Session information last updated 7-21-2018, subject to change without notice.

 
All Sessions, Monday, April 23
 
1023  7:00 AM to
8:00 AM
150BGeneralRegular Presentation (60 minutes)

Affiliate Leaders Meeting
Gather with NCSM Affiliate Leaders from across North America as we share ideas, discuss concerns and resolutions, and find ways to serve the leaders of Mathematics in our areas.  We will look at how NCSM can support your organization in your goals for leadership development and support.  Come meet and share with new colleagues.  This meeting is for invited Affiliate leaders only.

 

Lead Speaker: Nanci Smith

1014  7:15 AM to
7:45 AM
145AGeneralRegular Presentation (60 minutes)

What's It All About? An Orientation for Those New to the NCSM Annual Conference
This session is for those who are new to the NCSM Annual Conference. Participants will network with others, review the structure of the conference, explore the different conference options, set personal priorities and goals, and work on a personal plan of what to do and where to go during the conference.

 

Lead Speaker: Sandie Gilliam
Co-Presenter: Jessica McIntyre
Co-Presenter: Carol Matsumoto

1003  8:00 AM to
8:30 AM
Hall AGeneralKeynote Presenter

Opening NCSM Session: Welcome for All
Welcome to Washington D.C. and the 50th NCSM Annual Conference? Join us for greetings from the NCSM President, 2018 Program Chair, and remarks from a local dignitary.

 

Lead Speaker: Connie Schrock
Co-Presenter: Kimberly Morrow-Leong
Co-Presenter: Jeff Weld, PhD

1103  8:30 AM to
9:15 AM
Hall AGeneralKeynote PresenterEquity in Practice

Equity and Deeper Learning in Mathematics
While the movement for standards and accountability has largely succeeded in bringing greater attention to the issues surrounding student achievement (i.e. the fact that poor students, students of color, English language learners and students with special needs are consistently performing at lower levels), surprisingly little attention has been given to the strategies and conditions that are necessary to make higher achievement more likely.  Missing from much of the policy debate related to student achievement is how to support and cultivate effective teaching in schools and how to motivate and engage students through teaching strategies that foster deeper learning and the utilization of higher order thinking skills.  This presentation will describe strategies that have proven effective elsewhere at supporting teaching in mathematics and promoting deeper learning for all types of students.  It will also explore how schools can develop strategies to support teachers of mathematics in their efforts to raise achievement.

 

Lead Speaker: Pedro Noguera

1201  9:30 AM to
10:30 AM
Salon G/HGeneralMajor PresentationEquity in Practice

Examining Gender and Race Inequities in Mathematics Education
Building a communal understanding of the role inequities have played in our own lives enables leaders, and the teachers with whom they work, to address the inequities their own students experience. By taking time to explore leaders' and teachers' awareness of inequitable practices, leaders can provide a clearer pathway to reducing and eliminating gender and racial inequities in their own schools. This presentation will focus attention primarily on a framework that explores how females can advocate for their full participation in mathematics education, but attendees will be able to use the same general framework to develop similar strategies that address racial biases.

 

Lead Speaker: Judith Jacobs

1215  9:30 AM to
10:30 AM
146CGeneralRegular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

NCSM Coaching Kickoff 2018
The NCSM Coaching Committee is excited to share their new resource, NCSM: Coaching Themes and Imperatives. This resource chronicles the essential elements for a successful coaching program as well as the important characteristics of effective coaching. Come join us and network with other coaches as we explore how this resource can be pivotal in supporting and developing excellent programs and coaches.

 

Lead Speaker: Nanci Smith
Co-Presenter: Denise Brady
Co-Presenter: Sara Frisbie
Co-Presenter: Jason Gauthier
Co-Presenter: Donna Karsten

1213  9:30 AM to
10:30 AM
146AGeneralRegular Presentation (60 minutes)Equity in Practice

Productive Strategies to Support Students' Engagement in Productive Struggle
Engaging students in tasks that involve reasoning and problem solving is essential for developing the conceptual understanding, procedural fluency, and productive habits of mind needed to prepare them for their futures. This session investigates strategies to increase students' willingness to engage in challenging tasks and how to use these tasks to advance the learning of the entire class. We'll also discuss how leaders can effectively support teachers in engaging their students in productive struggle.

 

Lead Speaker: Diane Briars

 

Handout: NCSM18_1213_Briars.pdf
Handout: NCSM18_1213_Briars.pdf

1227  9:30 AM to
10:30 AM
152BGeneralRegular Presentation (60 minutes)Equity in Practice

Decide and Defend: An Instructional Routine to Support Teacher and District Attention to Equity in the Classroom
Learn how the Decide and Defend instructional routine serves as a vessel for districts to enact beliefs regarding equitable access, teachers to develop equitable practices in their classrooms, and students to develop mathematical arguments. Developing mathematical justification and argument builds student agency and is an empowering component of equitable learning. And, the Decide and Defend routine is designed to engage and support ALL learners in this endeavor.

 

Lead Speaker: Amy Lucenta
Co-Presenter: Grace Kelemanik

 

Handout: NCSM18_1227_Lucenta.pdf

1236  9:30 AM to
10:30 AM
144CGeneralRegular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Coaching for Rigor: Essential Elements
Effective mathematics instruction calls for rigor. How do we coach teachers to make it happen? What are the classroom dimensions that matter for learning? We will examine successful models for coaching from Silicon Valley Math Initiative and TRU Math, that support teachers to behave their way into shifting practices. Coaching instruments shared also provide guidance for professional learning community conversations.

