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In this article, we overview a professional learn- ing task that involves drawing one’s vision for high-quality, equitable mathematics instruction (HQEMI). The task is part of the ongoing work of a statewide research practice partnership that supports a shared vision of mathematics across the state K–12 system. Our work of HQEMI is rooted in the development of Munter’s (2014) four dimensions for visions of high-quality mathematics instruction (VHQMI): the role of the teacher, classroom discourse, mathematical tasks, and student engagement. The first three dimensions are particularly useful in the work of the drawing task. In this article, we share an overview of the drawing task, its implementa- tion with educators, and sample drawings, de- tailing how personal drawings were made visible across participants and the conversations result- ing from viewing and reflecting on one another’s drawings. These conversations helped surface disparities in notions of ideal mathematics in- struction and provided space for negotiation of shared meaning. We provide themes and over- arching considerations from these conversations to highlight discussions that might be elicited through this task in future iterations. Finally, we provide recommendations for implementing the task and consider how the task might be adapt- ed for others’ contexts to support professional learning about and development of a shared vision for mathematics. 

In this work-in-progress (WIP) study, we begin to identify explicit links between ethics and diversity, equity, and inclusion (DEI) in engineering education and closely related fields. We use systematic literature review procedures coupled with a qualitative content analytic approach to identify these explicit links within engineering education journals and conference papers. Through this WIP, we identify preliminary themes that represent explicit discourses connecting ethics and DEI and we cite associated literature. We unpack four themes that have a prominent presence in the abstracts that we have reviewed: cultural, global, social, and sustainable. These explicit connections will support future systematic review procedures wherein we will aim to identify implicit DEI and ethics connections via an analysis of whole manuscripts. While preliminary, we hope that these four themes can prompt strategies to connect ethics and DEI more purposefully when teaching towards these and related topics.