Wednesday Sessions, April 22, 2009
174  07:00 AMHall BGeneral, (ticket required)Special (45 min)

Wednesday Breakfast, Sponsored by America's Choice
America's Choice's has researched the highest performing education systems in the world to create a set of internationally-benchmarked solutions tailored to American schools. The company's comprehensive designs and instructional systems for mathematics and literacy have been implemented in more than a thousand schools across the country, helping over a million students reach higher standards.

175  08:00 AM146ABGeneralRegular (60 min)Technology Leadership

Two Brains (Human Plus Computer) Are Better Than One
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.


David Moursund, University of Oregon, Eugene, OR

176  08:00 AM143CGeneralRegular (60 min)Equity Leadership

Implementing the PRIME Leadership Framework: Fostering Equity Leadership and Its Three Components.
We will share how leaders can address the achievement gap in mathematics of conventionally underrepresented populations through creating an effective equity plan that will address significant and meaningful learning experiences for ALL, as well as how to create a culture of accountability through addressing biases.


Comfort Akwaji-Anderson, Iowa City Community School District, Iowa City, IA
Julie Williams, Fremont Unified School District, Fremont, CA

177  08:00 AM145BGeneralRegular (60 min)Leading with Professional Learning

Professional Development in Other Countries: What Can We Learn?
How are mathematics teachers prepared and supported in other countries? Practices such as Japanese lesson study are familiar, but what else can we learn from international communities that might be useful for supervisors? Discussion will focus on the professional development strand at the International Congress on Mathematics Education (ICME) 11.


Linda Maples, Earle School District, Earle, AZ
Linda Sheffield, Northern Kentucky University - Emeritus, Highland Heights, KY
Beth Herbel-Eisenmann, Michigan State University, East Lansing, MI

178  08:00 AM146CGeneralRegular (60 min)Curriculum Leadership

Mathematics Specialists, Teacher Specialists, and Coaches: Where is this going? What do we know?
There is a growing interest in mathematics specialists. Who are they? What do they do? What do we know about their successes and challenges? This session will update this national initiative and provide suggestions for next steps - including recommendatins from the National Mathematics Advisory Panel report.


Francis (Skip) Fennell, McDaniel College; NCTM Past President, Westminster, MD

179  08:00 AM147AGeneralRegular (60 min)Assessment Leadership

Aligning Mathematics Assessment and Standards: How the Alignment Process Can Help Inform Instructional Practice
This session discusses how understanding the process of aligning mathematics assessment with states' academic content and performance standards can contribute to effective change in teaching practices. Participants will learn about and engage in an abbreviated alignment process and discuss how this process may improve mathematics instruction.


Pamela Paek, Center for Assessment, Senior Associate, Austin, TX

180  08:00 AM147BGeneralRegular (60 min)Teaching and Learning Leadership

PRIME Time: Strategies for Leadership in the Extended Community
PRIME leaders are charged with winning support for equity, teaching and learning, and curriculum and assessment policies in their districts. Learn to network and collaborate with key audiences. Incorporate Internet, media, community resources, and allies in your plan to advocate for high-quality professional learning communities and excellence in mathematics education.


Marianne Smith, Writer & Consultant, Oakland, CA

181  08:00 AM150AGeneralRegular (60 min)Curriculum Leadership

Essential Understandings Book Series:
An NCTM content series for teachers, Essential Understandings focuses on grade-band-specific topics that are mathematically important, difficult to understand and challenging to teach. This session will provide an overview of the books planned for grades PreK-2, and the first book in the series, "Number Concepts and Numeration," will be discussed.


Barbara Dougherty, University of Mississippi, University, MS
Alfinio Flores, University of Delaware, Newark, DE

182  08:00 AM150BGeneralRegular (60 min)Equity Leadership

A Leader's Responsibility: Creating Equitable Solutions For Optimal Mathematical Instructional Access
Learn to lead in creating equitable solutions for providing optimal instructional access for culturally diverse learners. This presentation will describe our ongoing efforts to create culturally responsive curriculum and materials representing the mathematics of under-represented populations to students. We all gain when leaders teach the benefit of cultural inclusion.