 

Lead Speaker: Mardi Gale

 

Handout: NCSM18_1236_Gale.doc
Handout: NCSM18_1236_Gale.pdf

1226  9:30 AM to
10:30 AM
152AGeneralRegular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

A Deeper Look: Teaching High School Students to Speak the Language of Mathematics
After the overwhelming participation at NCSM 2017, we're taking a deeper look at teaching high school students to speak the language of mathematics. Although it can seem daunting, students can learn to articulate their own ideas and participate in a meaningful discussion when they have the instructional support they need. Come see "math talk" in real classrooms and explore the research behind the 5 Practices for Orchestrating Productive Mathematics Discussions by Smith and Stein.

 

Lead Speaker: Denise Thornton
Co-Presenter: Mary Davis

1214  9:30 AM to
10:30 AM
146BGeneralRegular Presentation (60 minutes)Leading Mathematics into the Future

Valuing Teachers and Teaching: Online Communities for Professional Growth
The Math Forum has been using the internet to connect mathematics educators since before the Web. Now that so many mathematics teachers use Twitter, Facebook, Pinterest, and blogs to connect, what can we learn from the pioneers? One theme from the early days is helping teachers feel valued and to value the work of teaching. We'll share community design principles and how they can apply to today's online communities.

 

Lead Speaker: Stephen Weimar
Co-Presenter: Max Ray-Riek

1231  9:30 AM to
10:30 AM
143AIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Making an IMPACT: Initial Results of a Formative Assessment Training and Coaching Grant
In 2016, our district applied for and won a Georgia Governor's Office of Student Achievement mathematics grant. This IMPACT grant focused on formative assessment practices and coaching for teachers. In partnership with the Silicon Valley Mathematics Initiative, our first-year qualitative and quantitative results are promising. Come and find out what we strategically did, and intentionally did not do, to produce positive results in just one year, and how we plan to sustain the work moving forward.

 

Lead Speaker: Linda Smith
Co-Presenter: Cecilio Dimas

 

Handout: NCSM18_1231_Smith.pdf

1216  9:30 AM to
10:30 AM
147AMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Equity in Practice

The Perils and Promises of Growth Mindset
The growth mindset movement has spread quickly as a strategy for bringing about the cultural change (e.g., reduce deficit thinking) required to meet districts' equity goals, especially for students who don't feel a sense of belonging in mathematics. This experienced panel of campus and district leaders will respond to your questions and share their successes and challenges related to these efforts including best practices, knowledge-building, and shared accountability.

 

Lead Speaker: Lisa Brown
Co-Presenter: Brian Newsom
Co-Presenter: Emma Trevino
Co-Presenter: Danielle Seabold

1202  9:30 AM to
10:30 AM
Salon IMiddle
(Grades 6 - 8), High(Grades 9-12)
Spotlight SpeakerDeveloping Mathematical Knowledge for Teaching

Challenging Problems Worth Solving
This session will offer you practical implementation options for making rigorous problems that build students' conceptual understanding and procedural skills a part of your classroom. You'll love how they remain accessible enough for your struggling students while simultaneously challenging the most advanced students you've ever taught.

 

Lead Speaker: Robert Kaplinsky

1212  9:30 AM to
10:30 AM
145BMiddle
(Grades 6 - 8), High(Grades 9-12), General
Regular Presentation (60 minutes)Leading Mathematics into the Future

Mathematics Education: Where Have We Been and Where Are We Going? What Will a Future Lesson Look Like?
Mathematics educators have led this country through years of innovation and growth. We briefly review successes of the past 50+ years of innovations that inspired us and suggest ways that mathematics leaders set the course for a future. The session will present promising future lessons for mathematics teachers using abstraction, technology, and engagement. This session is directly aimed at coaches and leaders for grades 7 to 10.

 

Lead Speaker: Richard Seitz
Co-Presenter: David Erickson

 

Handout: NCSM18_1212_Seitz-Erickson.pptx

1235  9:30 AM to
10:30 AM
144BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Presidents ExchangeDeveloping Mathematical Knowledge for Teaching

Fostering Mathematical Fluency:  Professional Development for Mathematics Teachers of All Grade Levels
Providing meaningful and sustainable professional development to support teachers in their efforts to help all students gain deep mathematical understanding and procedural fluency has become significantly more difficult with ongoing budget reductions and reduced opportunities for professional development. This session will provide ideas and tasks that you can use for professional development for mathematics teachers at all grade levels that will help students of all ages.

 

Lead Speaker: Stacy Reeder
Co-Presenter: Juliana Utley

1232  9:30 AM to
10:30 AM
143BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Equity in Practice

The Decision-Making Protocol for Mathematics Coaching: A Tool to Empower Mathematics Teacher Leaders in Supporting Equitable Teaching Practices
The Decision-Making Protocol for Mathematics Coaching is a four-phase reflective cycle that guides coaches in supporting teachers to create a culture of effective teaching practices and learning environments for all students. The protocol guides coaches through the complex set of choices they must make as they work with individual teachers, teams of teachers, and administrators in diverse school contexts in their efforts to create a culture of high expectations and equitable classroom practices.

 

Lead Speaker: Melinda Knapp
Co-Presenter: Courtney Baker
Co-Presenter: Kimberly Hayden

1223  9:30 AM to
10:30 AM
150BIntermediate
(Grades 3 - 5)
Regular Presentation (60 minutes)Leading Mathematics into the Future

Integrating Interactive Experiences with Children into Professional Development
Learn how to integrate interactive experiences with children into professional development. Interactions with children generate excitement for teacher learning and provide simplified instructional contexts in which teachers can develop their in-the-moment expertise in eliciting and building on children's mathematical thinking. Drawing from several professional development projects, we will share benefits, logistical considerations (including how to minimize typical challenges), and multiple models for integration. Participants will also have an opportunity to engage in sample debriefing activities.

