Newark Math Faculty Present Strategies for Expanding Opportunities in Mathematics at NCTM National Conference

NEWARK, N.J. – Two members of the Newark School of Data Science and Information Technology faculty brought a message about recognizing students’ potential to a national audience at the National Council of Teachers of Mathematics (NCTM) Annual Meeting and Exposition last month.

Dr. Cluny Lavache, Mathematics Department Chairperson, and Patrick Barrett, Mathematics Teacher, presented “Solution or Soul-u-tion: From What Perspective(s) Do You ‘C’ Your Students?” Their session challenged educators to consider how assumptions about student behavior and academic readiness can influence instruction and limit students’ opportunities in mathematics.

“Every student deserves teachers and administrators who recognize their strengths and challenge them to achieve at the highest levels,” said Superintendent León. “Dr. Lavache and Mr. Barrett brought that responsibility into focus on a national stage, sharing strategies that help teachers and administrators turn high expectations into meaningful opportunities for students.”

“Dr. Lavache and Mr. Barrett understand that strong mathematics instruction begins with recognizing the strengths students bring to the classroom,” said Dr. Liana Summey, Principal of the Newark School of Data Science and Information Technology. “Their presentation asks teachers and administrators to examine how their own assumptions can shape students’ opportunities. We are proud to see them sharing strategies that help students build confidence, embrace challenging work, and see themselves as capable mathematicians.”

The annual conference brings together thousands of mathematics teachers and administrators from around the world for hundreds of sessions focused on strengthening mathematics teaching and learning.

Dr. Lavache and Mr. Barrett paired reflection and peer discussion with practical strategies for creating classrooms where students feel a sense of belonging and receive the support they need to tackle challenging mathematics. Their presentation explored removing barriers to advanced coursework, connecting mathematical concepts to students’ experiences, and examining the assumptions that shape educators’ decisions.

Their central message emphasized teachers’ and administrators’ shared responsibility to recognize students’ strengths and create the conditions for their success. Participants were encouraged to consider how their perspectives affect the challenges, encouragement, and opportunities they offer students.

“We are proud to see Newark mathematics faculty contributing to the national conversation about mathematics education,” said Board of Education President Hasani K. Council. “Their presentation reflects a commitment to ensuring that students’ opportunities grow from their potential and are supported by teaching that helps them succeed.”