Jim Barta, NCSM Western Region 2 Director, Utah State University, Salt Lake City, UT
Susie Hakansson, California Math Project, Los Angeles, CA

183  08:00 AM151BGeneralRegular (60 min)Leading with Professional Learning

Our Three-Year Intensive Professional Development Journey: How Did It Go? What Did We Learn? Where Do We Go from Here?
This session will share our teacher training structure, time line, assessment tools, data used to measure results, and how all this came together to tell our story of how we develop teacher leaders in mathematics grades K-9 in our metropolitan school district of 10,000 students. Engaging activities will be shared.


Kathleen Rieke, Metropolitan School District - Washington Township, Indianapolis, IN
Tammy Williams, Metropolitan School District - Washington Township, Indianapolis, IN
Nathan Keith, Westlane Middle School, MSD of Washtington Townshi, Indianapolis, IN

184  08:00 AM151AGeneralRegular (60 min)Leading with Professional Learning

Powerful Learning Formats for Coaches and Teacher Leaders
Limited budgets and time constraints have inspired us to create a powerful systemic approach to developing the capacity of coaches, teacher leaders, and administrators. Sessions are designed to immerse participants in "the work" and include working in real classes, in real time, and follow-up collaborations to ensure transference to practice.


Lucy West, Metamorphosis Teaching and Learning Communities, New York, NY
Antonia Cameron, Mathematics in the City, CCNY, CUNY, New York, NY

185  08:00 AM145APrimary (PK - 2)Regular (60 min)Teaching and Learning Leadership

Response to Intervention (RTI) for Teaching Number Concepts and Operations to Struggling K-4 Students
The Response-To-Intervention (RTI) model for teaching groups of children with diverse learning needs will be explored during this session. Various RTI components will be addressed, including intervention tiers, strategies, and assessments. Attendees will participate in specific activities that can be differentiated for each "tier" and used in the classroom immediately.


Kimberly Rimbey, Rodel Foundation of Arizona, Scottsdale, AZ

186  08:00 AM144CMiddle (6 - 8)Regular (60 min)Leading with Professional Learning

Using NCTM Journals to Provide Professional Development to Mathematics Learning Communities
Teacher leaders and coaches can use NCTM journals as a rich resource for professional development. One of the enhanced articles from the NCTM website, designed for secondary teachers, will be used as a focus to model a professional development session for teachers.


Arlene Mitchell, RMC Research Corporation, Denver, CO
Monique Lynch, NCTM, Reston, VA

187  08:00 AM143ABSecondary (9 - 12)Regular (60 min)Leadership Connecting Research and Practice

Research on New Teacher Induction: Focus on Mathematics
Induction and mentoring programs for beginning teachers abound, but how do they support the unique needs of mathematics teachers? Learn about and explore implications from our NSF-funded research on successful induction programs in the United States and other countries that focus specifically on the needs of mathematics teachers.


Ralph Putnam, Knowles Science Teaching Foundation, Moorestown, NJ
Edward Britton, WestEd, Redwood City, CA

188  08:00 AM144BGeneralExtended (90 min)Assessment Leadership

How Can All Districts Use High Stakes Assessment Data to Address Instructional Gaps?
Learn about and participate in a process of item analysis and error coding using assessment items and students' responses to reflect on instructional practices and mathematics content. This procedure lays the foundation for focused collegial conversation and provides an opportunity to share strategies that ultimately improve teaching and learning.