 

Lead Speaker: Vicki Jacobs
Co-Presenter: Susan Empson
Co-Presenter: Dinah Brown
Co-Presenter: Joan Case

 

Handout: NCSM18_1223_Jacobs.pdf

1234  9:30 AM to
10:30 AM
144AIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8)
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Coaching for Mathematical Mindset and Standards-Based Instruction
Sometimes educators feel a tension between the need to develop a mathematical mindset culture and ensuring all learners meet grade level expectations. In this session, participants will hear from coaches in Tulare City Schools who developed and implemented coaching cycles to support teachers simultaneously on shifting students' mathematical mindsets while ensuring that all students receive standards-based instruction. We will also examine the impact of this two-pronged approach on student learning.

 

Lead Speaker: Marni Greenstein
Co-Presenter: Aubree Short
Co-Presenter: Kim Schoenau

 

Handout: NCSM18_1234_Greenstein.pdf

1233  9:30 AM to
10:30 AM
143CIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

What's the Good News? Division Understanding Can Be Developed Through the Analysis of Students' Preexisting Knowledge
What's the Good News? Division understanding can be targeted through the analysis of students' preexisting knowledge. Using the Ongoing Assessment Project (OGAP) Multiplicative Reasoning learning trajectory, we will shift from analyzing student work as right/wrong to looking for evidence of developing understandings within the context of whole number division. Participants will generate a plan for next instructional steps based on their analysis of student thinking.

 

Lead Speaker: Mary Abele-Austin
Co-Presenter: Karen Reinhardt

 

Handout: NCSM18_1233_Austin.pdf

1225  9:30 AM to
10:30 AM
151BMiddle
(Grades 6 - 8)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Building Mathematical Knowledge for Teaching the Mathematical Practices: A Four-Part Model for Argumentation
Learn how to help middle school mathematics teachers support argumentation in their classrooms through using a research-based four-part model, decomposing argumentation into stages of generating cases, conjecturing, justifying, and concluding. Once teachers gain this mathematics knowledge for teaching, they can develop a set of moves for each part. Participants will engage in professional development activities from our NSF-funded research project and use GeoGebra to support argumentation in algebra and geometry. Bring your own device!

 

Lead Speaker: Harriette Stevens
Co-Presenter: Jennifer Knudsen

 

Handout: NCSM18_1225_Stevens.pdf

1224  9:30 AM to
10:30 AM
151APreschool/Primary
(Grades PK - 2)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Creating Mathematically Rich Discourse and Learning with Mobile Tablets in Early Elementary Classrooms: A Research and Practice Collaboration
When used strategically, mobile tablets have the potential to contribute to classrooms where students are engaged in rich mathematical communication, critique, and problem-solving. This session will explore how educators and researchers co-investigated the use of screencasting with iPads to improve mathematics learning and teaching in K-3 classrooms. Strategies used to support students' use of this tool to review, reflect on, and critique their own and other students' thinking in the classroom will be shared.

 

Lead Speaker: Pamela Buffington
Co-Presenter: Shannon Larsen
Co-Presenter: Lisa Coburn

1221  9:30 AM to
10:30 AM
149ABPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Sponsor ShowcaseEvidence and Experiences from the Field

Improve Fluency with Math Talks and Number Strings
We know timed tests don't teach fluency, but what does? Use number strings to improve student efficiency, accuracy and flexibility with numbers and math talks to improve students' mathmatical language and sharing of ideas. Students will learn counting, additive, and multiplicative strategies including fractions and decimals in order to gain confidence in their mathematics skills. Every student can be a mathematics expert!

 

Lead Speaker: Brittany Goerig

 

Handout: NCSM18_1221_Goerig1.pdf
Handout: NCSM18_1221_Goerig2.pdf
Handout: NCSM18_1221_Goerig3.pdf
Handout: NCSM18_1221_Goerig4.pdf
Handout: NCSM18_1221_Goerig5.pdf

1222  9:30 AM to
10:30 AM
150APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Advocating for and Maximizing the Impact of Elementary Coaches: Lessons Learned from Research and the Field
The preparation and support that mathematics coaches receive will influence their effectiveness, but so will decisions about how they are positioned and utilized in schools. Come and interpret data from the field documenting coaches' activity patterns and learn of the connection between these patterns and student achievement. We will discuss implications for framing coaches' roles and responsibilities, as well as for establishing local leadership strategies and policies to support coaches and high leverage coaching.

 

Lead Speaker: Patricia Campbell

 

Handout: NCSM18_1222_Campbell.pdf

1211  9:30 AM to
10:30 AM
145APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Connecting Geometric Measurement, Other Measures, and Data Use Standards to Each Other and to Standards in Other CCSS Domains
This presentation and participant discussion of research from diverse classrooms focuses on how leaders can help students and teachers build conceptual webs of understandings from grades K-8. Together, we will relate conceptual tools used in measurement, data, fractions, and problem solving in OA (Operations & Algebraic Thinking). I will show-and participants will discuss-research-based manipulatives, visual images, and activities that use money and metric measures to build sense-making for place-value concepts and computation including decimals.

 

Lead Speaker: Karen Fuson

 

Handout: NCSM18_1211_Fuson.pdf

1303  11:15 AM to
12:00 PM
Hall AGeneralHot TopicEquity in Practice

Hot Topic: Gender Bias and Political Power
Gender bias in mathematics is connected to the political power issues raised by the #MeToo movement. Let's talk about these connections and how we can use the public's attention to increase females' achievement and participation in mathematics.

