2013 NCSM Annual Conference

Wednesday Sessions

Session information last updated: 4-13-2013

 
Wednesday Sessions, April 17, 2013
 
300  7:30 AM to
8:30 AM
Centennial D-HGeneralFunctionsKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Seeking the Summit: A Journey to Bridge Connections Among the Standards for Mathematical Practice and Classroom Practices
BIO Jennifer M. Bay-Williams is a professor of mathematics education at the University of Louisville (Kentucky). She is co-author of numerous books to support teachers and teacher leaders, including Mathematics Coaching: Resources and Tools for Coaches and Leaders (with Maggie McGatha, Beth Kobett, and Jon Wray); Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction (3 volume series) (with LouAnn Lovin, Karen Karp and the late John van de Walle; Elementary and Middle School: Teaching Developmentally-8E and the Professional Development Edition, and the related Field Experience Guide, Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in Pre-K-Grade 2, and Math and Literature: Grades 6-8. Jennifer has published many articles on teaching and learning in NCTM journals and regularly provides professional development on effective teaching practices. Jennifer taught elementary, middle, and high school in Missouri and in Peru, and continues to work in classrooms at all levels with students and with teachers. Jennifer served on the Board of Directors for TODOS: Equity for All, as Editor for the 2012 NCTM Yearbook on Professional Collaborations, and Past-President of the Association of Mathematics Teacher Educators (AMTE).

 

Lead Speaker: Jennifer Bay-Williams

301  8:45 AM to
9:45 AM
Capitol 5 -7GeneralMajor SpeakerKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

The Role of Mathematics Teaching and Learning in New Teacher Evaluation Systems
Heather C. Hill is a Professor in Education at the Harvard Graduate School of Education. Her primary work focuses on developing new measures of mathematics teacher and teaching quality, and using these measures to inform current policies and instructional improvement efforts. Over the period 2000-2010, she and colleagues developed an assessment of teachers' mathematical knowledge for teaching (MKT) as well as an observational instrument to evaluate the mathematical quality of instruction (MQI) within classrooms. She is codirector of the National Center for Teacher Effectiveness and also principal investigator of a five-year study examining the effects of Marilyn Burns Math Solutions professional development on teaching and learning. Her other interests include instructional improvement efforts in mathematics and the role that language plays in the implementation of public policy. She has served as section chairs for the American Educational Research Association and Society for Research on Educational Effectiveness conferences, and on the editorial boards of Journal of Research in Mathematics Education and the American Educational Research Journal. She is the coauthor, with David K. Cohen, of Learning policy: When state education reform works (Yale Press, 2001).

 

Lead Speaker: Heather Hill

303  8:45 AM to
9:45 AM
Capitol 2Middle
(6 - 8)
Sponsor ShowcaseKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Scholastic Education: Your Common Core Mathematics Solution
cholastic's breakthrough solutions in mathematics intervention are designed to target key areas outlined by the National Math Panel and the Common Core State Standards to give students the foundation for success in algebra and beyond. Learn more about our professional development offerings and our mathematics interventions - including the solution you have all been waiting for - MATH 180 - an innovative blended-solution that provides a rich mathematical experience for both teachers and students.

 

Lead Speaker: Marilyn Trow

304  8:45 AM to
9:45 AM
Centennial ASecondary
(9 - 12)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Technology-Aided Assessment to Probe Understanding and Push Mathematical Thinking Forward
Technology-aided assessments need not be limited to multiple choice formats that overly constrain student responses. Technology can provide much richer opportunities to both probe student understanding and to push student thinking forward (hallmarks of formative assessment) without giving up many of the advantages of machine evaluation.

 

Lead Speaker: Gail Burrill
Co-Presenter: Tom Dick

305  8:45 AM to
9:45 AM
Centennial BSecondary
(9 - 12)
Oral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Improving the Quality (and Quantity) of New Secondary Mathematics Teachers: University/School Partnerships Are Key!
Producing new secondary mathematics teachers who are well-prepared to meet the challenges of the Common Core State Standards requires strong partnerships between higher education and K-12 schools, supporting candidates across the continuum from recruitment to preparation to induction to content-rich professional development for teachers in partner schools.

 

Lead Speaker: W. Gary Martin
Co-Presenter: Jim Lewis
Co-Presenter: Johannah Maynor
Co-Presenter: Marilyn Strutchens

306  8:45 AM to
9:45 AM
Centennial CGeneralOral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Mapping the Way: Using a Learning Map to Analyze Assessment Data and Guide Mathematics Instruction
This session focuses on how education leaders can engage teachers in using assessments to help all students learn. Progress on a multi-state project developing innovative assessments linked to the CCSS will be described. Participants will engage in using a learning map that articulates the mathematics students learn to guide instruction.

 

Lead Speaker: Kelli Thomas
Co-Presenter: Alan Sheinker
Co-Presenter: Perneet Sood
Co-Presenter: Mari Flake

307  8:45 AM to
9:45 AM
Mineral APrimary
(PK - 2)
Oral PresentationEquity for Each Learner: Equitable Practices to Engage and Build Student Mathematical Knowledge

Math and Movement: Using Movement to Enhance Mathematical Ability, Increase Physical Fitness, and Meet the Common Core State Standards
Learn simple strategies for using movement-based learning to reach ALL learners. Math & Movement is a kinesthetic, multi-sensory approach to teaching mathematics. Learn of the newest research linking exercise and increased learning and how to strengthen your classroom teachers' love of teaching mathematics. Learn how to sustain movement-based learning through teacher buy-in.

 

Lead Speaker: Suzy Koontz

308  8:45 AM to
9:45 AM
Mineral B/CMiddle
(6 - 8)
Oral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Examining the Fraction Focus in the Common Core State Standards
This session will examine the steps that teacher leaders (in grades 3-8) must take to ensure high-quality mathematics instruction in the era of the Common Core State Standards with a focus on the mathematical practices and the teaching of rational numbers.

 

Lead Speaker: Eric Milou

309  8:45 AM to
9:45 AM
Mineral D/EMiddle
(6 - 8)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

After the Professional Development Goes Away: Stories of Continuing and Scaling Up Formative Assessment Practices in Mathematics
At the conclusion of two years of professional development to improve mathematics instruction through learning about formative assessment practices, participating schools took very different next steps. Come learn about and discuss factors that contributed to successes and challenges of two schools that chose to continue and scale up this work.

 

Lead Speaker: Susan Janssen
Co-Presenter: Emily Fagan

310  8:45 AM to
9:45 AM
Mineral F/GIntermediate
(3 - 5)
Oral PresentationEquity for Each Learner: Equitable Practices to Engage and Build Student Mathematical Knowledge

Using Technology to Support Struggling Learners in Inclusive Mathematics Classrooms
Technology, such as interactive whiteboards and tablet computers, provides multiple options to support students who struggle to learn mathematics. What are some principles to help guide the use of technology? What are some promising practices? This session will address these questions through describing classroom examples and showing a video episode.