Arlene Rosowski, Buffalo Public Schools, Buffalo, NY
James Williams, Buffalo Public Schools, Buffalo, NY
Lisa Sanders, Buffalo Public Schools, Buffalo, NY

189  08:00 AM149ABGeneralExtended (90 min)Leading with Professional Learning

Essential Understandings Book Series: "Professional Development Tools for Engaging Teachers with Mathematics"
An NCTM mathematics content series for PreK-12 teachers, Essential Understandings focuses on grade-band specific mathematics topics that are mathematically important, difficult to understand, and challenging to teach, such as numeration, multiplication, proportion, and function. Samples will be used to illustrate how the materials support teacher learning in various school contexts.


Rose Zbiek, The Pennsylvania State University, University Park, PA
Henry Kepner, Jr., University of Wisconsin-Milwaukee, NCTM President, Milwaukee, WI
Patricia Wilson, University of Georgia, Athens, GA
Randall Charles, San Jose State University, San Jose, CA

190  08:00 AM152BIntermediate (3 - 5)Extended (90 min)Leadership Connecting Research and Practice

Guiding and Assessing the Development of Mathematics Specialists
Our goal is to provide examples of strategies for guiding and assessing the development of mathematics specialists in mathematics content and pedagogy. This work is based on our on-going research in professional development. We will provide interactive activities used in the program for mathematics specialists that contributes to the research.


Steve Klass, San Diego State University, San Diego, CA
Jane Gawronski, San Diego State University, San Diego, CA
Nadine Bezuk, San Diego State University, San Diego, CA

191  08:00 AM152AMiddle (6 - 8)Extended (90 min)Curriculum Leadership

How Teachers Use Reform and More Traditional Curricula to Teach Algebraic Concepts in Middle School: Insights from a Longitudinal Study
Based on findings from more than 600 classroom observations and multiple assessments over three years, the presenters will provide research-based insights about how teachers use reform and more traditional curricula to teach algebraic concepts. Presenters and audience will explore implications of these research-based insights for improving instruction in their districts.


John (Jack) Moyer, Marquette University, Milwaukee, WI
Jinfa Cai, University of Delaware, Newark, DE
Connie Laughlin, Marquette University, Milwaukee, WI
Bikai Nie, University of Delaware, Newark, DE

192  08:00 AM154AMiddle (6 - 8)Extended (90 min)Teaching and Learning Leadership

"Just In Time" Professional Development Through Content-Specific On-site Mathematics Courses Augmented by Distance Learning Components and Lesson Study
Entire faculties of sixth and seventh grade mathematics and special education teachers participate in on-site courses, supplemented by distance learning components provided by mathematicians, matching instruction to the school's scope and sequence. The Tidewater Team's website will be explored, clips from the courses shown and discussed, and teacher products shared.


Marguerite (Margie) Mason, College of William and Mary, Williamsburg, VA
Pamela Aerni, College of William and Mary, Williamsburg, VA
Rachael Cofer, Mecklenburg County School Division, Boydton, VA

193  08:00 AM140ABSecondary (9 - 12)Extended (90 min)Teaching and Learning Leadership

Developing Teachers' Capacity to Engage Students in Reasoning and Proving Activiites
In this session, participants will analyze an instructional case and student work related to reasoning and proving , and discuss the potential of the materials for helping teachers reconsider the role of reasoning and proving in high school curriculum including how they can support their students engagement in these processes.


Margaret Smith, University of Pittsburgh, Pittsburgh, PA
Fran Arbaugh, University of Missouri, Columbia, MO

194  08:00 AM144ASecondary (9 - 12)Extended (90 min)Leading with Professional Learning

Supporting Teachers of Mathematics Grades 6 - 12 to Increase Retention: Models and Research
Can Professional Development make a difference in teacher retention? This session addresses the challenge of supporting new teachers and teachers in hard-to-hire schools through a multidimensional examination of a state-wide project consisting of 10 sites by sharing models of support and research relative to the effect of the support.