 

Lead Speaker: Judith Jacobs

1301  11:15 AM to
12:15 PM
Salon G/HGeneralMajor PresentationLeading Mathematics into the Future

Teachers First-Everything Else Follows
Throughout NCSM's history, we've seen cyclical attempts to change mathematics education through standards, curriculum, and assessments. At each phase, leaders in mathematics education and our professional associations have reminded us that classroom teachers are the ones who will interpret these standards, implement these curricula, and administer these assessments. Yet we continue to see too much hope placed in the ever-new products, without enough support for the people who use them. In this session, we'll renew our focus on our teachers. We'll discuss ways leaders can partner with educators as they become more effective, joyful, skilled mathematics teachers. We'll re-dedicate ourselves to relationships-the heart of our work-and discuss coaching techniques that open conversations, build trust, and spark genuine collaboration. NCSM members spent much of the last 50 years putting essential systems and teacher leaders in place. As we move forward into the next 50 years, let's leverage the power of what we've built to empower teachers.

 

Lead Speaker: Tracy Zager

1334  11:15 AM to
12:15 PM
144AGeneralRegular Presentation (60 minutes)Leading Mathematics into the Future

Opportunities for NCSM Professional Learning Leadership Events
Your NCSM Professional Learning co-directors will facilitate an active session that informs how NCSM embodies our mission statement to equip mathematics leaders to go back to their districts and empower their teachers to provide high quality mathematics teaching and learning every day for each and every learner. We will share the professional learning opportunities available for mathematics leaders to access at a seminar, a leadership academy, a planned local event, or an individualized on-demand module.

 

Lead Speaker: Pat Baltzley
Co-Presenter: Jackie Palmquist

 

Handout: NCSM18_1334_Baltzley.pdf

1313  11:15 AM to
12:15 PM
146AGeneralRegular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Coaching That Connects Teaching Practices to Developing Students' Mathematical Proficiency
We will explore how coaches can empower teachers and how teachers can empower students by making explicit connections between the NCTM Principles to Actions' Teaching Practices and students' mathematical proficiency. We will share a framework and tools designed to support coaches as they help teachers shift toward more effective teaching practices, and support teachers as they monitor the extent that such teaching practices impact students' opportunities to engage in and develop mathematical practices.

 

Lead Speaker: Jennifer Bay-Williams
Co-Presenter: Maggie McGatha

1315  11:15 AM to
12:15 PM
146CGeneralRegular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Using Video to Support the Improvement of Teaching Practice
Video records of teaching from a variety of settings are broadly used in teacher development. This session focuses on learning goals for teachers which can be supported through the use of video and the selection of video-based tasks in light of those goals. We will offer specific tools for coaches to use when selecting a video-based task. Participants will engage in examining and designing video activities utilizing resources presented in the session.

 

Lead Speaker: Meghan Shaughnessy
Co-Presenter: Nicole Garcia
Co-Presenter: Deborah Ball

 

Handout: NCSM18_1315_Shaughnessy.pdf

1312  11:15 AM to
12:15 PM
145BGeneralRegular Presentation (60 minutes)Evidence and Experiences from the Field

How to Talk Mathematics so Students Learn
There is substantial evidence linking student talk to mathematical learning. But not all talk is productive and more math talk does not necessarily lead to more learning. This session will address the components of "productive math talk" including a set of talk moves that teachers can use to keep the student talk focused on the key ideas of the lesson. Strategies for coaching teachers on the use of math talk will also be addressed.

 

Lead Speaker: Nancy Anderson
Co-Presenter: Doana Marcellus

1333  11:15 AM to
12:15 PM
143CGeneralRegular Presentation (60 minutes)Evidence and Experiences from the Field

Photo-Driven Data Meetings
Utilizing photographs of written student thinking during data meetings rapidly focuses team discussion on the students' understanding and misconceptions. As photographs are examined, trends clearly emerge and highly purposeful professional development can take place during the data meeting. This highly interactive session will feature numerous examples of how photographs are utilized throughout data meetings.

 

Lead Speaker: Steve Wyborney

 

Handout: NCSM18_1333_Wyborney.pdf

1324  11:15 AM to
12:15 PM
151AGeneralRegular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Learning from Students: Building Teacher Content Knowledge
The CCSSM required a shift in many teachers' thinking. With language in the standards like "analyze," "interpret," "understand," and "relate," teachers have had to build deeper knowledge of why and how the mathematics works, not just how to find the answer. We will look at how examining potential pathways of student learning within a given domain and analyzing student responses to deliberately crafted assessment items expand teacher knowledge of the underlying mathematics.

 

Lead Speaker: Laurie Speranzo
Co-Presenter: Kristin Klingensmith

1335  11:15 AM to
12:15 PM
144BGeneralRegular Presentation (60 minutes)Leading Mathematics into the Future

Improvement by Design: Wisdom from Teachers Drives Revision of San Francisco's Mathematics Core Curriculum
How do we design for curriculum that balances innovation with a coherent experience for students? In this interactive session, we will share the processes that San Francisco Unified School District has used to develop and iterate on a curriculum that meets the needs of our diverse population in an ever changing digital world. Participants will also delve into SFUSD's Digital Math Teaching Toolkit, including video podcasts describing the units and professional development modules. Bring a device!

