposal by September 15, 2025. Presentations may be 20, 50, or 80 minutes in length. Submit a proposal today! |
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Equity, Access, and Opportunity: Advancing Maryland Mathematics
This year’s event is grounded in the PreK–12 Maryland Mathematics Policy and the Blueprint for Maryland’s Future, both of which call for high-quality, equitable mathematics instruction that supports every learner. We seek sessions that center student identity, broaden access to rigorous content, and share innovative practices that move math teaching forward—especially for those historically underserved. Whether you’re working with students, supporting educators, or reimagining systems, this is your opportunity to contribute to the collective effort to advance mathematics education in Maryland.
Conference Strands
1. Cultivating Equitable Math Classrooms
Designed for classroom teachers, this strand focuses on instructional practices that foster access, engagement, and high expectations for all students—including multilingual learners, students with disabilities, and those from historically marginalized communities. Sessions may include routines that support discourse, strategies for differentiating instruction, and approaches that build student identity and agency in math.
2. Empowering Classrooms with Tools and Data
This strand explores how educators use formative assessment, student thinking, and technology tools to inform responsive instruction and advance equitable outcomes. Sessions may include data-driven decision-making, digital learning platforms, accessibility features, or tech-enabled tasks that support deeper learning.
3. Designing Meaningful and Inclusive Math Learning
This strand invites sessions that focus on high-quality mathematics content, culturally responsive curriculum design, and meaningful learning experiences. Topics may include designing tasks that connect to students’ lived experiences, elevating historically excluded mathematicians and histories, and aligning curriculum with the PreK-12 Maryland Mathematics Policy and the National Council of Teachers of Mathematics’ visions for mathematics teaching and learning.
4. Coaching for Equity and Teacher Learning
Tailored for math coaches, specialists, mentors, and teacher educators, this strand highlights professional learning experiences, coaching models, and leadership moves that support educator growth and equity-focused practice. Proposals may focus on content-based coaching, collaborative inquiry, or systems for sustaining teacher development.
1. Cultivating Equitable Math Classrooms
Designed for classroom teachers, this strand focuses on instructional practices that foster access, engagement, and high expectations for all students—including multilingual learners, students with disabilities, and those from historically marginalized communities. Sessions may include routines that support discourse, strategies for differentiating instruction, and approaches that build student identity and agency in math.
2. Empowering Classrooms with Tools and Data
This strand explores how educators use formative assessment, student thinking, and technology tools to inform responsive instruction and advance equitable outcomes. Sessions may include data-driven decision-making, digital learning platforms, accessibility features, or tech-enabled tasks that support deeper learning.
3. Designing Meaningful and Inclusive Math Learning
This strand invites sessions that focus on high-quality mathematics content, culturally responsive curriculum design, and meaningful learning experiences. Topics may include designing tasks that connect to students’ lived experiences, elevating historically excluded mathematicians and histories, and aligning curriculum with the PreK-12 Maryland Mathematics Policy and the National Council of Teachers of Mathematics’ visions for mathematics teaching and learning.
4. Coaching for Equity and Teacher Learning
Tailored for math coaches, specialists, mentors, and teacher educators, this strand highlights professional learning experiences, coaching models, and leadership moves that support educator growth and equity-focused practice. Proposals may focus on content-based coaching, collaborative inquiry, or systems for sustaining teacher development.