Barbara Pence, San Jose State University, San Jose, CA
Relson Banas, University of California, Irvine, CA
Pamela Hutchison, University of California, Davis, CA
Janna Canzone, Center for Educational Partnerships, Irvine, CA

195  08:00 AM154BSecondary (9 - 12)Extended (90 min)Curriculum Leadership

NCTM's Focus in High School Mathematics: Reasoning and Sense Making
This session will provide an update on NCTM's High School Curriculum Project, including an overview of "Focus in High School Mathematics," which argues that reasoning and sense-making should be at the center of high school mathematics. We will also discuss other activities of the project, including follow-up publications.


W. Gary Martin, Auburn University, Auburn, AL
Gary Kader, Appalachian State University, Boone, NC
Henry Kepner, University of Wisconsin-Milwaukee, Milwaukee, WI
Eric Robinson, Ithaca College, Ithaca, NY

196  09:15 AM146ABGeneralRegular (60 min)Leadership Connecting Research and Practice

What are We Up Against? Experiences of Trying to Bring About Change in the United States and the United Kingdom.
This session will draw together findings from my 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.


Jo Boaler, University of Sussex, Brighton, England

197  09:15 AM145BGeneralRegular (60 min)Equity Leadership

NCSM Position Papers: Improving Student Achievement Series
The new NCSM position papers, Equity and Students with Special Needs, are powerful statements and give NCSM members information and research to strengthen existing programs or design new ones. This session will provide the opportunity to discuss and share ways to use these papers, and others, to their fullest advantage.


Kit Norris, NCSM Position Papers Editor, Educational Consultant, Southborough, MA

198  09:15 AM147AGeneralRegular (60 min)Teaching and Learning Leadership

Partnering Practitioners for Developing Algebraic Thinking
This session presents a professional development model for creating a mathematics learning community for K-6 administrators and teachers. The job-embedded professional development model includes "front-loaded" monthly cadre meetings/training for administrators prior to monthly professional development for teachers. Both groups critically examine curriculum, instruction, and assessment in context of algebraic thinking.


Rhonda Allen, University of Kentucky, Lexington, KY
Vonda Stamm, University of Kentucky, Lexington, KY

199  09:15 AM147BGeneralRegular (60 min)Teaching and Learning Leadership

Sustaining an Administrator Initiative for Observing and Coaching Mathematics Teachers
Over a three-year period, each administrator spent two days learning strategies for observing and coaching mathematics instruction through a framework using the NCTM Process Standards. This presentation includes how the training can be replicated, and discussion of the successes and struggles associated with sustaining the training.


Lawrence Linnen, Douglas County School District, Castle Rock, CO
Cindy Andrews, Douglas County School District, Castle Rock, CO

200  09:15 AM144BCGeneralRegular (60 min)Assessment Leadership

Knowing and Modeling PRIME Assessment Leadership!
This interactive session will provide participants with the opportunity to develop understanding of the Assessment Principle leadership actions as described in PRIME. Participants will use self assessment tools to connect the Assessment actions into the context of their workplace. The latest PRIME Assessment Toolkit materials will also be provided.


John Carter, Adlai E Stevenson High School, Lincolnshire, IL
Gwen Zimmermann, NCSM Journal Editor; Adlai Stevenson High School, Bolingbrook, IL

201  09:15 AM150BGeneralRegular (60 min)Leading with Professional Learning

Using A Case-Based Model in Planning and Implementing a Professional Development Program
The session uses a case-based model to focus on issues confronted by leaders as they plan and implement a professional development program. Participants engage in a mathematics task; use a video case to view teachers engaging in the same task, and subsequently analyze the case and the facilitator moves employed.


Corinne Murawski, Allegheny Intermediate Unit, Homestead, PA
Michael Fierle, Allegheny Intermediate Unit, Homestead, PA

202  09:15 AM151AGeneralRegular (60 min)Teaching and Learning Leadership

The Many Facets of Teacher Improvement
How do perspectives on teacher improvement from various stakeholders compare? How do the realities of the classroom interface with recommendations for improvement from teacher educators and school administration? What can pre-service teachers do to establish patterns for professional development? Come listen to various perspectives and take part in a lively discussion!