 

Lead Speaker: Zachary Champagne
Co-Presenter: Judy Storeygard

311  8:45 AM to
9:45 AM
Capitol 1Middle
(6 - 8)
Oral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Mathematics Professional Development by Teacher Leaders: A Colorado School District's Experiences Using the Problem-Solving Cycle
This session will share the experiences of one large, urban district in Colorado that used a model of mathematics professional development called the Problem-Solving Cycle. We discuss the model, its implementation by teacher leaders in the district, and research findings around the impact on participating teachers' knowledge and instructional practices.

 

Lead Speaker: Karen Koellner
Co-Presenter: Jennifer Jacobs
Co-Presenter: Joanie Funderburk

312  8:45 AM to
9:45 AM
Capitol 3GeneralOral PresentationEquity for Each Learner: Equitable Practices to Engage and Build Student Mathematical Knowledge

Leveling the Playing Field Begins with Access to the Common Core State Standards for K-5 Students
A component of equity is to provide all students access to content. GRREC, Whizz Education, Inc., Carnegie Learning, and Western Kentucky University collaborated to provide professional development for teachers to increase knowledge of mathematics content and pedagogy while forming data teams to monitor progress. Students received quality instruction with embedded supports.

 

Lead Speaker: Sandra Baker
Co-Presenter: Kevin Judd
Co-Presenter: Kasey Bratcher

313  8:45 AM to
9:45 AM
Capitol 4Intermediate
(3 - 5)
Oral PresentationPractices that Support Coaches: Theoretically-Informed and Research-Based Practices for Content and Pedagogy

Building Fluency with Fractions
To be good at fractions, students need to develop a specific set of skills and abilities. We'll identify what those skills are, which of the Common Core State Standards are critical at each grade level, and what tools teachers can use to give students a better, more intuitive understanding.

 

Lead Speaker: Greg Tang

314  8:45 AM to
9:45 AM
GranitePrimary
(PK - 2)
Oral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Using Professional Learning Communities/Networks to Promote Mathematical Practices in the Primary Grades
Teachers of the early grades have the opportunity to lay the foundation for young students' lifelong habits of mind. In this session, learn and experience the essential components of an effective PLC /PLN that develops primary teachers' skills in engaging their students in the Common Core State Standards for Mathematical Practice.

 

Lead Speaker: Janie Schielack
Co-Presenter: Dinah Chancellor

315  8:45 AM to
9:45 AM
TitaniumGeneralOral PresentationPractices that Support Coaches: Theoretically-Informed and Research-Based Practices for Content and Pedagogy

Supporting the Transition from Experienced Teacher to Mathematics Coach
In this session, participants will engage with findings from a research study about experiences of veteran elementary and middle grade teachers during their first year as mathematics coaches. Specific strategies for supporting new mathematics coaches will be discussed.

 

Lead Speaker: Fran Arbaugh
Co-Presenter: Kathryn Chval

316  8:45 AM to
9:45 AM
ZirconiumGeneralOral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Form Follows Function: Changing Administrator and Teacher Beliefs About Formative Assessment
What structures support the effective use of Formative Assessment? Presenters will share work they have done with 32 school districts in Suburban Cook County. We will highlight project features that have helped administrators, teacher leaders, and teachers use formative assessments to reflect and change practice to improve student learning.

 

Lead Speaker: Margie Pligge
Co-Presenter: Nancy Mueller
Co-Presenter: Melanie Wertz
Co-Presenter: Joanne Baker

317  8:45 AM to
9:45 AM
PlatinumIntermediate
(3 - 5)
Oral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Facilitating Teachers' Capacity to Teach Mathematics in the Common Core Through Practice-Based Professional Development Materials
Presenters discuss features of materials that support teachers' capacity to teach mathematics according to the Common Core State Standards through a distinctive form of professional development for elementary mathematics teachers that integrates elements of professional learning and grounds learning opportunities in practice.

 

Lead Speaker: Meghan Shaughnessy
Co-Presenter: Judith Jacobs
Co-Presenter: Timothy Boerst
Co-Presenter: Kara Suzuka

318  8:45 AM to
9:45 PM
SandstoneGeneralOral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

NCSM Situations: Secondary Professional Development Using Classroom-Based Scenarios
Situations are classroom-based scenarios that provide opportunities for secondary teachers to broaden and deepen their mathematical knowledge for teaching secondary mathematics. Learn about ways to use these materials to advance the content knowledge of both in-service and pre-service secondary teachers.

 

Lead Speaker: Patricia Wilson
Co-Presenter: Diane Briars
Co-Presenter: M. Kathleen Heid
Co-Presenter: Connie Schrock
Co-Presenter: Steve Viktora

319  10:00 AM to
11:00 AM
Capitol 5-7Secondary
(9 - 12)
Major SpeakerKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

A New Model for Linking Schools & Colleges in Support of Common Core Adoption
BIO: Heather Woodcock Ayres facilitates the Affinity Network, drawing on 25 years of experience as an educational administrator, instructor, and researcher involved with programs to emphasize the skills and knowledge students need to transition successfully from high school to college. Her background includes 15 years in undergraduate admission as Director of Admission at Wellesley College and Brown University, where she established an early-college partnership program with Providence Public Schools. As an Assistant Dean of Arts and Sciences at The College of William and Mary, Heather organized community-based research, designed writing intensive first-year seminars, and taught courses on literacy and social change. She has 10 years of experience conducting research on strategies to promote first-year college student success and on data-driven school improvement practices with middle and high school educators through the College Board and Data Wise project at Harvard Graduate School of Education, where Heather earned her master's and doctoral degrees. Rick Biggerstaff was born in Santa Ana California. He was raised and now lives in Spokane Washington. He earned his Bachelor's degree in Secondary Math Education and his Master's degree in mathematics both at Eastern Washington University. He taught high school math for 21 years at Lewis and Clark High School in Spokane, and was the Mathematics Department Head for 13 of those years. Rick was also an adjunct Instructor at Spokane Falls Community College for 6 years in their evening calculus program. For the past 5 years, he has worked as the Secondary Mathematics Coordinator for Spokane Public Schools. Rick is married, has 3 sons and 2 grandchildren who live in Spokane.

 

Lead Speaker: Heather Ayres
Co-Presenter: Rick Biggerstaff

320  10:00 AM to
11:00 AM
Quartz A/BIntermediate
(3 - 5)
Technology ShowcaseEquity for Each Learner: Equitable Practices to Engage and Build Student Mathematical Knowledge

Using Math-Whizz for Differentiation, RTL, and Teaching to the New Standards
Math-Whizz is the most advanced online tutor for students in grades K-8. With a diagnostic assessment, adaptive animated lessons, and motivating rewards, students who use the program often progress two years in mathematics in just one year and have fun at the same time. In a lab setting, participants will get an opportunity to explore the student experience, try sample lessons, see what it's like to teach with the program, and have an opportunity to try Math-Whizz out for themselves.

