Special Interest Group Sessions -- Wednesday, April 22, 2009
231  02:30 PM144AExtended (90 min)Assessment Leadership

How Can the Math Olympiad Contests Strengthen Your Program?
How? By offering a four-pronged approach: rich problems that develop mathematical thinking and improve high-stakes test scores, a series of five contests that build student (and teacher!) interest and knowledge, an inclusive structure that welcomes many students, and responsive support. The carryover from coaching to classroom teaching is undeniable. Come and engage in a discussion about how mathematics contests can enrich your mathematics program.


Richard Kalman, Math Olympiads for Elementary and Middle Schools, Bellmore, NY

232  02:30 PM144BExtended (90 min)Teaching and Learning Leadership

Urban Mathematics Leadership Network
The Urban Mathematics Leadership Network (UMLN) is composed of the mathematics directors and other mathematics leaders from 21 large urban school districts. UMLN invites mathematics leaders from urban districts to join this open, participatory forum about issues that are of particular interest to mathematics leaders and teachers in urban school districts.


Martin Gartzman, University of Illinois at Chicago, Chicago, IL
Susan Hudson Hull, University of Texas Dana Center, Austin, TX

233  02:30 PM144CExtended (90 min)Equity Leadership

Special Interest Group: Association of Mathematics Teacher Educators
The Association of Mathematics Teacher Educators' (AMTE) focus is on the improvement of mathematics teacher education. Join us in this session for informal conversations on important and timely topics of mutual interests, such as mathematics specialists in the elementary grades, the National Mathematics Advisory Panel report, and K-12 mathematics leadership development.


Nadine Bezuk, San Diego State University, San Diego, CA
Barbara Reys, University of Missouri, Columbia, MO

234  02:30 PM145BExtended (90 min)Leading with Professional Learning

Creating a Culture That is Intentionally Focused on Three Critical Questions Built Around Professional Learning Communities (PLCs)
Critical Questions: 1. How can you maintain the transformation to PLCs? 2. How do you sustain teacher leaders? 3. How do you get school and district level leaders to buy in and actively support the transformation?


Jerry Cummins, Former NCSM President, Hinsdale, IL
Mona Toncheff, Phoenix Union High School District, Phoenix, AZ

235  02:30 PM145AExtended (90 min)Equity Leadership

Equity in Mathematics Education: TODOS
Do you have Latino/Hispanic students? Are you looking for assistance and support to make your mathematics instruction accessible to all kids? Do you want to learn with us and about us? We invite you to participate in the TODOS dialogue, and in shaping future discussions.


Nora Ramirez, TODOS/Arizona State University, Tempe, AZ
Tod Shockey, University of Maine/TODOS, Orono, ME

236  02:30 PM147AExtended (90 min)Leading with Professional Learning

Lesson Study Networking: An Opportunity for Practioners, Researchers, and Leaders to Share Lesson Study Resources, Findings, and Questions.
Lesson Study is growing rapidly in the United States, but most sites have few opportunities to share their work with others. Join others involved in lesson study to make network connections and identify common issues and challenges for future research. Bring resources to share. Those new to lesson study are welcome.


Jane Gorman, Education Development Center, Newton, MA
June Mark, Education Development Center, Inc., Newton, MA
Johannah Nikula, Education Development Center, Newton, MA

237  02:30 PM147BExtended (90 min)Equity Leadership

Improving Mathematics Education for Students with Special Needs
Is your school district grappling with how to improve mathematics learning for students with disabilities? Share your strategies and challenges with mathematics leaders from other districts. Discuss common themes and gain new perspectives and resources on ways to address this pressing need. Join us!


Amy Brodesky, Education Development Center, Newton, MA
Fred Gross, Education Development Center, Newton, MA
Emily Fagan, Education Development Center, Inc., Newton, MA

238  02:30 PM150AExtended (90 min)Equity Leadership

Nurturing Mathematically Promising and Creative Students
Are you interested in discovering, nurturing, and supporting mathematical talent for students from all backgrounds? Research shows that our most promising mathematics students frequently make the least academic progress. Join us so that together we can make a difference for students and teachers in classrooms, in policy-making and in advancing research.


Linda Sheffield, Northern Kentucky University - Emeritus, Highland Heights, KY
M. Katherine Gavin, University of Connecticut, Storrs, CT

239  02:30 PM150BExtended (90 min)Technology Leadership

Technology and Mathematidcs Integration 2.0: A Tipping Point Toward More Significant Mathematics Achievement?
The Internet and Web 2.0 are changing the way we communicate, collaborate, and learn mathematics. This session will be an opportunity to learn more about Web 2.0 and discuss how it could potentially be a tipping point towards more genuine mathematics learning and teaching. For more information visit http://CLIME.org.


Ihor Charischak, CLIME - Council for Technology in Mathematics Education, White Plains, NY

240  02:30 PM151AExtended (90 min)Equity Leadership

Supporting and Encouraging Females in Mathematics (Women and Mathematics Education)
Females have lower participation in mathematics and show weaker dispositions than males. This session will provide information on the current status of females in mathematics according to several important indicators. Session attendees will participate in discussions of strategies for supporting and encouraging females in mathematics. Handouts will be provided.


Lynda Wiest, University of Nevada, Reno, Reno, NV
Judy Werner, Slippery Rock University, Slippery Rock, PA
Geri Anderson-Nielsen, Mathematics Consultant, Washington, DC

241  02:30 PM151BExtended (90 min)Equity Leadership

Mathematics in a Cultural Context: Model of Ethnomathematics for Leadership, Instruction, and Curriculum in Mathematics Education for All
Our 10th Reunion, sponsored by the North American Study Group on Ethnomathematics, features Lipka's Math in a Cultural Context model that successfully incorporates Yup'ik elders' knowledge, reform-oriented mathematics, and ethnomathematics into a mathematics education program. Discussion will help mathematics leaders in attendance adapt the MCC model to their locale.


Frederick Silverman, University of Northern Colorado, Greely, CO
Jerry Lipka, University of Alaska Fairbanks, Fairbanks, AK
Dora Andrew-Ihreke, Dillingham Schools and University of Alaska, Anchorage, AK
Evelyn Yanez, University of Alaska Fairbanks, Fairbanks, AK

242  02:30 PM152AExtended (90 min)Equity Leadership

Benjamin Banneker Association (BBA): Envisioning Local Grassroots Movements in Mathematics Education for Black Children
If access to high quality, relevant mathematics is called the new civil rights for Black children, what would happen if we built a new civil rights movement to make it happen? What can we learn from the civil rights movement that can be applied to schooling today? Join our discussion.


Lou Matthews, President, Benjamin Banneker Association, Atlanta, GA
Jacqueline Leonard, President-Elect, Benjamn Banneker Association, Philadelphia, PA

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