Tami Martin, Illinois State University, Normal, IL
Roger Day, Lead Author for McGraw-Hill K-12 Mathematics, Pontiac, IL
Brian Schmalzer, Glenbrook South High School, Glenview, IL

203  09:15 AM1Intermediate (3 - 5)Regular (60 min)Leading with Professional Learning

Applying Results from Individual Assessments to Professional Development, Number and Operations, Grades K-6
Key to mathematics instruction is developing students' understanding and their skills. Individual assessments are effective and powerful for gaining insights into students' thinking and reasoning. This session provides leaders specific ways to use results from individual assessments in professional development settings to develop teachers' mathematical and pedagogical understanding and skills.


Marilyn Burns, Math Solutions Professional Development, Sausalito, CA

204  09:15 AM143ABMiddle (6 - 8)Regular (60 min)Technology Leadership

Mixing Mathematics, Movies, and Moodle: Online Professional Development Courses Combining Technology Training, Open-Source Software, Pedagogical Discussions, and Mathematical Growth
This panel of online course developers, moderators, and participants will discuss experiences with innovative professional development courses that use Moodle, an open-source learning management system. In addition to training elementary, middle, and high school teachers in the use of dynamic mathematics software, these courses promote content knowledge and pedagogical discussion.


Andres Marti, Key Curriculum Press, Emeryville, CA
Geri Anderson-Nielsen, Consultant, Washington, DC
Daniel Scher, Key Curriculum Press, Emeryville, CA
Andrea Austin, Luther Jackson Middle School, Fairfax County Publi, Falls Church, VA

205  09:15 AM143CMiddle (6 - 8)Regular (60 min)Assessment Leadership

Supporting Teachers as They Create Diagnostic Assessments and Use Assessment Data for Planning Instruction
Participants will create assessment item(s) using the information presented and will review teacher portfolios noting pre/post test data, activities used with students and the rationale for the activities, discussion of pre/post test data, and self-reflection on the use of diagnostic tests.


Sue Brown, University of Houston-Clear Lake, Houston, TX

206  09:15 AM144CMiddle (6 - 8)Regular (60 min)Leading with Professional Learning

Infusing Mathematics into Science and Technology at the Middle School Level: A Professional Development Model
Participants in this session will learn how to implement an innovative professional development model that facilitates collaborative learning communities among mathematics, science, and technology teachers. Participants will be provided with detailed explanations of model components, participate in hands-on activities, and discuss work and feedback from past teacher participants.


Michael Hacker, Hofstra University Ctr for Technological Literacy, Hempstead, NY
David Burghardt, Center for Technological Literacy, Hempstead, NY
Deborah Hecht, Center for Advanced Study in Education, New York City, NY

207  09:15 AM145AMiddle (6 - 8)Regular (60 min)Curriculum Leadership

Professional Learning Communities: Tackling Middle School Mathematics
Richmond Public Schools, an urban school division, is working hard to address the issues in middle school mathematics: enhancing teacher quality, improve instruction, and sustaining teachers. Learn about the effective strategies that engage educators in examining their pedagogy, content knowledge, and knowledge of the urban student.


Kenya Wallach, Richmond Public Schools, Richmond, VA
Maria Crenshaw, Richmond Public Schools, Richmond, VA

208  09:15 AM151BSecondary (9 - 12)Regular (60 min)Teaching and Learning Leadership

The Leader's Role in Helping Secondary Teachers Implement Intervention Techniques Using Algebra Examples
With increased requirements and advanced standards, more special-needs students are in mathematics classrooms. Leaders need researched-based instructional intervention resources to support teachers with quality instruction to help all students. The presentation will include placement and assessment, concept-development activities, practice, and problem-solving activities using the content of Algebra I.