 

Lead Speaker: Kevin Judd
Co-Presenter: Sarah Slaid

321  10:00 AM to
11:00 AM
Capitol 2Middle
(6 - 8)
Sponsor ShowcaseKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Pearson's CMP3: Strategic Digital Tools for Teaching the Standards for Mathematical Practice
Technology is part of everyday life. Pearson's CMP3 brings the full power of technology into the classroom, using digital tools to help your teachers teach with fidelity, thus raising student achievement. Participants will learn how engaging and interactive mobile technology helps manage classroom instruction and deliver content that's rooted in the Standards for Mathematical Practice.

 

Lead Speaker: Chris Morrison
Co-Presenter: Marta Miko

322  10:00 AM to
11:00 AM
Centennial AMiddle
(6 - 8)
Oral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Helping Teachers Engage with the Standards for Mathematical Practice: An Instructional Strategy to "Look for and Express Regularity in Repeated Reasoning"
Experience a sample set of activities from a new professional development course for teachers to learn to engage their students with the Standards for Mathematical Practice. Participants will unpack mathematical practice #8, work on a rich mathematics task, and learn an instructional strategy for encouraging students' use of this practice.

 

Lead Speaker: Grace Kelemanik
Co-Presenter: Susan Janssen
Co-Presenter: Life Legeros

323  10:00 AM to
11:00 AM
Centennial BGeneralOral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Making Your Vision for Mathematics Education a Reality: Five Steps to Achieving the Standards for Mathematical Practice
Is it really possible to have everyone on the same page working toward the same goals? Yes! Participants will hear the story of how one mathematics coach led a K-8 school through five high impact steps over a five-year period, leading to a community of thinkers and persistent problem solvers.

 

Lead Speaker: Lindsey Smith

324  10:00 AM to
11:00 AM
Centennial CMiddle
(6 - 8)
Oral PresentationPractices that Support Coaches: Theoretically-Informed and Research-Based Practices for Content and Pedagogy

A Common Core: New Ways of Working with Student Teachers
How can cooperating teachers infuse the Standards for Mathematical Practice into their student teachers' habits of mind when they, themselves, haven't reached full understanding? Through video and the lens of a student teacher, cooperating teachers, principal, and methods instructor, we will explore new ways of coaching them all.

 

Lead Speaker: Sandie Gilliam
Co-Presenter: Michael Dougan
Co-Presenter: Lori Smith
Co-Presenter: Mark Miller
Co-Presenter: Kirstin Oseth

325  10:00 AM to
11:00 AM
Mineral ASecondary
(9 - 12)
Oral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

National Trends in Universal Early Algebra: Findings from a National Study of Early Algebra Policies
This session presents findings from a national survey of how school districts are responding to current pressure to ensure that all students complete Algebra 1 by or before grade 9. Findings reveal how districts structure and use resources to respond to early algebra demands and illustrate outcomes and challenges.

 

Lead Speaker: Janine Remillard
Co-Presenter: Beth Herbel-Eisenmann
Co-Presenter: Michael Steele
Co-Presenter: Lindsay Keazer
Co-Presenter: Baker John
Co-Presenter: Nina Hoe

326  10:00 AM to
11:00 AM
Mineral B/CGeneralOral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Preparing Your Teachers and Students for the Consortia Assessments
Are your teachers and students prepared for assessment items which provide evidence on proficiency to explain and apply mathematical concepts; perform procedures; frame and solve complex problems; construct viable arguments to support their reasoning; and analyze complex real-world scenarios using mathematical models to interpret and solve problems? We examine the steps necessary to accept this challenge.

 

Lead Speaker: Hank Kepner

327  10:00 AM to
11:00 AM
Mineral D/EGeneralOral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Simple Solution for Success in the Mathematics Classroom: Badges, Progress, and Motivation
We all like making progress and feeling like we're getting better at something. Sadly, too many of our students don't have any sense of consistent progress in mathematics. This session will explore ways to integrate gaming elements into both learning AND teaching to make progress transparent and motivating.

 

Lead Speaker: David Dockterman

328  10:00 AM to
11:00 AM
Mineral F/GGeneralOral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

District and School Leadership that Supports the Implementation of Mathematics Instructional Materials: What We've Learned from 12 Districts
What are the key dimensions of building a coherent and successful implementation? In this session, we will report on an NSF-funded study investigating the implementation of mathematics instructional materials with particular attention to district and school infrastructure that promotes high-quality mathematics instruction.

 

Lead Speaker: Katherine Schwinden
Co-Presenter: June Mark
Co-Presenter: Kristen Reed

329  10:00 AM to
11:00 AM
Capitol 1Intermediate
(3 - 5)
Oral PresentationEquity for Each Learner: Equitable Practices to Engage and Build Student Mathematical Knowledge

A Menu of Strategies: Building Flexible Thinking into the Curriculum
This session focuses on the role of flexible computation strategies in developing student mathematical proficiency. Specific areas of discussion will include the interplay between conceptual models and numerical algorithms, the teaching of varied strategies to meet the contextual demand of a problem, and to support the individual needs of students.

 

Lead Speaker: Jennifer Leimberer

330  10:00 AM to
11:00 AM
Capitol 3Intermediate
(3 - 5)
Oral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Improving Mathematics Achievement: Supporting Teachers' Use of Mathematical Disagreements
Participants will examine elementary teachers' perceptions of mathematical disagreements and then assess their own understanding of how to support teachers' use of such disagreements in having a positive impact on mathematics achievement. Connections between supporting teachers' use of mathematical disagreements and the Standards for Mathematical Practice will be highlighted.

 

Lead Speaker: Angela Barlow
Co-Presenter: Angeline Gaddy
Co-Presenter: Wesley Baxter

331  10:00 AM to
11:00 AM
Capitol 4GeneralOral PresentationPractices that Support Coaches: Theoretically-Informed and Research-Based Practices for Content and Pedagogy

The Exciting Odyssey of Turning a Mathematics Department Around in One Year
Things were not good when I first arrived at Hazelwood East Middle School. It is amazing how far the mathematics department has come in just over a year. This session will discuss the replicable elements of a systemic approach to shifting curriculum, instruction, assessment, and the professional culture.

 

Lead Speaker: Steven Leinwand

332  10:00 AM to
11:00 AM
GraniteSecondary
(9 - 12)
Oral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Empowering High School Administrators, Coaches, and Teacher Leaders to Leverage the Standards for Mathematical Practice to Make Instructional Shifts Happen
How can we best support our administrators and specialists in their efforts to help teachers in actualizing the Common Core State Standards for Mathematical Practice? This session will engage participants in several focused professional development activities from our work with administrators, specialists, and teacher leaders in our high school problem-based project.

 

Lead Speaker: Jamila Riser
Co-Presenter: Jon Manon
Co-Presenter: Valerie Maxwell
Co-Presenter: Janice McCarthy
Co-Presenter: Vickie Pendleton

333  10:00 AM to
11:00 AM
TitaniumPrimary
(PK - 2)
Oral PresentationPractices that Support Coaches: Theoretically-Informed and Research-Based Practices for Content and Pedagogy

Coaching Teachers to Develop the Common Core State Standards for Mathematical Practice
The role of the teacher in developing the Common Core State Standards for Mathematical Practice is important to the practices coming alive. Coaches can help teachers develop the practices by initiating and facilitating several defined actions. The presenter will discuss and demonstrate a variety of these actions for each of eight mathematical practices.