 

Lead Speaker: James Ryan
Co-Presenter: Noam Szoke
Co-Presenter: Alyssa Foss

1302  11:15 AM to
12:15 PM
Salon IGeneralSpotlight SpeakerEquity in Practice

Where Am I in My Equity Walk?
Mathematics education leaders must embrace the work that addresses issues related to equity so that all of our students have opportunity and access to rigorous and relevant mathematics learning experiences. During this session participants will engage in a discussion and self reflection of key issues and topics gleaned from the readings that were part of the Call for a Collective Action to Develop Awareness: Equity & Social Justice in Mathematics Education.

 

Lead Speaker: John Staley

 

Handout: NCSM18_1302_Staley.pdf

1323  11:15 AM to
12:15 PM
150BHigh(Grades 9-12)Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Problem Strings for All: Developing Student and Teacher Mathematics
Problem strings are not simply purposefully designed sequences of problems, but also a powerful re-organizer of mathematical activity for students and teachers alike. In this dynamic session we will share the purposes of problem strings, model several new algebra strings, and discuss how the routine can be used to increase access to sophisticated mathematics. We show how problem strings can be leveraged for changing secondary students' and teachers' practice.

 

Lead Speaker: Pamela Harris
Co-Presenter: Kara Imm

1316  11:15 AM to
12:15 PM
147AHigh(Grades 9-12)Regular Presentation (60 minutes)Leading Mathematics into the Future

After GAIMME - Mathematical Modeling In The Classroom
This session will address the question of how teachers can begin to introduce mathematical modeling into their high school classrooms, given the constraints of syllabi, high-stakes tests, and the use of standard texts.  We will introduce new replacement modules which highlight the modeling process while presenting core content material. The session will be interactive with participants working in groups on modeling tasks, simulating best classroom practice.

 

Lead Speaker: Sol Garfunkel
Co-Presenter: Kathleen Snook

 

Handout: NCSM18_1316_Garfunkel.pdf

1331  11:15 AM to
12:15 PM
143AIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Equity in Practice

Equity in Practice: Improving Student Achievement Through Social Justice Mathematics
In a joint position statement, NCSM and TODOS: Mathematics for ALL, called for using social justice as a lens to teach mathematics. Participants will discuss salient features of social justice mathematics and culturally relevant pedagogy to deepen their understanding of how to make transformative changes to improve student achievement. After a brief introduction of terms and summary of current research, participants will break into leader groups, report back, and leave with classroom resources and look-fors.

 

Lead Speaker: Shelly Jones
Co-Presenter: Georgina Rivera

1336  11:15 AM to
12:15 PM
144CIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Equity in Practice

Coaching to Disrupt Racialized Participation Patterns
In the San Francisco Unified School District, there is a large opportunity gap for African American and Latino students; something is not working. Middle school coaches have created a tool to collect participation data to surface inequities. As strengths-based coaches, we co-learn with teachers around implicit biases and inequitable participation patterns, creating counternarratives for students. In this session, we will share our experiences and analyze racial patterns of participation to have deep conversations about teaching and learning.

 

Lead Speaker: Emma Trevino
Co-Presenter: Alisa Brown
Co-Presenter: Tierra Fender

1314  11:15 AM to
12:15 PM
146BMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Leading Mathematics into the Future

Curricular Coherence and Teaching Routines: Designing Scalable Mathematics Curriculum for All Classrooms
The right materials offer a path to success for all teachers, from recent graduates to veteran educators. During this session, learn how Illustrative Mathematics designed a core program that supports all teachers by providing coherent mathematical pathways and a small set of straightforward teaching routines; hear field observations from both curriculum authors and practicing educators; and discover what we're learning in our first year of distributing the materials as open educational resources (OER).

 

Lead Speaker: William McCallum
Co-Presenter: Tammy Baumann

1321  11:15 AM to
12:15 PM
149ABMiddle
(Grades 6 - 8), High(Grades 9-12)
Sponsor ShowcaseEvidence and Experiences from the Field

Coding: An Application of STEM in the Math Classroom
Are you trying to take the first or next step in bringing STEM into your mathematics classrooms? We'll discuss how teams across our state are collaborating to bring the benefits of STEM learning to mathematics classrooms. We share our experiences in building a professional learning program that equips mathematics teachers with the knowledge and skills to engage students in meaningful learning experiences through coding. Leave with real advice and examples of lessons learned to help you get started.

 

Lead Speaker: Michelle Rinehart
Co-Presenter: Andi Parr

 

Handout: NCSM18_1321_Rinehart-Parr.pdf

1317  11:15 AM to
12:15 PM
147BIntermediate
(Grades 3 - 5)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

But Why Does It Work? Using Examples to Investigate Structure
Many students appear to know how to compute, but what do they understand about the underlying structure of the operations? This talk will use evidence from our classroom-based research, including video clips, to show how, through reasoning about what appear to be simple examples, students dig more deeply into mathematical structure. Participants will consider how looking for and expressing regularity provides opportunities for all students to engage in significant mathematics.

 

Lead Speaker: Susan Jo Russell

1311  11:15 AM to
12:15 PM
145AMiddle
(Grades 6 - 8)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Overthrowing the Tyranny of "Percent Correct" as the Measure of Proficiency
This talk reports on new representations of students' progress along learning trajectories: a combination of the typical "percent correct" and a new color-coded representation of progress on the trajectory. Interview data demonstrate how students and teachers interpret and use the two representations in classroom interactions. A more precise proficiency-based measure of progress can help students to participate more fully in learning and help teachers to target their use of materials and groups more effectively.

