top of page

Math Literacy for Critical Thinkers

March 18 - May 3, 2024


Grades 9 - 12



Skills Learned:

● Engage with math literacy
●Participate in peer-to-peer learning and teaching
●Practice critical thinking


Classtimes will be coordinated between the Lead Teacher and Teacher Fellow

Session Length:

March 18 - May 3, 2024

Number of Sessions:

2 of 2

This course will be part of an ongoing research study by AIR, in collaboration with CWW, the CERES Institute for Children & Youth at Boston University, and the Rennie Center. The study aims to understand teacher and student experiences in the CWW initiative, including factors influencing effective implementation, and outcomes.


Course Program:

Math literacy isn't just about numbers; it's a gateway to empowerment. In this course, students will harness the power of mathematical communication to foster critical thinking. Prepare to challenge your perceptions and elevate your mathematical knowledge. Together, we'll explore fundamental math concepts, but this course is more than equations; it's a platform for peer-driven learning. Drawing inspiration from the grassroots civil rights movement, we'll create a tight-knit community where students teach and empower one another. Students will discover the synergy between math, critical thinking, and advocacy while sharpening their skills and building confidence. Join us in "Math Literacy for Critical Thinkers" and embark on a journey of intellectual growth and transformation.

Nakia Navarro.webp


Quinn Soto

Quinn is an experienced math teacher at Boston Day and Evening Academy. He began his career in education over 15 years ago, inspired by an experience he had
in high school calculus. While all of the students were computationally fluent, many lacked the ability to engage in any authentic discourse about what they were doing, to create meaningful mathematical models, or to relate what they memorized to other mathematical concepts. Many of them learned that calculus is just a bunch of procedures and formulas. Reflecting on this experience as a senior in high school led Quinn to believe he wanted to teach calculus. His goal was to provide students with an education that allowed them to authentically explore and engage with
mathematics. In college and shortly after, Quinn worked with two mathematics education programs that shaped his approach to teaching: the Bridge to Calculus (BtC) program, which indirectly led him to a dedication to middle-school mathematics, and the Young People’s Project (YPP), which inspired his passion for and expertise in near-peer mentoring and experiential learning.

Over the past ten years, Quinn Soto has taught middle school and high school math in Boston Public Schools. Through this time, Quinn has challenged his students to a high standard of learning through a philosophy of independent, student-led thinking.

bottom of page