 

Lead Speaker: Thomasenia Adams

334  10:00 AM to
11:00 AM
ZirconiumIntermediate
(3 - 5)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Engaging and Motivating Mathematics Problems, Tasks, and Activities
Encourage students to explore, collaborate, discuss and write about their mathematical thinking and ideas about meaningful problems and tasks. Ask good questions to promote thinking and to motivate students. Include mathematics assessment rubrics and relevant Common Core State Standards (CCSS) websites. Show how the CCSS for Mathematical Practice are used in each activity.

 

Lead Speaker: Edna Bazik
Co-Presenter: Sharon Rak

335  10:00 AM to
11:00 AM
PlatinumMiddle
(6 - 8)
Oral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Developing a Mathematics Program Where Students Model Professional Mathematicians by Holding a Mathematics Symposium in Their School
Research and common sense indicate that students who are engaged in rich, meaningful mathematics programs learn more and perform at higher levels than students who are in narrow, test-prep focused programs. Participants will learn about and discuss how to incorporate mathematics symposia in their schools.

 

Lead Speaker: James Matthews

336  10:00 AM to
11:00 AM
SandstoneGeneralOral PresentationPractices that Support Coaches: Theoretically-Informed and Research-Based Practices for Content and Pedagogy

Let's Use NCSM's Coaching Corner
We will guide you in using Coaching Corner resources to strengthen student-focused coaching in mathematics. You could plan effective pre- and post-observation conferences. You could find and use video clips, authentic coaching case studies, and the SVMI Coaching Observation Guide to learn how to improve your coaching program. We will use common core universal mathematical practices for student learning as the focus points for this session making it applicable for coaching at all grade levels.

 

Lead Speaker: Laura Godfrey
Co-Presenter: David Foster

337  11:15 AM to
12:15 PM
Capitol 5-7GeneralMajor SpeakerEquity for Each Learner: Equitable Practices to Engage and Build Student Mathematical Knowledge

The PEAK of Mathematics Leadership: Placements, Equity, Achievement, and Knowledge
Lee V. Stiff is a professor of mathematics education at North Carolina State University, a position he has held since 1983. He has been recognized for his work via the Reginald V. Blackmon Award for Excellence in Teaching, the W. W. Rankin Memorial Award for Excellence in Mathematics Education, and a Fulbright Scholar Award to the Department of Mathematics of the University of Ghana. From 2000 to 2002, Dr. Stiff served as President of NCTM. Dr. Stiff has served on the Boards of Directors of the Benjamin Banneker Association and NCTM. He has been a member of the Mathematical Sciences Education Board of the National Research Council and the Education Advisory Committee of the National Aeronautics Space Administration. Since 1989, Dr. Stiff has been a co-author of elementary, middle grades, and high school textbooks in mathematics currently published by Houghton Mifflin Harcourt and Holt McDougal.

 

Lead Speaker: Lee Stiff

338  11:15 AM to
12:15 PM
Quartz A/BIntermediate
(3 - 5)
Technology ShowcaseEquity for Each Learner: Equitable Practices to Engage and Build Student Mathematical Knowledge

Ensure Fluency with Whole Numbers for ALL Students!
By the end of third grade, the Common Core State Standards call for students to be fast and accurate with mathematics facts in all four operations. Join this session to learn how FASTT Math Next Generation's adaptive instruction enables students to develop mathematics fact fluency and automaticity so they can focus on higher mathematics skills. Because it is so easy to use and easy to implement, teachers can spend their time on addressing the rigorous skills needed to help all students become College and Career Ready.

 

Lead Speaker: Lea Ozeri
Co-Presenter: Nikki Lalonde

339  11:15 AM to
12:15 PM
Centennial AGeneralOral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Demonstration Lessons: Supporting Teachers in Implementing the Common Core State Standards
In our professional development project, teachers observe lessons taught by project faculty in fellow participants' classrooms. In this session, we will share teacher insights regarding these demonstration lessons. Emphasis will be given to how these insights inform mathematics leaders' practices aimed at supporting teachers' implementation of the Common Core State Standards.

 

Co-Presenter: Angela Barlow
Lead Speaker: Sydney Holbert

340  11:15 AM to
12:15 PM
Centennial BIntermediate
(3 - 5)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

The Complexity of Assessing for Depth of Understanding: What Are They Really Thinking?
Before we can design effective intervention experiences we must first determine students' depth of understanding, which is easier said than done. Join us for this interactive session as we examine a model used for assisting teachers in assessing for depth of understanding using conceptual webs to inform individual and whole class interviews.

 

Lead Speaker: Sandy Atkins

341  11:15 AM to
12:15 PM
Centennial CGeneralOral PresentationEquity for Each Learner: Equitable Practices to Engage and Build Student Mathematical Knowledge

The Having of Mathematical Ideas: Learning to Listen to Students
This session will focus on implementing the Common Core State Standards for Mathematical Practice by bringing students' mathematical ideas to the foreground of our practice. Participants will experience, first-hand, practical methods for engaging ALL students in mathematical discourse. These methods are appropriate across the K-16 continuum.

 

Lead Speaker: Ruth Parker

342  11:15 AM to
12:15 PM
Mineral AGeneralOral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Learning from Each Other: Reflections on a Joint U.S./Korea Workshop
Korean and U.S. educators who participated in a post-ICME mathematics education workshop on mathematics curriculum, teaching, and leadership in both countries report on key elements of the discussion and what they learned.

 

Lead Speaker: John Staley
Co-Presenter: Hee-chen Lew
Co-Presenter: Janine Remillard

343  11:15 AM to
12:15 PM
Mineral B/CGeneralOral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

New Directions in Assessment: The PARCC Prototyping Project
In preparation for the PARCC assessment system, a coalition of mathematicians, mathematics educators, and K-12 educators, led by the Dana Center, is developing a set of prototype assessment tasks to inform the new assessment system. We will share examples of assessment and instructional tasks and discuss new directions in assessment.

 

Lead Speaker: Susan Hull
Co-Presenter: Cathy Seeley
Co-Presenter: Katey Arrington

344  11:15 AM to
12:15 PM
Mineral D/EGeneralOral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Designing Professional Development to Embed Practice Standards While Supporting Teachers with Content and Pedagogy for the Common Core State Standards
If you want to support teachers in the standards implementation process through professional development, this is the session for you. Learn design principles that will guide the creation of high impact professional development that encourages teachers to incorporate the Standards for Mathematical Practice as they implement the Common Core State Standards.

 

Lead Speaker: Lori McMullen
Co-Presenter: Gretchen Hazelwood
Co-Presenter: Angie Wright

345  11:15 AM to
12:15 PM
Mineral F/GMiddle
(6 - 8)
Oral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Engaging Middle School Collaborative Teams to Transition to the Common Core State Standards
Effective implementation of the Common Core State Standards for Mathematical Practice is a collaborative endeavor, not an individual one. This session analyzes key content knowledge and mathematical practices that middle school students will need to learn, and highlights specific activities and strategies that support collaborative teacher teams to effectively implement the CCSS, along with supporting resources.