 

Lead Speaker: Jere Confrey
Co-Presenter: Meetal Shah
Co-Presenter: Michael Belcher
Co-Presenter: William McGowan

1325  11:15 AM to
12:15 PM
151BPreschool/Primary
(Grades PK - 2)
Regular Presentation (60 minutes)Equity in Practice

Games for Young Mathematicians: Promoting Equity in Early Childhood Mathematics Through Games That Foster Persistence and a Learning Mindset
Learning how preschool children develop mathematical thinking and perseverance through fun, developmentally appropriate games is central to the Games for Young Mathematicians project. In this session, participants will play mathematics games and watch video of Head Start children engaging in mathematics. Participants will learn about research on the importance of early mathematics and perseverance in early childhood and ideas about how, as leaders, to incorporate this work to promote children's lifelong interest in mathematics.

 

Lead Speaker: Kristen Reed
Co-Presenter: Jessica Young
Co-Presenter: E. Paul Goldenberg
Co-Presenter: Deborah Spencer

 

Handout: NCSM18_1325_Reed.pdf

1327  11:15 AM to
12:15 PM
152BPreschool/Primary
(Grades PK - 2)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Early Learning: Cultivating Effective Student Discourse to Enhance Mathematical Understandings
Mathematical discourse can be quite a hurdle at times. We need for our children to learn how to be confident in sharing their mathematical thoughts explicitly and confidently at an early age. Starting in PK and kindergarten, teachers and administrators can use the strategies learned in this session to nurture mathematical language structures, which will in turn, cultivate mathematical discourse in later years.

 

Lead Speaker: Jessica Bobo

1322  11:15 AM to
12:15 PM
150APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Equity in Practice

Response to Intervention: Amplify Instruction; Don't Simplify Content
Interventions should focus on amplifying instruction, curriculum, and community, not simplifying content. All students deserve to participate as an integral part of a community of mathematicians. We will share how we have integrated collaborative teaching, planning, and learning to ensure that strong instruction is the first step in providing equitable and accessible interventions.

 

Lead Speaker: Sarah Caban
Co-Presenter: Deborah Hatt
Co-Presenter: Nancy Harriman
Co-Presenter: Janet Delmar
Co-Presenter: Carolyn Watkins

1326  11:15 AM to
12:15 PM
152APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Orchestrating Productive Discourse in the Classroom
Facilitating productive student-to-student conversations about mathematics is a difficult task. In this session we will observe and discuss strategies around engaging all students in a rich dialogue that moves beyond showing and telling of student strategies to helping students make mathematical connections. We will examine two classroom videos, compare and contrast the coach's intentional moves, and discuss how we have used this format to push both administrators' and teachers' understanding around student discourse.

 

Lead Speaker: Melissa Canham
Co-Presenter: Glenda Martinez
Co-Presenter: Julie Yearsley

1403  12:30 PM to
1:15 PM
Hall AGeneralHot TopicCultivating a Mathematics Coaching Practice

Hot Topic: Understanding the Resistant Teacher - Why Change is Harder for Some People and How We Can Support Them
In this interactive session, we will explore the conditions that lead to resistance and how coaches, administrators, and/or teacher leaders can support teachers throughout the change process.

 

Lead Speaker: Mike Flynn

1422  12:30 PM to
1:30 PM
150AGeneralRegular Presentation (60 minutes)Equity in Practice

A White Girl and A Brown Guy Get Real About Culturally Responsive Instruction (Teaching Culturally ≠ Teaching Culture)
Hear about lessons learned from a mathematical friendship between an Alaskan rural educator and an Ojibwe urban educator on how to help students achieve success in a diverse classroom. Participants will learn the distinction between teaching culture in mathematics and teaching mathematics culturally. The focus will be on the development of growth mindset through place-based and student-centered instruction.

 

Lead Speaker: RunningHorse Livingston
Co-Presenter: Bobbi Jo Erb

1431  12:30 PM to
1:30 PM
143AGeneralRegular Presentation (60 minutes)Equity in Practice

Re-Envision Mathematics Instruction for English Language Learners
Consider frameworks for shaping instruction for English Language Learners. Explore practical ways to use those frameworks to influence mathematics learning environments. Learn about research and best practices. Debate with and learn from colleagues as we discuss how leaders can support best practices in classrooms.

 

Lead Speaker: John Sessoms
Co-Presenter: Janet Pittock

 

Handout: NCSM18_1431_Sessoms.pdf

1434  12:30 PM to
1:30 PM
144AGeneralRegular Presentation (60 minutes)Equity in Practice

Supporting English Language Learners: Best Practices, Top Research, New Resources
Engage in collaborative dialogue around a yearlong study focused on supporting ELL students in reaching the expectations of college- and career-ready standards. Recognizing the supports ELL students need in mathematics, Student Achievement Partners embarked on a research-based quest to improve materials for teachers and students. Learn about our process and examine a sampling of our newly modified Achieve the Core resources.

 

Lead Speaker: Astrid Fossum
Co-Presenter: Barbara Beske

 

Handout: NCSM18_1434_Fossum.pptx

1432  12:30 PM to
1:30 PM
143BGeneralRegular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Coaching Heavy Through the Debrief Process
The heart of coaching, for both teachers and coaches, lies in the debrief conversations that occur at the end of the coaching cycle. In order to make a difference, the conversation needs to go beyond the surface and create a process where each adult is held responsible for student success. We will explore a process that we have adopted in order to build capacity for coaching allowing us to become agents of change with teachers.

 

Lead Speaker: Annette Zook
Co-Presenter: Allyson Fox

 

Handout: NCSM18_1432_Zook.pdf

1433  12:30 PM to
1:30 PM
143CGeneralRegular Presentation (60 minutes)Evidence and Experiences from the Field

The Big Investments: Leveraging Four Areas of Focus to Improve District-Wide Instructional Practices
Progressing toward a vision of equitable and excellent district-wide mathematics instruction requires a complex system change that can feel overwhelming and unmanageable. In this session, participants will engage with four simple, repeatable strategies used across all grade levels in Newark Public Schools to powerfully improve professional learning experiences and instructional practices in every mathematics classroom.