Larry Bradsby, Math Education Consultant, Lakewood, CO

209  10:00 AM140ABGeneralExtended (90 min)Leading with Professional Learning

Cultivating a Mathematics Coaching Practice: What Are We Learning by Examining Coach-Authored Accounts of Practice?
This session, designed for teacher leaders, coaches, and administrators responsible for math coaching programs, will examine the complex nature of coaching, and professional development that supports the cultivation of a reflective coaching practice. We will explore excerpts from coach-authored cases that represent a range of coaching models and district settings.


Amy Morse, Education Development Center, Newton, MA

210  10:00 AM144AGeneralExtended (90 min)Leading with Professional Learning

K-8 Math Alliance: Connecting Teacher Content Knowledge with Formative Assessment Strategies to Impact Student Achievement Within Professional Learning Communities
Through a partnership of the Green River Regional Educational Cooperative, Carnegie Learning, and Measured Progress, over 220 teachers participated in a three-year initiative to impact student achievement through increased mathematics content knowledge and formative assessment strategies. The presentation will describe the professional development, impact on classroom pedagogy, and program design.


Sandra Baker, Green River Regional Educational Cooperative, Bowling Green, KY
Sandy Bartle, Carnegie Learning, Inc., Pittsburgh, PA
Catherine Garrison, Measured Progress, Dover, NH
Amy Lewis, Carnegie Learning, Inc., Pittsburgh, PA

211  10:00 AM154BGeneralExtended (90 min)Curriculum Leadership

What Do Focus, Attention, and Language Learning Have to Do with Problem Solving and Early Algebra?
The way young children acquire language tells a lot about how they learn mathematics. Examples of activities and children's thinking will illustrate roles of attention, memory, and language processing in problem-solving, and how to use and develop these "non-mathematical" strengths. Examples include algebraic language and the language of word problems.


E. Paul Goldenberg, Education Development Center, Newton, MA

212  10:00 AM152AIntermediate (3 - 5)Extended (90 min)Curriculum Leadership

What's Your Problem?
Help teachers to teach problem solving through number sense and the use of strategies. We will look at identifying rich problems, supporting student exploration through good questions, and enabling students to explain their thinking. All approaches are important components of a rich problem-solving (and mathematics) program.


Linda Gojak, John Carroll University, NCSM Past President, University Hts., OH

213  10:00 AM154AIntermediate (3 - 5)Extended (90 min)Technology Leadership

Develop Mathematical Understandings Using Visualization and the New Interactive Cabri Elementary Environment
Through direct manipulation, engage students (K-8) in building number sense, algebraic and geometric thinking. Within an integrated 2D/3D environment and using the new Cabri, developed especially for elementary school mathematics, teacher leaders will experience activities with "electronic manipulative" (pattern blocks, tangrams, nets, counting, and operations) with real-time visual feedback.


Colette Laborde, University of Grenoble, Grenoble, France
Barbara Pence, San Jose State University, San Jose, CA
Jean-Marie Laborde, University of Grenoble, Grenoble, France

214  10:00 AM144BMiddle (6 - 8)Extended (90 min)Teaching and Learning Leadership

Exploring a Proposed Framework for Analyzing Geometric Pattern Tasks
What makes geometric pattern tasks "easy" or "hard"? What kind of problem-solving process helps students analyze geometric pattern tasks? We will explore a number of different pattern tasks in light of these two questions.


Susan Friel, University of North Carolina -Chapel Hill, Chapel Hill, NC
Kim Markworth, University of North Carolina - Chapel Hill, Chapel Hill, NC

215  10:00 AM152BMiddle (6 - 8)Extended (90 min)Teaching and Learning Leadership

Why Similarity? Exploring the Importance of Mathematical Similarity Throughout Middle Grades Mathematics by Analyzing Videocases Used to Foster Teacher Learning
Learn why every middle grades teacher should pay attention to students' developing understanding of similarity, and explore how you can help teachers focus on this critical concept. Videocases will be analyzed and examined as a means for investigating how to spark conversations with teachers about the teaching of similarity.