 

Lead Speaker: Diane Briars

346  11:15 AM to
12:15 AM
Capitol 1GeneralOral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

More Heads Are Better than One: Implementing Peer Collaboration to Support Teacher Planning, Noticing, and Reflection
When teachers collaborate effectively, students' mathematical learning improves. Sharing experiences or looking at student work can help; but observing a lesson together - especially one planned collaboratively - adds a dimension that can significantly move teacher practice and beliefs. Learn structures, norms, and tools that enabled successful implementation across 30 districts.

 

Lead Speaker: Nancy Mueller
Co-Presenter: Margie Pligge
Co-Presenter: Mary Jo Tavormina

347  11:15 AM to
12:15 PM
Capitol 2GeneralOral PresentationPractices that Support Coaches: Theoretically-Informed and Research-Based Practices for Content and Pedagogy

Coaching Tools to 'Peak' Teachers' Effective Questioning and Discourse
Questioning and discourse are critical in supporting student development of the Common Core State Standards for Mathematical Practice. We will share and discuss theoretically-informed tools to use in professional development and the coaching cycle related to questioning and discourse. You will leave with a collection of tools.

 

Lead Speaker: Jennifer Bay-Williams
Co-Presenter: Maggie McGatha
Co-Presenter: Beth Kobett
Co-Presenter: Jonathan Wray

348  11:15 AM to
12:15 PM
Capitol 3Middle
(6 - 8)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Helping Teachers Promote and Assess the Common Core State Standards for Mathematical Practice Using Rubrics
Research shows that when paired with formative assessment, feedback is one of the most powerful tools teachers can use to move student achievement. Participants will evaluate existing rubrics and see how they can be used as tools to assist teachers in developing their capacity for explicitly teaching the Standards for Mathematical Practice.

 

Lead Speaker: Joseph Biernat

349  11:15 AM to
12:15 PM
Capitol 4GeneralOral PresentationEquity for Each Learner: Equitable Practices to Engage and Build Student Mathematical Knowledge

High Leverage Practice for Responsible Mathematics Instruction
Responsible teaching that has powerful effects on children's learning should not have to be invented on one's own. This session identifies and unpacks a set of high-leverage teaching practices, including leading discussions, establishing routines for academic discourse, explaining and modeling core content, and eliciting and interpreting student thinking.

 

Lead Speaker: Deborah Ball

350  11:15 AM to
12:15 PM
GraniteMiddle
(6 - 8)
Oral PresentationPractices that Support Coaches: Theoretically-Informed and Research-Based Practices for Content and Pedagogy

TurnOnCCMath: Learning Trajectory Framework to Support Interpretation of the Mathematics Common Core by Teachers, Coaches, and Supervisors
Implementing the Common Core State Standards (CCSS) to support the long-term conceptual improvement in learning and teaching requires new types of resources. TurnOnCCMath.net, a new web-based resource, unpacks the K-8 CCSS with learning trajectories based on research on student learning. TurnOnCCMath's "descriptors" incorporate five major elements to support understanding of student learning and improved professional development and instruction: cognitive principles/big ideas; student strategies, representations, and misconceptions; mathematical distinctions and multiple mathematical models; coherent structures within topic areas; and bridging standards. Building on an introduction to learning trajectories and discussion of diagnostic assessment on Tuesday by Confrey, this presentation focuses on use of TurnOnCCMath in recent professional development work with teachers, and discusses examples of the learning trajectory elements in the particularly intensive middle grades topics of Statistics and Probability.

 

Lead Speaker: Alan Maloney
Co-Presenter: Jere Confrey

351  11:15 AM to
12:15 PM
TitaniumMiddle
(6 - 8)
Oral PresentationPractices that Support Coaches: Theoretically-Informed and Research-Based Practices for Content and Pedagogy

Experience Before Formality: Supporting Mathematical Practices in Eighth Grade Algebra
The discussion will feature a coaching model in which teachers experience mathematical practices before they are formally introduced, with classroom implementation centered around materials that explicitly link problems and mathematical practices. The results of an implementation of this coaching model, within the context of a teacher professional development, will be shared.

 

Lead Speaker: Mary Wedow
Co-Presenter: Jess Gropen
Co-Presenter: Al Cuoco
Co-Presenter: Miriam Gates
Co-Presenter: Courtney Arthur

352  11:15 AM to
12:15 PM
ZirconiumMiddle
(6 - 8)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Moving Beyond the Right Answer: Helping Teachers Develop Students' Mathematics Communication Skills
The Math Forum's rubric emphasizes a combination of good problem solving and strong mathematical communication. We score in six areas including interpretation, strategy, accuracy, completeness, clarity, and reflection. We'll share stories of our efforts to help teachers use our rubric to help their students develop stronger mathematical practices including communication skills.

 

Lead Speaker: Suzanne Alejandre
Co-Presenter: Erin Igo

353  11:15 AM to
12:15 PM
PlatinumIntermediate
(3 - 5)
Oral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Creating Environments Where Teachers See the Wrong Answer as the Right Response
Teaching for depth is widely supported in the Common Core State Standards. However, what types of environments support deep learning? Explore classroom situations within which errant responses provide the opportunity to dive deeply into mathematical topics such as fractions and geometry. Discuss strategies that will help teachers and administrators create such environments.

 

Lead Speaker: Juli Dixon

353.1  11:15 AM to
12:15 PM
SandstoneGeneralOral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Get Connected! NCSM Affiliate Session
Is your organization an affiliate of NCSM or interested in becoming one? Join us to share ideas, learn what other affiliates are doing, and provide input to NCSM about your group's needs. All affiliates gain a national perspective with first-hand access to NCSM publications and projects, as well as the opportunity to participate in leadership events that will enhance your organization's leadership potential.

 

Lead Speaker: Cheryl Avalos

354  12:15 PM to
2:15 PM
Centennial D-HGeneralFunctionsKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Engage Them! Making Mathematics Fun and Relevant to Kids Today
Danica McKellar, best known as "Winnie Cooper" on The Wonder Years and "Elsie Snuffin" on The West Wing, is now a three-time New York Times bestselling author with her groundbreaking books, Math Doesn't Suck, Kiss My Math and Hot X: Algebra Exposed. Her newest and fourth book, Girls Get Curves: Geometry Takes Shape, hit the shelves in August 2012. In the context of fun topics like popularity and jewelry-making as well as stories from her own life, Danica shows girls and their parents how to master many of the tough math concepts that are introduced in middle school and high school - the time when young girls begin to shy away from math. A summa cum laude graduate of UCLA, Danica concurrently earned her undergraduate degree in mathematics while participating original research - she co-authored a paper in the field of statistical mechanics titled, "Percolation and Gibbs States Multiplicity for Ferromagnetic Ashkin-Teller Models on Z2," which she presented at the 87th biannual Statistical Mechanics conference at Rutgers University. Her theorem has since been dubbed, "The Chayes-McKellar-Winn Theorem," was published in Britain's esteemed Journal of Physics, and has been featured on the front page of the Science section of The New York Times. In addition to continuing her acting career with such roles as a recurring spot on CBS's hit show How I Met Your Mother and a guest appearance on The Big Bang Theory this year, Danica voices the regular role of "Miss Martian" on Cartoon Network's Young Justice which debuted November 2010. She also recurs as a voice on Phineas and Ferb and Generator Rex, with reunites her with Wonder Years co-star Fred Savage. This year, she also filmed a starring role in the futuristic Tasmanian Devils for the SyFy Network and will appear in the Lifetime feature film Love at the Christmas Table in November 2012.

