What happens when mathematics, computer programming, and bilingual education come together in an afterschool program for Latine elementary students? And what does it look like when those same kids become the teachers?

In this episode, Theodore sits down with three co-authors of Chapter 10: Learning More Mathematics by Cracking the Code: Promoting Algebraic Thinking through Computer Programming from Antiracist Mathematics Education, Dr. Carlos LópezLeiva, Dr. Sylvia Celedón-Pattichis, and Dr. Marios Pattichis. Together, they share the story behind AOLME (Advancing Out-of-school Learning in Mathematics and Engineering), a program born out of the belief that students in Title I, bilingual communities deserve access to the same doors that computer science and engineering can open.

The conversation traces a 20-year arc, from the early days of CEMELA and the inspiration of La Clase Mágica, to after-school programs where kids used Legos to understand pixels and came up with their own ways of explaining hashtags and coding syntax, in Spanish, in English, and in their own language. One student, a decade ago, looked at a computer and said, "computer, write me a program." He was right on time with predicting how we use AI to code today.

What makes this episode special is how personal it gets. Marios learned to code from an English textbook while he was still learning English. Sylvia and Carlos made the push to bring this work from out-of-school spaces into classrooms, so it wouldn't just reach the kids who chose to show up. The students who went through the program came back as co-facilitators, teaching older students, building identity, and in some cases going on to study engineering. And their daughters were part of the story too.

Shari, Shakiyya, and Teddy then reflect on what this chapter means for the moment we're in now, a moment when AI is everywhere and the math education community is still figuring out how to respond. Should students be coding? Should we be teaching them to think critically about the systems being built around them? And what does it look like to use mathematics not just to solve problems, but to create something?

Shakiyya closes with a question from page 140 of the book: "How often do your students use mathematics to create something?"

Plus, the food! Huevos rancheros, red and green chile, chicken mole enchiladas, Greek salad with New Mexico chili, and piñon coffee!

This episode is part of the Season 5 TODOS Book Club series, aligned to the Teachers section of Antiracist Mathematics Education. The next Book Club meeting is March 25. Join us!

The transcript.

Links to Resources:

Web App for Image Generator

http://ivpcl.unm.edu/ivpclpages/Research/aolme/app/interactive-img-v2.html

AOLME/ESTRELLA Curriculum https://aolme.unm.edu/WebsiteModel/template/index.html

AIML Project: 

https://github.com/pattichis/AIML 

https://github.com/pattichis/AI4All-Med

In this episode, John Staley and Denise Thornton share how administrators can create antiracist mathematics spaces by prioritizing relationships and showing up for students. John reflects on his early teaching at a juvenile correctional facility, where he learned that it's not about the math topics but about the students you teach. Denise shares how her student Natalia shaped her understanding of barriers students face and the power of believing in their potential.

Together, they discuss practical ways educators can connect with students outside the classroom, from attending soccer games to shopping at local grocery stores, and why these small moments matter for building trust and dismantling math trauma. They also explore how administrators can support authentic family engagement and examine the beliefs that shape student experiences.

Resources Mentioned

• Launch Years Initiative 
• Launch Years Math Organizations Leadership Network 
• Dana Center Transition-Year Resources

The Season 4, Episode 4 transcript.

In this episode, we delve into the world of place-based mathematics education with Guadalupe I. Lozano, author of Grounded in Place: A Culturally Affirming Precalculus Curriculum, the first chapter in the TODOS Antiracist Mathematics Education book. New host, Dr. Shakiyya Bland joins Shari Kaku to discuss the importance of integrating cultural narratives and community connections into math teaching and exploring how these elements can transform educational experiences. Dr. Lozano shares insights on creating a curriculum that builds from students' identities and the land they inhabit, offering a fresh perspective on the role of mathematics in our lives. Dr. Lozano also mentions a few other pieces of her writing: A forthcoming book called Being and Becoming to Change the World, not Toward Embodying Critically Conscious Mathematics Teaching and a forthcoming book chapter available now, Towards Embodying Critical Conscious Mathematics Teaching: Tools, Craft, and Practices, that extends on this work and is availably here. And, the Season 5 Episode 3 Transcript Available here. 

