Improving Achievement and Closing Gaps Between Groups: Lessons from Schools and Districts on the Performance Frontier
Kati Haycock provides an overview of achievement trends at the national and state levels, focusing particular attention on mathematics. She focuses on opportunity and achievement gaps that separate different groups of students, sharing lessons from schools and districts that are tackling those problems head on and getting better results.

Four Years From First-Year Algebra to Calculus is Not Enough
Many of our best students take algebra in eighth grade and calculus in 12th grade. Because of their success, we expect other students to go from algebra to calculus in four years. Zalman Usiskin argues that this is an unrealistic expectation with a rich standards-based curriculum.

Intensification: A Comprehensive Approach for Under-Prepared Algebra Students
One of our greatest challenges as mathematics education leaders is ensuring the success of students who enter high school behind in mathematics. This session describes a comprehensive program that strategically blends effective, existing approaches, and teaching materials with research-informed strategies to increase the performance of under-prepared ninth-grade algebra students.

Proportional Reasoning and Success with Algebra: The Incredible Hulk and The Shrunken Kids
Proportional reasoning is fundamental to the successful study of algebra. There are numerous applications in the curriculum, beginning in Kindergarten, that are rich for development of this reasoning method. By understanding proportional reasoning and its many applications, teachers will be better able to prepare students for algebra.

Guaranteeing Improved Classroom Teaching in 20 Years: What Should We Do Tomorrow?
During the past 100 years, the United States has experienced wave after wave of educational reform with few changes in classroom practice. To ensure we are working toward lasting improvements in teaching- improvements that will increase students' learning -where should we start? What will this path to improvement look like?

Knowing and Modeling PRIME Teaching and Learning Leadership!
This interactive session provided an opportunity to develop understanding of the Teaching and Learning Principle leadership actions as described in PRIME. Participants used self-assessment tools to connect the Teaching and Learning Leadership actions into the context of their workplace.

Knowing and Modeling PRIME Equity Leadership!
This interactive session provided participants with the opportunity to develop understanding of the Equity Principle leadership actions as described in PRIME. Participants used self-assessment tools to connect the Equity actions into the context of their workplace.

Becoming a PRIME Stage 2 and 3 Leader: Understanding and Knowing the Power of Our Leadership Influence!
The Stage 2 PRIME leader must become skilled at influencing others toward best practice behaviors. This session provides six specific leadership behaviors for each step of the influence process. Based upon the "Influence" research, learn how to make change not only achievable and sustainable, but inevitable.

Knowing and Modeling PRIME Curriculum Leadership! Coming 05/21/2010
This interactive session provided participants with the opportunity to develop understanding of the Curriculum Principle leadership actions as described in The NCSM PRIME Leadership Framework. Participants used self-assessment tools to connect the Curriculum Principle actions into the context of their workplace.

Educational Gaming - A Trend Line to the Future Coming 05/21/2010
Nt Etuk, Co-Founder and CEO of Tabula Digita, creator of the award winning DimensionM math series, offers examples of the latest educational games his company has in development, as well as research results and video footage to demonstrate the remarkable effects of using educational games in learning.

The Positioning of African American Schoolgirls as Mathematics and Science Learners Coming 05/21/2010
This mathematics educator is Co-Principal Investigator on a three-year National Science Foundation-funded study to explore how African American girls within impoverished communities position themselves in relation to mathematics and science learning; and the impact of teachers, counselors and parents' positionality on the girls' science and mathematics learning experiences.

Reasoning and Sense-Making in Mathematics: Issues for Leaders, Teachers, and the Mathematics Community. An Update on NCTM Initiatives and Beyond. Coming 05/21/2010
This session challenges leaders to impact student sense-making and proficiency in mathematics across each leader's areas of responsibility. How can leaders support teachers and the mathematics community to engage students in stimulating, sound mathematical learning? Current initiatives of the National Council of Teachers of Mathematics are discussed.

Two Brains (Human Plus Computer) Are Better Than One Coming 05/21/2010
This presentation explores the computer-related mathematics education challenges. It covers a number of ideas of things we can (and probably should) be doing now throughout our mathematics education system. The emphasis is on students learning to work effectively in a "two types of brain" environment.

What are We Up Against? Experiences of Trying to Bring About Change in the United States and the United Kingdom. Coming 05/21/2010
This session draws together findings from Ms. Boaler's work with a broader public- in the United States and the United Kingdom- to represent the understandings and concerns shared by the public, the questions they pose, and the ways we may work with them in the future to bring about change in mathematics teaching.

Dialogues with Latino Parents: Implications for Leaders in Mathematics Education Coming 05/21/2010
This presentation draws on over a decade of work with Latino parents and mathematics education. Focusing on the concept of parents as intellectual resources, Ms. Civil discusses parents' perceptions about the teaching and learning of mathematics, valorization of knowledge, issues of language and mathematics, and implications for schools (teachers and administrators).

Addressing Challenges in Designing and Implementing Teacher Professional Development Programs: Drawing on the Evidence Coming 05/21/2010
Despite growing knowledge about effective mathematics teacher professional development, it remains challenging to enact programs in many school and district contexts that draw on this knowledge base. This session provides practical advice for enacting professional development programs that build on what we know from theory, research, and practice.