 

Lead Speaker: Danica McKellar

355  2:30 PM to
3:30 PM
Capitol 5-7GeneralMajor SpeakerAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Summative Assessment in a Formative Feedback World!
Timothy D. Kanold is an award-winning mathematics educational leader. He is the former director of mathematics and science, and superintendent at Stevenson HSD 125, Chicago, Illinois. He is a past president of NCSM (2007-2009) and led the task force development of The PRIME Leadership Framework: Principles and Indicators for Mathematics Education Leaders. He has authored numerous articles and books on school mathematics and leadership over the past decade. His latest books include The Five Disciplines of PLC Leaders (Solution Tree, 2012) and What Every Principal Needs to Know about the Teaching and Learning of Mathematics (Solution Tree, 2012 with Briars and Fennell). Kanold received the prestigious international 2010 Damen Award for outstanding contributions to the leadership field in education from Loyola University Chicago and was a 1986 Presidential Award recipient for Excellence in Mathematics and Science Teaching. Kanold's blog, "Turning Vision Into Action," can be found at tkanold.blogspot.com

 

Lead Speaker: Timothy Kanold

356  2:30 PM to
3:30 PM
Quartz A/BMiddle
(6 - 8)
Technology ShowcaseAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Mathematics Digital Learning: The Ultimate Equalizer
Participants will understand the uniquely positive response that students have when given a digital solution that both provides fully adaptive instruction in their zone of proximal development with unprecedented access to immediate, corrective feedback that includes online access to live, certified U.S. mathematics teachers.

 

Lead Speaker: Janet Pittock

357  2:30 PM to
3:00 PM
Centennial AGeneralSpecial Interest GroupAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

PARCC Mathematics: An Interactive Progress Update (Overview)
A representative from The Partnership for the Assessment of Readiness for College and Careers, and 22-state consortium building assessments based on the Common Core State Standards, will share the latest news on the consortium's work around mathematics, allowing ample time for a question and answer period.

 

Lead Speaker: Twianie Roberts

358  2:30 PM to
3:30 PM
Centennial BSecondary
(9 - 12)
Oral PresentationPractices that Support Coaches: Theoretically-Informed and Research-Based Practices for Content and Pedagogy

Mathematical Modeling: Bringing Mathematics to Life
Mathematical modeling may be the least understood category of the Common Core State Standards for Mathematical Practice. Discover what you can do to prepare teachers. We will provide links to modeling activities and will begin a modeling activity that can be used with all students in grades 6-12.

 

Lead Speaker: Bruce Grip

359  2:30 PM to
3:30 PM
Centennial CSecondary
(9 - 12)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Using ACT Resources: Creating a Vision in the Common Core Era
Summative uses of ACT resources are important and well known, but what about the formative arena? Have you looked at our curriculum survey results? As a leader, you need to promote responsible use of diverse assessment data to learn something about your students and see patterns in your districts.

 

Lead Speaker: Ken Mullen

360  2:30 PM to
3:30 PM
Mineral ACollegeSpecial Interest GroupEquity for Each Learner: Equitable Practices to Engage and Build Student Mathematical Knowledge

Supporting Mathematics Leaders to Use Equitable Practices: Association of Mathematics Teacher Educators
AMTE's focus is on the improvement of mathematics teacher education. Join us in this session for discussion of important and timely topics of mutual interest. We'll focus on AMTE's Equity initiative, including the work of our Equity Task Force, conference strand, and webinar.

 

Lead Speaker: Nadine Bezuk
Co-Presenter: Fran Arbaugh
Co-Presenter: Marilyn Strutchens

361  2:30 PM to
3:30 PM
Mineral B/CMiddle
(6 - 8)
Oral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Mastering the Common Core Fluencies
District leaders are challenged to provide direction for teachers who face struggling middle school mathematics students. Using the Required Fluencies addressed in the CCSS, this session will center on the importance and processes of rebuilding foundational fluencies for students who have not mastered them by 6th grade.

 

Lead Speaker: Jan Scott

362  2:30 PM to
3:30 PM
Mineral D/EIntermediate
(3 - 5)
Oral PresentationEquity for Each Learner: Equitable Practices to Engage and Build Student Mathematical Knowledge

Fostering a Positive Learning Experience in a Diverse Classroom: the Role of Instant Feedback and Deep Practice in Mathematics Education
Across the board, schools need to discover a way to erase inequities in student learning. By getting to the root components of successful math education- like instant feedback and deep practice-schools, teachers and parents can empower their children to succeed at math and continually foster a supportive learning community.

 

Lead Speaker: Robert Sun

363  2:30 PM to
3:30 PM
Mineral F/GIntermediate
(3 - 5)
Oral PresentationEquity for Each Learner: Equitable Practices to Engage and Build Student Mathematical Knowledge

Model with Mathematics: What It Looks Like in an Elementary Classroom and the Actions Teachers Need to Promote Perseverance
Can students in elementary school "Model With Mathematics?" The answer is, Yes! This session will focus on MP4 Model With Mathematics and actions teachers take to promote this practice. Participants will use a "Look-For" tool to analyze student and teacher actions as they are engage in a rich mathematical task.

 

Lead Speaker: Connie Laughlin
Co-Presenter: Beth Schefelker

364  2:30 PM to
3:30 PM
Capitol 1Primary
(PK - 2)
Oral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Transitioning and Implementing the Common Core State Standards - One District's Approach to Change
This session will detail Howard County, Maryland's transition to the CCSS in primary grades. The session will highlight a district-wide professional development plan that included the development of an online instructional toolkit and formative assessment suite. Resources will be shared. Participants will also have opportunities for collaboration.

 

Lead Speaker: John SanGiovanni
Co-Presenter: Kay Sammons

365  2:30 AM to
3:30 PM
Capitol 2Middle
(6 - 8)
Oral PresentationEquity for Each Learner: Equitable Practices to Engage and Build Student Mathematical Knowledge

That Worked! Innovative and Collaborative Professional Development Supporting Transition to the Common Core State Standards
Leaders will investigate a content-focused professional development structure that supports development of teaching and learning mathematics. Learn about collaborative planning, learning labs, "burst" sessions, and unprecedented professional sharing. Mathematics educators in Howard County, MD have taken hold of their personal and professional transition to the Common Core State Standards.