Nanette Seago, WestEd, Riverside, CA
Jennifer Jacobs, Institute of Cognitive Science, Boulder, CO

216  10:00 AM149ABSecondary (9 - 12)Extended (90 min)Teaching and Learning Leadership

Lessons Learned from a Secondary Professional Development Project on Formative Assessment and Reflection on Classroom Practice
When students think, they learn. Thinking is confirmed by student communication. Analyzing student communication, assessing what students know and how they know it, is called formative assessment. A primary focus of an NSF-funded College Board professional development project was formative assessment. Lessons learned will be shared and discussed.


James Choike, Oklahoma State University, Stillwater, OK
Eve Bois, The College Board, New York, NY
Lien Diaz, The College Board, Duluth, GA

217  10:30 AM146ABGeneralRegular (60 min)Equity Leadership

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


Marta Civil, University of Arizona, Tucson, AZ

218  10:30 AM143CGeneralRegular (60 min)Teaching and Learning Leadership

Hybrid Lead Teacher/Coach Roles: A Model for Developing School-Based Leaders In Mathematics
How can a classroom teacher develop into an effective mathematics coach within a school year? What model will aid the transition from classroom teacher to coach? Presenters will examine the case of two New York City lead teachers and how they made the transition from teacher to coach.


Antonia Cameron, Co-Director of Mathematics in the City, CCNY, CUNY, New York, NY
Danielle Iacoviello, New York City Department of Education, Brooklyn, NY
Sonal Malpani, New York City Department of Education, Brooklyn, NY

219  10:30 AM145AGeneralRegular (60 min)Assessment Leadership

Using Common Assessments as Formative Assessments to Raise Student Achievement Through Grade Level Professional Learning Communities.
The presenters will share their efforts to establish grade-level professional learning communities through the use of common assessments used as formative assessments to increase students' achievement in mathematics. Teachers establish trust and grow professionally when they are offered the opportunity to engage in professional learning communities.


Karma Nelson, Educational Consultant, Belgrade, MT
Annette Moody, Hardin School District, Hardin, MT
Albert Peterson, Hardin School District, Hardin, MT
Roxanne NotAfraid, Hardin School District, Hardin, MT

220  10:30 AM147BGeneralRegular (60 min)Teaching and Learning Leadership

Promoting Leadership in Curriculum and Instruction: What Can NCSM and AMTE Do Together?
This session will highlight ways that NCSM and AMTE members can work together to promote and develop leadership in curriculum and instruction and support the work of teachers.


Barbara Reys, University of Missouri, Columbia, MO
Jennifer Bay-Williams, University of Louisville, Louisville, KY

221  10:30 AM150BGeneralRegular (60 min)Assessment Leadership

A Proven Process for Using Assessments to Specifically Change Instruction and Immediately Improve Achievement
Learn and practice specific techniques to evaluate assessment results and then make decisions that are realistic to implement and have a high probability of improving student achievement. Participants will use one school's curriculum documents, common interim assessments, and test results to practice.


Pam Berry, The Learning Institute, Hot Springs, AR
Kim Jones, The Learning Institute, Hot Springs, AR

222  10:30 AM150AIntermediate (3 - 5)Regular (60 min)Teaching and Learning Leadership

Collaboration in Inclusive Elementary Mathematics Classrooms: Special Education and Classroom Teachers Working Together
We will discuss some of the principles and supports that lead to effective collaboration, based on examples from real practice. Through examining excerpts from conversations among collaborating teachers, participants will analyze strategies the teachers are using, and how they might apply them to their own practice.


Judith Storeygard, TERC, Cambridge, MA
Marta Johnson, Haw Creek Elementary School, Ashville, NC

223  10:30 AM151AIntermediate (3 - 5)Regular (60 min)Leading with Professional Learning

Supporting Teachers' English Language Learners in the Mathematics Class
This session focuses on how mathematics supervisors can support teachers in helping English Language Learners be successful in mathematics class. Through session experiences participants will learn how to explicitly structure experiences and about specific strategies that are helpful to the ELL student.