 

Lead Speaker: Nicholas Lee-Romagnolo

1415  12:30 PM to
1:30 PM
146CGeneralRegular Presentation (60 minutes)Leading Mathematics into the Future

Social Media, Global Connectedness, and the Collapse of Trust Institutions: Creating a Global Curriculum with Decision-Making Mathematics
The revolutions in technology, social media, and collaboration are beginning to have a profound effect on the purpose of mathematics in societies around the world. The speed and depth of conversation have begun to steer mathematics in the direction of a most ambitious goal-to create a unified and portable global mathematics curriculum. In this session participants will not only see evidence for this, but also contribute to building this exciting model of the future of mathematics.

 

Lead Speaker: Sunil Singh

1435  12:30 PM to
1:30 PM
144BGeneralRegular Presentation (60 minutes)Leading Mathematics into the Future

Math Teachers' Circles: Collaborating to Build K-20 Capacity in Mathematics
Math Teachers' Circles (MTCs) are communities of K-12 teachers and higher-education professors who meet regularly to investigate mathematics together. Flexible and inexpensive, these Circles form a backbone of support for teachers' mathematical and professional growth, while also serving as a lasting structure for collaboration across the K-20 continuum. Learn how you as a mathematics leader can start an MTC, and discover the leadership and mentoring resources available through the national MTC Network.

 

Lead Speaker: Brianna Donaldson

1402  12:30 PM to
1:30 PM
Salon IGeneralSpotlight SpeakerCultivating a Mathematics Coaching Practice

Content Coaching: It Transforms Instruction
Transformation means big change-think caterpillar to butterfly. Coaches challenge and support teachers to take a learning stance and cultivate a growth mindset. Content coaching transforms teaching in ways that dramatically increase teacher content and pedagogical knowledge. Content coaches encourage teachers to think more deeply about the mathematics they teach and the individual students in their care. Together content coaches and teachers dive deeper to become more courageous, nuanced, innovative, and influential educators-come find out how.

 

Lead Speaker: Lucy West
Co-Presenter: Antonia Cameron

1436  12:30 PM to
1:30 PM
144CHigh(Grades 9-12), College/University
(Undergraduate or Graduate)
Regular Presentation (60 minutes)Leading Mathematics into the Future

20 Years of Lessons Learned about Recruitment and Retention from a Four-Year Undergraduate Cohort Model Program
Aspects of the TIME 2000 Program (Teaching Improvements through Mathematics Education) are described that support the recruitment, preparation, and retention of highly competent secondary mathematics teachers. Strategies for recruiting students from high school are shared, as well as program components designed to increase retention of candidates in the program, and in the teaching profession.

 

Lead Speaker: Alice Artzt
Co-Presenter: Frances Curcio
Co-Presenter: Alan Sultan
Co-Presenter: Mara Markinson
Co-Presenter: Eric Glatz
Co-Presenter: Kathleen Lyons

1424  12:30 PM to
1:30 PM
151AMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Equity in Practice

Mathematics Intervention: Strategies to Help Students Catch Up
Struggling learners deserve programs that help them catch up. Yet, support classes typically focus on below-grade level skills-an insidious form of tracking that does little to help students do better in their core mathematics class. Based on research and reality, participants will explore six principles that may promote shifts in traditional thinking about mathematics intervention, experience principles in the context of proportional reasoning, and leave ready to address this important equity issue.

 

Lead Speaker: Shelley Kriegler

1414  12:30 PM to
1:30 PM
146BMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Six Strategies to Help Teachers Make Connections that Support Learning
Learning is composed of connecting new ideas to old, different strategies for the same task, multiple representations, and one mathematical domain to another, connections necessary to retain and use knowledge. Participants will consider how to help teachers design classroom opportunities using tasks and facilitating discussions, often involving interactive dynamic technology, to support students in making connections and organizing their learning for understanding.

 

Lead Speaker: Gail Burrill

1411  12:30 PM to
1:30 PM
145AMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Concepts and Routines for High School Classrooms: What We Can Learn from Elementary Classrooms
Having transitioned from a high school mathematics teacher into a role supporting K-12, I have learned so much from elementary classrooms about how concepts in number and patterning develop across the years. Come explore how these powerful foundations, and classroom routines, can extend into high school level concepts of Number, Algebra, and Functions.

 

Lead Speaker: Marc Garneau

 

Handout: NCSM18_1411_Garneau.pdf

1421  12:30 PM to
1:30 PM
149ABPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), High(Grades 9-12)
Sponsor ShowcaseLeading Mathematics into the Future

Promoting a Mathematics Positive Culture
Children are born with a natural curiosity that includes mathematical notions such as quantity, shape, and patterns. Despite this natural interest, 30% of adults would rather clean the bathroom than solve a mathematics problem. This seminar addresses why negative attitudes towards mathematics are prevalent and how K-12 mathematics leaders and educators can create a positive mathematics culture by reigniting student curiosity, developing student grit, and encouraging growth mindsets.

 

Lead Speaker: Raj Shah

 

Handout: NCSM18_1421_Shah.pdf

1427  12:30 PM to
1:30 PM
152BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Coaching in the Moment: Moving Beyond Observation and Debrief
Coaching in the Moment enables coaches to move beyond observation and feedback, to side-by-side coaching with teachers. We will guide participants through this differentiated approach of immediate, actionable feedback, and share our experience, research, and results. Participants will analyze video clips, engage in group conversations, and examine documents, such as coaching templates, to see how coaching in the moment can be put into practice to improve instruction and student learning.

