ATOMIM Conference Gathers Educators from Across Maine to Advance Mathematics Learning

On March 24, 2026, an Association of Teachers of Mathematics in Maine (ATOMIM) Conference convened more than 230 educators, instructional leaders, and partners for a full-day professional learning experience centered on the theme, “Developing Mathematical Reasoning for All: Ensuring Everyone Is Counted In.” Supported by partners including Imagine Learning, Texas Instruments, McGraw Hill, and the Maine Department of Education (DOE), the conference showcased a comprehensive program designed to translate research into classroom practice while advancing a more equitable mathematics learning ecosystem.

The conference theme was woven throughout every session, reinforcing that mathematical reasoning is not reserved for a subset of students but is a critical skill for all learners. Presenters consistently focused on removing barriers to participation, addressing math anxiety, and building confidence and identity in mathematics.

Opening keynote speaker Vanessa Vakharia set the tone by challenging traditional definitions of success in math education and stating, “There’s no such thing as ‘not a math person.’” Her message—reframing failure as a necessary part of learning—resonated across sessions that followed, many of which addressed math trauma, student mindset, and inclusive teaching strategies. Vakharia further emphasized that, “Success and failure are not mutually exclusive.I In an inclusive classroom, we must have both working together.”

Across three session blocks, attendees engaged in more than 20 breakout sessions spanning grade levels pre-K–12 and beyond. Topics reflected a balance of foundational skill-building and innovative approaches, including strengthening number sense and multiplicative reasoning in early grades; using games, models, and hands-on tools to deepen conceptual understanding; applying algebra and data science to real-world contexts such as energy and community issues; and integrating technology, AI, and coding to make mathematics interactive and relevant.

Sessions such as “Using Culture and Identity to Teach Mathematics in the Age of AI” and “Data-Rich Math Routines” highlighted how culturally responsive teaching and real-world data can make mathematics more meaningful and accessible—key components of broadening participation in STEM (science, technology, engineering, and mathematics) fields.

A central throughline of the conference was equity. Many sessions focused on differentiation strategies, multilingual learner support, and inclusive instructional frameworks such as Universal Design for Learning (UDL). Educators explored how to redesign lessons, assessments, and classroom routines to ensure all students can engage in rigorous mathematical thinking. Workshops on math therapy, rubric design, and brain-based learning provided actionable strategies to support diverse learners, reinforcing that equity is achieved not through simplification but through intentional, inclusive design.

Beyond content, the conference highlighted the importance of student identity and belonging in mathematics. Sessions explored how storytelling, discussion routines such as “Notice and Wonder,” and collaborative problem solving can help students see themselves as capable mathematicians. Interactive formats—ranging from hands-on games to panel discussions—encouraged participants to actively engage, reflect, and share practices. This approach fostered a strong sense of professional community and reinforced the idea that improving math education requires collective effort.

Several sessions addressed the evolving role of mathematics in preparing students for college, careers, and civic life. Innovative course pathways, such as financial algebra and career-focused math programs, were presented as alternatives to traditional sequences, helping align instruction with workforce needs. These discussions underscored the importance of equipping students with not only procedural skills but also the reasoning, problem-solving, and analytical abilities necessary for success in STEM-related fields.

Reflecting on the experience, one participant shared, “I enjoyed learning about the numeracy playbook and understanding how it will work. It was especially valuable to interact with educators from across the state and learn what they are doing, as well as ways I can change up my math teaching.”

The 2026 ATOMIM Conference demonstrated how a focused, theme-driven convening can advance both instructional practice and broader educational goals. With more than 230 participants engaged in deep learning and collaboration, the event highlighted a shared commitment to ensuring that every student has access to meaningful, high-quality mathematics education.

To learn more about the Association of Teachers of Mathematics in Maine (ATOMIM) please visit their website.