 

Lead Speaker: Bill Barnes
Co-Presenter: Jonathan Wray
Co-Presenter: Jennifer Novak

366  2:30 PM to
3:30 PM
Capitol 3GeneralSpecial Interest GroupEquity for Each Learner: Equitable Practices to Engage and Build Student Mathematical Knowledge

Using the Common Core State Standards with Gifted and Advanced Learners
The joint publication from NCSM, NCTM and NAGC, Using the Common Core State Standards for Mathematics with Gifted and Advanced Learners, provides teachers and administrators with examples and strategies to implement the new Common Core State Standards (CCSS) with advanced learners at all stages of development in K-12 schools. The book describes-and demonstrates with specific examples from the CCSS-what effective differentiated activities in mathematics look like for top learners. This follows the recent NCSM position paper, Improving Student Achievement by Expanding Opportunities for Our Most Promising Students of Mathematics. Join us to analyze these documents and discuss how NCSM might continue to partner with other professional organizations to identify needed areas of research, suggest policies and/or develop resources that build on the CCSS to develop and support these STEM leaders of tomorrow.

 

Lead Speaker: Linda Sheffield
Co-Presenter: Katherine Gavin

367  2:30 PM to
3:30 PM
Capitol 4GeneralSpecial Interest GroupEquity for Each Learner: Equitable Practices to Engage and Build Student Mathematical Knowledge

Response to Intervention in Mathematics: Everything You Need to Know to Help Your Struggling Learners Be Successful!
We know that when you think about teaching mathematics, you can probably think of students that struggle with learning and mastering the curricular standards in mathematics we are required to teach. What can we offer to increase our students' active engagement and achievement with learning mathematics and help our struggling learners be mathematically successful? We know that students learn in different ways and have different strengths and needs. The challenge to meet the needs of the diverse learners in our classrooms continues to grow. Instructional demands are becoming increasingly complex in addition to the federal/state policies and mandates that also increase the accountability emphasis. New curriculum standards in mathematics and current implementation of Response to Intervention (RTI) place new awareness on instruction. RTI in mathematics is a way to advocate and support high-quality mathematical instruction as the definitions, components, and goals of the recent legislative mandates of RTI and revised curriculum standards in mathematics are about instruction, intervention, and assessments to assure that our students meet the standards and achieve mathematical success. The goal is to assure that all students learn mathematics through high-quality instruction using evidence-based instructional and intervention methods, products, and practices. Based upon student assessment results from state, school, and classroom data, teachers and other educators make instructional decisions and problem solve additional solutions to assure that the instructional goals and standards in mathematics are achieved by each student. This SIG will focus on and outline mathematics teaching and learning for all through the delivery of RTI in mathematics. The purpose of this SIG is to lead discussion on the components of RTI in mathematics for PK-6 classroom teachers, administrators, mathematics coaches, curriculum specialists, classroom-based personnel, and parents.

 

Lead Speaker: Gina Gresham
Co-Presenter: Russell Gersten

368  2:30 PM to
3:30 PM
GranitePrimary
(PK - 2)
Oral PresentationEquity for Each Learner: Equitable Practices to Engage and Build Student Mathematical Knowledge

Narrowing the GAP by Widening the GATE: We Must Enable ALL Students to Access STEM-Related Careers
The Gap? The chasm between: 1) STEM-numerate and STEM-innumerate U.S. students, and 2) STEM competencies in the U.S. and certain other countries. The Gate? The first formal Algebra course students encounter. The Urgency? To transform algebra from "an inadvertent engine of inequity to a deliberate engine of mathematical power!" - Jim Kaput

 

Lead Speaker: Monica Neagoy

369  2:30 PM to
4:00 PM
TitaniumGeneralSpecial Interest GroupEquity for Each Learner: Equitable Practices to Engage and Build Student Mathematical Knowledge

TODOS: Mathematics for ALL - Focusing on the Mathematics Education of Latino/Hispanic and Other Underrepresented Groups
TODOS members and others interested in equity and excellence in mathematics education for ALL underrepresented students are invited to attend. Celebrate the 10th anniversary of our organization! We will review accomplishments, recognize sponsors and outgoing committee members, present the annual Iris Carl Award, and gather input on ideas to move TODOS forward in STEM education. Join Us!

 

Lead Speaker: Don Balka

370  2:30 PM to
4:00 PM
ZirconiumGeneralSpecial Interest GroupKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Emerging Leaders: Focus Question/Answer Time on Leader Practices that Support Mathematics Achievement for ALL
New to Mathematics Leadership? This session will provide participants the opportunity to reflect on three days of new learning and plan for next steps to create structures that support learning for ALL. This session will be an open discussion regarding the "how to." Collaborate with other new mathematics leaders to create a network of support.

 

Lead Speaker: Mona Toncheff

371  2:30 PM to
4:00 PM
PlatinumGeneralOral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Teacher Effectiveness and Mathematical Practices: Parallel Paths to the Peak of Student Success
Support student acquisition of the Standards for Mathematical Practice in conjunction with effective teaching as described in the InTASC Model Core Teaching Standards. This session will provide support for administrators by showing them how the Mathematics Standards and Effective Teaching Standards are unified in their purpose by sharing Utah's model.

 

Lead Speaker: Diana Suddreth
Co-Presenter: Sydnee Dickson

372  2:30 PM to
3:30 PM
SandstoneGeneralOral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

C-TaP: Implementing the Common Core
Discover what the Committee on Teachers as Professionals (C-TaP) has developed to help teachers understand and implement the Common Core State Standards. We will share examples of our work and materials, developed by teachers in conjunction with the Park City Mathematics Institute. Sample lessons will include cultivating the Standards for Mathematical Practice, developing content knowledge, and modeling instruction.

 

Lead Speaker: Fred Dillon
Co-Presenter: Ashli Black

373  3:45 PM to
4:45 PM
Quartz A/BIntermediate
(3 - 5)
Technology ShowcasePractices that Support Coaches: Theoretically-Informed and Research-Based Practices for Content and Pedagogy

Teach Mathematics Like Never Before: Adaptive Teaching Supported with Built-In Professional Development
The Conceptua Math online curriculum for grades K-8 uses interactive, visual representations that engage teachers and students in the mathematics curriculum like never before. Designed from the Common Core State Standards (not retrofitted), Conceptua Math will build both teacher and student capacity through an adaptive teaching model of instruction. By "Keeping the Teacher in the Equation™" students gain a deeper understanding of mathematical content, acquisition of the Standards for Mathematical Practice and the opportunity for personalized and differentiated instruction.

 

Lead Speaker: Lauri Susi

374  3:45 PM to
4:45 PM
Centennial AGeneralSpecial Interest GroupAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

PARCC Mathematics: An Interactive Progress Update (Q & A Forum)
This session is a Question and Answer forum following the Overview presentation by a representative from The Partnership for the Assessment of Readiness for College and Careers.

