Educators need accessible, practical tools to integrate language development into mathematics instruction. However, systemic barriers persist for multilingual learners not just in tasks and materials but also in educators' language use, expectations for peer interactions, and assessment practices. To bridge this gap, Stanford University Graduate School of Education and the University of Delaware partnered on a CREATED co-design initiative, developing resources that empower math teachers to better support multilingual learners.

The CREATED team at the University of Delaware faced a significant challenge: translating complex research on Math Language Routines (MLRS) and Design Principles into an engaging, accessible format for educators. While research on effective math instruction is rich with insights, it is often dense and difficult to apply in everyday classrooms. CREATEd needed a way to break down these findings into actionable strategies that teachers could quickly grasp and implement with confidence.

To tackle this challenge, CREATED partnered with Sociable Consulting to develop a multi-faceted strategy that combined visual storytelling with a digital engagement
plan. The goal was twofold: make research accessible and amplify its reach among educators.

The approach centered on a multi-page infographic that distilled complex concepts into clear, actionable insights, transforming academic language into practical tools for teachers. Strategic design elements such as color-coded sections, clear typography, and intuitive layouts ensured seamless navigation. Interactive components, including QR codes linked to deeper resources, provided educators with immediate access to implementation tools.

Recognizing that educators increasingly turn to social media for professional development, we also crafted a targeted digital strategy to expand the reach of these resources. By aligning content with educator needs, we ensured the research was not only understood but actively shared and used.