In this episode of the TODOS Podcast, Theodore Chao and Shari Kaku engage in a profound discussion with Dr. Will Tidwell about the intersection of mathematical modeling and social justice. Dr. Tidwell was part of the authorship team of Drs. Cynthia O. Anhalt, Ricardo Cortez, and Brynja Kohler who wrote Chapter 4, “Enacting Antiracist Teaching Practices Through Mathematical Modeling” for the TODOS Book, “Antiracist Mathematics Education”. Listen as they explore the historical context of Native American land rights, delving into a conversation around how mathematical modeling can illuminate societal injustices and engage educators to foster critical thinking. Join us as we honor Native American History Month and reflect on the transformative power of culturally relevant mathematics education. Full Transcript of S5E2.

In this first episode of Season 5 of the TODOS podcast, hosts Theodore Chao, Shakiyya Bland, and Shari Kaku introduce themselves and discuss their backgrounds in education and advocacy. They delve into the theme of Antiracist Mathematics Education, which connects to the recent book published by TODOS. And they emphasize the importance of community engagement and diverse perspectives in shaping math identity. The conversation highlights the significance of storytelling and personal narratives in education, and the hosts express excitement for future discussions and collaborations within the TODOS community. Welcome to Season 5! Episode 1 Transcript.

In this reflection episode of the TODOS podcast, hosts Theodore Chao and Shari Kaku discuss their experiences and insights from focus on Asian American identity within mathematics education. They explore the impact of the Teaching for Justice Conference, the implications of the model minority stereotype, and the importance of storytelling in mathematics education. This emotional conversation highlights personal narratives, the challenges faced by Asian American mathematics educators, and the need for community and social-emotional learning in math education. Thank you for joining us on our journey into podcasting and telling stories long hidden in our field.

Transcript can be found here. 

In this powerful episode of the TODOS Podcast, legendary mathematics educator Susie Håkansson opens up about her Chinese American identity and what it was like growing up as a Toisan American in 1940s–50s Los Angeles. A pioneering leader with over 60 years of leadership in mathematics education, Susie shares how her cultural identity shaped her journey as a teacher, mentor, and advocate. Tune in to hear deeply personal reflections on invisibility, resilience, and how one woman helped build a more just and equitable world in mathematics education. This is our last interview episode of the season, an interview that we've been wanting to do for more than 20 years!  

Transcripts for this episode are in this folder. 

Dr. Niral Shah joins the TODOS Podcast to explore the complexities of Asian American identity in mathematics education. Reflecting on his experiences as a South Asian student and teacher, Shah unpacks how racialized narratives like the model minority myth both hypervisibilize and dehumanize Asian learners. He introduces the metaphor of a “bubble level” to describe how racial discourse positions Asian and Black students at opposite ends of a spectrum, with whiteness centered as the norm.

The conversation delves into Shah’s research on race and STEM, including his Harvard Educational Review article “Asians Are Good at Math” Is Not a Compliment, and is informed by thinkers such as Vijay Prashad, W.E.B. Du Bois, and Zeus Leonardo. Shah also shares a parenting story about his son calling out white supremacy on the playground, offering a vision of anti-racism grounded in nuance and empathy.

This episode addresses classroom practice, intra-Asian diversity, anti-Blackness, and the importance of moving beyond binaries to humanize all students.

Episode transcript is here. Reflection transcript is here. 

In this powerful episode, Dr. Richard Velasco shares his journey from Guam to the U.S. mainland and back—through teaching, research, and a deep sense of purpose. As a Filipino Guamanian mathematics educator, Richard reflects on growing up in a U.S. territory, navigating racialized spaces in predominantly white communities, and now leading a groundbreaking data science project that centers indigenous values and local knowledge in Guam and Saipan. We talk about military occupation, decolonizing data, the meaning of Inafa’maolek, and what it truly means to give back.

Transcripts are available here. 

What does it mean to build authentic, sustaining communities as a math educator—and why is it so hard to find those spaces? In this episode, we talk with Bobson Wong, a high school math teacher, local and national educational leader, and author of The Math Teacher’s Toolbox, about his ongoing journey through teaching, identity, and advocacy.

Bobson reflects on how community has played a central role in his growth as an educator—from finding support through Math for America to pushing for systemic change at the state level in New York. He introduces a powerful three-part vision of community: spaces for emotional support, spaces for professional development, and spaces for enacting educational policy. We also dig into the isolation many teachers face, the invisibility of Asian American educators, and the importance of being able to show up fully—without having to explain yourself.

Along the way, Bobson shares how ideas about language, culture, and yes, bean soup, inform his thinking about what it means to teach, to lead, and to stay connected. If you’ve ever craved a deeper sense of belonging in your work, this episode is for you.

Transcripts are available here.