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high level math

I believe that all students should be taught by qualified teachers who have high expectations for and believe in their students. 

support for students

I believe that educators should provide students with support, accommodation and remediation that may be necessary. 

culturally relevant pedagogy

I believe that all students should receive instruction that connects to their backgrounds, experiences, cultural perspectives, and traditions. 

asset based teaching

I acknowledge that there are factors that lead to different outcomes for certain populations of students and we seek to address them. 

Education law & policy

I advocate for federal and state laws and policies that promote equity for all stakeholders, including families, students, and educators based on our core values and goals.



Season 1: Episode 1 Introducing the Math Education Matters Podcast

In this episode, the host, Dr. Queshonda Kudaisi: 1. Introduces herself as the Host of the Podcast 2. Introduces Math Education Matters, the website, and the community 3. Introduces the Math Education Matters Podcast including What To Expect.

Resources discussed in the podcast include: Follow us on twitter: 

Season 1: Episode 2 Dr. India White on Harnessing Students' GRIT in Mathematics Education

In this episode, Dr. Kudaisi interviews Dr. India White, TEDx speaker, motivational speaker, life coach, author, national educational consultant, entrepreneur, mentor, and a licensed minister, on  Harnessing Students' GRIT in Mathematics Education. 

Feel free to connect with Dr. India White on social media:
Twitter: Indispeaknteach
Twitter: IWhiteBIL
LinkedIn: TheIndiaWhite
Facebook: MsIndiaWhite
TEDx Talk: The Power of Grit

Places Dr. Kudaisi has Shared Her Work



  1. White, I., White, S. Hill, Z., Gilligan, T., Carrington, M., & Kudaisi, Q. (2023). Examination of Equity in Math Education Policies. Florida Council of Teachers of Mathematics. 

  2. Harper, F. & Kudaisi, Q. (2023). Geometry, groceries and gardens: Learning mathematics and social justice in a project-based mathematics classroom. The Journal of Mathematical Behavior. Read here.

  3. Kudaisi, Q. (2022). Student noticing and wondering in the mathematics classroom: An equity-directed instructional strategy. Dimensions in Mathematics. 

  4. Sears, R., & Kudaisi, Q. (2021). A Systemic Approach to Attend to Justice, Equity, Diversity, and Inclusion (J.E.D.I) in a High School Mathematics Methods Course. Connections, 31(2). Read here. 



  1. Vernon-Jackson, S., Kudaisi, Q., Castro-Minnehan, C. (accepted). Informal STEM Learning as a Vehicle To Develop 21st Century Skills: A Model for Informal STEM Learning in Summer Camps in Cases on Informal Learning for Science and Mathematics Education. IGI Global.

  2. Kudaisi, Q. (2022). Attending to Equity and Social Justice in Mathematics Coaching. In White, I. (Ed).  Equity Counts: Diversity and Inclusion for Success of All Learners. Rise to greater heights network.

  3. Kudaisi, Q. & Kudaisi, O. (2022). The mathematics of toxic air emissions. In Conway, B., Id-Deen, L., Raygoza, M., Ruiz, A., Staley, J., & Thanheiser, E (Eds).  Middle School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice. Corwin Mathematics and The National Council of Teachers of Mathematics.

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