UC Irvine CalTeach Students Explore Equitable Math Teaching at CMC-South

By Rachel Sampson
December 10, 2025

In November, a group of UC Irvine CalTeach Math students traveled to Palm Springs for the annual CMC-South Conference, one of California’s largest gatherings for math educators. Over two days, they joined teachers, researchers, and district leaders from across the state and beyond to explore new approaches to teaching, collaborate with experts, and deepen their understanding of equity in mathematics.

This year’s CalTeach cohort attended sessions on topics like asset-based assessment, real-world problem design, supporting students with IEPs, neurodivergent-affirming instruction, and micro-routines for building mathematical discourse. They also volunteered at the conference hub, connected with educators from across the country, and shared resources throughout the weekend.

Their reflections say more than any summary could:

“I learned how powerful it can be to ground math in real stories,” said Whitney Noh. “Instead of abstract ideas, using something like Costco inflation or even counting stairs gives students something real to think about. They want to see that you care.”

Director of UC Irvine CalTeach Ellie Marsh (fourth from left) with the conference attendees.

For Luz Hernandez, the experience opened new possibilities she wishes she had as a K-12 student. “I want to connect math to my students’ lives. Assessments too. I realized how often students feel like they’re showing what they don’t know, so I’m excited to try more asset-based approaches.”

Many spoke about the sense of community the conference created.

“Being with the UCI CalTeach group made me feel knowledgeable and confident,” Luz shared. “Our classes really prepared us to talk about things like UDL, discourse strategies, and SEL. I even helped a few teachers reach an AHA moment during one of the sessions.”

Lauren Duong said the informal conversations between sessions were just as meaningful. “Hearing stories from teachers across the country widened my perspective,” she said. It’s amazing how connected we all are through a love of math and student learning.”

Several students left with ideas they immediately brought into their field placements.

“There are so many new things I want to try,” said Vlada Kuvshinova, who has already implemented working-memory games and micro-routines. “I also want to include structured student feedback so they can tell me honestly whether they feel safe and supported.”

Emma Garcia added that the experience made her more confident moving into advanced coursework. “You really see how what UCI teaches aligns with what leaders in math education are doing. It gives you a deeper sense of purpose.”

All agreed that the shared experience brought the CalTeach cohort even closer.

“The MicroRoutines session with our group and alumni was a highlight,” Luz said. “It was so interactive and gave us strategies we can use right away.”

Lauren noted, “It reminds me of why I fell in love with teaching.”

The students also left with practical advice for next year’s attendees: arrive prepared, don’t hesitate to switch sessions if something isn’t a fit, divide and conquer when possible, and—maybe most important—ask questions early and often.

As Emma put it: “I feel so lucky to have gone twice. I hope future CalTeach students get this experience, because it honestly changes how you see yourself as a future teacher.”