InspireMath

Press Release: Inspire Institute Partners with George Mason University on STEM Learning Series Inspire Institute and George Mason University announce a new hybrid STEM professional learning program supporting math and science teachers across the region.

We are enrolling new students. Dr. Lou's Beautiful.Minds tutoring is helping students succeed in math!

Make the shift. Focus on impact. Math “impact”.

At InspireMath, we help districts and educators move beyond test scores to math impact—where students engage, create, and thrive, teachers innovate with purpose, and communities see math as a force for empowerment.

Let’s build a system where math drives belonging, agency, and real-world change.

Partner with us to design scalable strategy, professional learning, and evaluation systems that make math a tool for impact—not just assessment.

I had the privilege of joining a panel with fellow phenomenal Black male math educators Kristopher J. Childs James E ONeal Jr. and Shane Wiggan at the NCTM - National Council of Teachers of Mathematics in Chicago where we shared our voices about the hopes and aspirations of Black boys in mathematics. One question stood out:

What impactful message can we share on Monday morning to enhance the experiences of Black boys in math?

A few years ago, I observed a group of middle school boys playing marbles, measuring distance with a handspan technique to settle disputes. It reminded me of the need for recognizing mathematical genius outside traditional classrooms.

Here are my lingering thoughts:

1. Math Giftedness Thrives in Safety: Black boys often thrive in environments where they feel safe and accepted—often not in schools.

2. Black Boys Are Always Creating Authentic Worlds for Math Exploration: Their ways of experiencing the world, sometimes peculiar, sometimes unorthodox, problem-solving approaches are often down-played. We must broaden our definitions of valid learning experiences.

3. The Hidden Mathematical Spaces of Black Boys Are Often Overlooked: Mathematical brilliance exists in everyday spaces—like barbershops and neighborhoods—where Black boys feel valued. I see so many examples of problem solving, reasoning, measuring, probabilistic reasoning and the list goes on!

Hearing from teachers and leaders over the last few months, I'm happy to launch this workshop series to support how teachers find power and agency in Creating Culturally Responsive Math Classrooms. Thanks to all the colleagues who asked for and refined this. We start Sept 12 and pre-enrollment is open for early birds! Please share far and wide. Choose one or all. https://institute.inspiremath.org/fallseries

Adapting Curriculum for Culturally Responsive Mathematics Teaching and Leadership Series - SEP 12, SEP 19, OCT 3, OCT 17

"We don't wait until children drown before they get swim lesson...in math we do. Lou Matthews"

Just finished a coaching session with a young Bermudian boy. We struggled together and he worked so hard to master this particular 'algebra' skill that keeps popping up. I wanted to step in several times but realized I needed him to have some trouble spots and work through. We stayed with it and by the end we were close to mastery.

I wish I could do more to convince families - Black families, what's possible when children are coached in mathematics - We don't wait until children drown before they get swim lesson. And we shouldn't wait until children fail to give them the skills they need to succeed.

I get it. School math hasn't been kind to families. Many of my friends and family can point to memories of being ridiculed, excluded, made to feed dumb, in the "dumb" classes. That was wrong. It doesn't have to be your child's future.

Let me help you change that

www.inspiremath.org