 

Lead Speaker: Twianie Roberts

375  3:45 PM to
4:45 PM
Centennial BMiddle
(6 - 8)
Oral PresentationEquity for Each Learner: Equitable Practices to Engage and Build Student Mathematical Knowledge

Asking Questions is a Universal Teaching Practice
Asking questions is a universal teaching practice, but to do it well takes great skill. This session will share high leverage teaching practices that enable teachers to interpret student thinking and understanding. Participants will observe strong implementation examples with the help of videos, explicit teaching materials, and curriculum.

 

Lead Speaker: Lindsey Mann
Co-Presenter: Deborah Ball
Co-Presenter: Suzanne Owens

376  3:45 PM to
4:45 PM
Centennial CPrimary
(PK - 2)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Using Web-Based Formative/Diagnostic Assessments and Reports to Help Teachers Understand How Children Learn Number Concepts and Inform Their Instruction
Our biggest challenge is helping teachers meet the needs of all students in the classroom. Come learn about web-based, formative/diagnostic assessments that provide teachers information needed to inform instruction. With professional development, these assessments and reports help teachers understand the mathematics they teach and how children learn number concepts.

 

Lead Speaker: Kim Bowen

377  3:45 PM to
4:45 PM
Mineral AGeneralOral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Tablet Technology for Professional Development and the Classroom
This session will focus on the use of tablet technology (such as iPad, Samsung Galaxy S, etc.) in professional development and the classroom. Included in the session will be an overview of the applications that enable leaders of mathematics to transform learning and teaching through current trends in technology.

 

Lead Speaker: Mike Hall

378  3:45 PM to
4:45 PM
Mineral B/CGeneralSpecial Interest GroupEquity for Each Learner: Equitable Practices to Engage and Build Student Mathematical Knowledge

Reaching Out with Culture and Mathematics: Leading Teachers to Infuse Global Issues in All Mathematics Classrooms
Mathematics teaching and learning occurs in a cultural context. Leaders who guide teachers to make global connections in their mathematics lessons facilitate meaningful learning. North American Study Group on Ethnomathematics (NASGEm) invites participants to discuss ways to help all teachers make global and cultural connections in their mathematics classrooms.

 

Lead Speaker: Chadd McGlone
Co-Presenter: Jenni Harding-Dekam

379  3:45 PM to
4:45 PM
Mineral D/ESecondary
(9 - 12)
Oral PresentationEquity for Each Learner: Equitable Practices to Engage and Build Student Mathematical Knowledge

Helping Teachers with Activities that Foster Reasoning, Sense-Making, and Modeling for the Special-Needs Student
Teachers need guidance in selecting activities to help the Special Needs student meet the Common Core State Standards for Mathematical Practice. Be actively involved using a research-based model with intervention techniques. Activities for concept development, practice, and problem solving can include Reasoning, Making Sense, and Modeling with Mathematics. Sample activities will be provided.

 

Lead Speaker: Larry Bradsby

380  3:45 PM to
4:45 PM
Mineral F/GGeneralSpecial Interest GroupAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

An Assessment System to Support Teaching and Learning: Overview and Update of the Work of the Smarter Balanced Assessment Consortium
The Smarter Balanced Assessment Consortium is developing a comprehensive assessment system that includes summative and interim assessments, and formative tools and processes. This session will provide a general overview of the assessment system and progress to date on the development of each component. An overview of the mathematics content and item specifications, sample items, and performance tasks will serve as a basis for thoughtful discussions about implications for mathematics curriculum and instruction.

 

Lead Speaker: Gail Pagano

381  3:45 PM to
4:45 PM
Capitol 2Secondary
(9 - 12)
Oral PresentationEquity for Each Learner: Equitable Practices to Engage and Build Student Mathematical Knowledge

Look Who''s Talking: Engaging Underprepared Students in Rigorous Algebra through Discourse
One of the ongoing challenges to success for students who struggle in algebra is a lack of engagement. Evidence from research suggests that classroom discourse provides a consistent pathway for engaging even reluctant learners in rigorous mathematics and sense-making. Establishment of engaging discourse structures in mathematics classrooms will be explored.

 

Lead Speaker: Timothy Stoelinga
Co-Presenter: Diane Briars

382  3:45 PM to
4:45 PM
Capitol 2GeneralOral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Ignite! We'll Enlighten You and We'll Make It Quick!
Join us for fast, informative, and fun talks where mathematics educators light up the room with fresh ideas in mathematics. Each speaker gets 5 minutes to talk about whatever lights them up, using 20 slides that auto-advance every 15 seconds-whether they're ready or not.

 

Lead Speaker: Natalie Boyne

383  3:45 PM to
4:45 PM
Capitol 3GeneralOral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Formative Mathematical Assessments, the Common Core, and Applications: Lessons from the International Congress on Mathematical Education (ICME-12)
How do formative assessments affect mathematical reasoning, curricula, and pedagogy? USA mathematical assessment representatives at the ICME-12 in Korea summarize lessons learned as they pertain to the Common Core State Standards. Impacts formative assessments have on students' abilities and perceptions of mathematics coupled with teachers' knowledge and interpretations will be discussed.

 

Lead Speaker: Sean Nank
Co-Presenter: Pamela Paek
Co-Presenter: Anne Collins

384  3:45 PM to
4:45 PM
Capitol 4Intermediate
(3 - 5)
Oral PresentationKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

The CCSS Number Base Ten (NBT) Learning Path: From Strategies to Variations in the Standard Algorithms
For multidigit computation, the Common Core State Standards specify a learning path of successive reflections on written methods that first are recordings of reasoning with visual tools (concrete models or drawings) and then move to become the standard algorithms. We will discuss methods within this path, including acceptable variations of the standard algorithms.

 

Lead Speaker: Karen Fuson
Co-Presenter: Sybilla Beckmann

386  3:45 PM to
4:45 PM
GraniteGeneralSpecial Interest GroupEquity for Each Learner: Equitable Practices to Engage and Build Student Mathematical Knowledge

Building Bridges over Troubled Waters
As the Benjamin Banneker Association prepares to celebrate the unveiling of the publication "The Brilliance of the Black Child in Mathematics," and as we join our colleagues in tackling the challenges presented by the adoption of the Common Core State Standards, we must build upon those bridges that have helped us, so far, to level the playing field for the teaching and learning of mathematics for black children. This BBA SIG session will look at and discuss some of the "bridges" that have been and are being built to provide greater access to mathematical learning for black children.

 

Lead Speaker: Cheryl Adeyemi

   8:45 AM to
9:45 AM
Capitol 2Middle
(6 - 8)
Sponsor ShowcaseKnowledge for Leaders to Support a Strategic Infrastructure for Student Learning: Leader Practices that Build Full Knowledge for an Infrastructure to Support High Mathematics Achievement

Scholastic Education: Your Common Core Mathematics Solution
Scholastic's breakthrough solutions in mathematics intervention are designed to target key areas outlined by the National Math Panel and the Common Core State Standards to give students the foundation for success in algebra and beyond. Learn more about our professional development offerings and our mathematics interventions - including the solution you have all been waiting for - MATH 180 - an innovative blended-solution that provides a rich mathematical experience for both teachers and students.

 

Lead Speaker: Lea Ozeri