Marji Freeman, Math Solutions, Sausalito, CA

224  10:30 AM147AIntermediate (3 - 5)Regular (60 min)Equity Leadership

Sharing Our Success: Lessons from an Alaskan Program
Math in a Cultural Context (MCC) is a long-term curriculum and professional development project that has been successfully implemented across distinct cultural groups in urban/rural Alaska. This project meets the "gold" standard of the U.S. Department of Education and project success has been well documented. We will share what works.


Jerry Lipka, University of Alaska Fairbanks, Fairbanks, AK
Anthony Rickard, University of Alaska Fairbanks, Fairbanks, AK
Dora Andrew-Ihrke, University of Alaska Fairbanks, Fairbanks, AK
Evelyn Yanez, University of Alaska Fairbanks, Fairbanks, AK

225  10:30 AM151BIntermediate (3 - 5)Regular (60 min)Curriculum Leadership

Equity and Access for ALL: Strategies for Helping Students Communicate Like Mathematicians
Come learn how elementary teachers in 22 urban and suburban schools helped students think deeply about complex ideas and communicate their understanding. Providing challenging tasks, establishing supportive environments, engaging in high-level discussions, and encouraging quality writing were hallmarks of these classrooms. Student work and practical strategies will be shared.


Tutita Casa, University of Connecticut, Storrs, CT
M. Katherine Gavin, University of Connecticut, Storrs, CT

226  10:30 AM146CMiddle (6 - 8)Regular (60 min)Curriculum Leadership

State Standards for Grade 8 Algebra: Who Has the Answer?
Many states require Algebra 1 in Grade 8. What are the standards for such a course? How do standards compare across the United States? Are concerns of the National Mathematics Panel Report addressed? As leaders, are we addressing the NCSM Curriculum Principle? These questions and others will be discussed.


Don Balka, Saint Mary's College, Notre Dame, IN

227  10:30 AM143ABSecondary (9 - 12)Regular (60 min)Leadership Connecting Research and Practice

Change Leadership in High School Mathematics
This session will describe one high school mathematics department's journey to improve student achievement by reviewing its practices and comparing them to research on principles that need to be in place for effective systemic change. The actions of the leadership in facilitating and supporting these efforts will also be described.


Linell Monson-Lasswell, National-Louis University, Wheeling, IL

228  10:30 AM144CSecondary (9 - 12)Regular (60 min)Leading with Professional Learning

Mathematics Professional Community
Are you wanting to start a professional learning community in your mathematics department, to increase your student achievement? In this session you will be given ideas on how to get teachers on board and how to create a professional learning environment.


Becky Bird, Garden City Public Schools, Unified School District, Garden City,, KS
Stacey Powell, Garden City Public Schools, Unified School Distric, Garden City, KS

229  10:30 AM145BSecondary (9 - 12)Regular (60 min)Teaching and Learning Leadership

What's the Problem? Professional Development Ideas to Help 9-12 Mathematics Teachers Understand the Importance of Task Design
This session will explore several activities that can be used in professional development to help mathematics teachers learn more about how the design of a task affects what and how students learn. Participants will leave with copies of tasks that can be used in professional development.


Leslie Dietiker, Michigan State University, East Lansing, MI

230  12:00 NoonHall BGeneral, (ticket required)Double (120 min)

Wednesday Luncheon, Sponsored by CASIO America, Inc. and Houghton Mifflin Harcourt
CASIO creates electronic products such as calculators, dictionaries, pianos, digital cameras, and cash registers with innovative functions for use in today's educational settings. The company also provides professional development, support materials, down-loadable programs and the education rewards program for free products. This is consistent with CASIO's creed, "creativity and contribution."

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


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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