 

Lead Speaker: Donna Sorila
Co-Presenter: Melissa Eastwood
Co-Presenter: Sonja Kuokkanen
Co-Presenter: Nataliya Paquette

1413  12:30 PM to
1:30 PM
146APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12), College/University (Undergraduate or Graduate), General
Presidents ExchangeLeading Mathematics into the Future

Ross Taylor Past Presidents' Session: Speed Chats for Leaders Around Critical Challenges and Effective Solutions
Join us for this fast-paced session as NCSM members and former NCSM Presidents meet to explore critical leadership issues in a series of charged and engaging Speed Chats.  The series of brief small group conversations will allow colleagues to discuss critical issues facing mathematics education today and to explore possible solutions to benefit leaders at all levels. This session is designed for new and experienced leaders alike!

 

Lead Speaker: John Staley
Co-Presenter: Valerie L. Mills
Co-Presenter: Suzanne Mitchell
Co-Presenter: Diane Briars
Co-Presenter: Timothy Kanold
Co-Presenter: Linda Gojak
Co-Presenter: Carole Greenes
Co-Presenter: Steve Leinwand
Co-Presenter: Henry Kepner

1412  12:30 PM to
1:30 PM
145BMiddle
(Grades 6 - 8)
Regular Presentation (60 minutes)Equity in Practice

There's More to Mathematics Than Numbers-Teacher Talk, Word Problems, and English Language Learners
Using the DIAL Model (Differentiating Instructional and Academic Language), we will look at the language of word problems related to ratios and proportional relationships and modify language to reveal the mathematics within. Through this model, complex mathematical concepts will become more accessible to struggling learners, especially English Language Learners.

 

Lead Speaker: Jeanne Simpson
Co-Presenter: Andrea Word

1426  12:30 PM to
1:30 PM
152AMiddle
(Grades 6 - 8)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

The Productive Struggle Is Real
We lead teachers through identifying big ideas, developing essential questions, designing engaging lessons, and implementing worthwhile tasks, but what if students lack the productive struggle needed for learning to take place? In this interactive session, participants will increase their capacity as a mathematics coach by engaging in a process for guiding a mathematics team through creating effective tools, implementing lessons and inspiring growth mindsets to increase student perseverance.

 

Lead Speaker: Melissa Waggoner
Co-Presenter: Lindsay Kelley

 

Handout: NCSM18_1426_Waggoner-Kelley.pdf

1423  12:30 PM to
1:30 PM
150BPreschool/Primary
(Grades PK - 2)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Mathematics and Curiosity Magnified! Engaging in STEM with Primary Students
Embrace students' natural curiosity with STEM lessons that integrate mathematics across subjects in your primary classroom to heighten student engagement. Participants will take part in hands-on STEM activities that transformed teachers' classroom culture to emphasize access and agency for all students.

 

Lead Speaker: Rebecca Lewis

 

Handout: NCSM18_1423_Lewis.pdf

1417  12:30 PM to
1:30 PM
147BPreschool/Primary
(Grades PK - 2)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Don't Make Every Strategy a Separate Lesson: Developing Understanding and Skill with K-3 Operations
Are you ready to put debates about the usefulness of strategies for addition and subtraction to rest? Empower all students with conceptual understanding and procedural skill across grades K-3 by carefully sequencing, representing, and connecting high-leverage strategies for addition and subtraction.

 

Lead Speaker: Shelbi Cole
Co-Presenter: Marni Greenstein

 

Handout: NCSM18_1417_Cole.pdf

1401  12:30 PM to
1:30 PM
Salon G/HPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8)
Major PresentationDeveloping Mathematical Knowledge for Teaching

How and Why Attention to Student Thinking Supports Teacher and Student Learning: The Case of Cognitively Guided Instruction (CGI)
For over 35 years teachers have been engaging in professional development focused on the development of children's mathematical thinking as a part of CGI. This presentation will focus on what we have learned and what the research shows about what matters in supporting teachers to attend to children's thinking and why that matters for meeting the needs of each student.

 

Lead Speaker: Megan Franke

1503  1:45 PM to
2:30 PM
Hall AGeneralHot TopicEquity in Practice

Hot Topic: Integrating Mathematics and Social Justice into our Work
Let's strategize, share ideas and activities so social justice is not an "add-on" but an integral part of our work.

 

Lead Speaker: Nora Ramirez

1525  1:45 PM to
2:45 PM
151BGeneralRegular Presentation (60 minutes)Equity in Practice

Starting with a Vision of Equity: Supporting Detracking Through Professional Development
SFUSD continues our detracking efforts in a fourth year. This session will dive into our professional development (PD) principles and structures that built and shifted our district mathematics culture. Hear our story of lessons learned and challenges in re-culturing teams to work towards an equity vision that all students can make sense of rigorous mathematics in heterogeneous classes. Join in a conversation to explore the connections between PD, curriculum, coaching and other policies that best support teachers.

 

Lead Speaker: Angela Torres
Co-Presenter: Emma Trevino
Co-Presenter: Alisa Brown

 

Handout: NCSM18_1525_Torres.pdf

1514  1:45 PM to
2:45 PM
146BGeneralRegular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Principles for Designing Powerful, Engaging, and Effective Professional Learning Experiences
Instructional leaders, administrators, and coaches need effective strategies to engage pre-service and in-service participants in mathematical thinking, reasoning, and reflecting. This session will provide leaders in mathematics education with effective and engaging strategies that can be applied to a variety of mathematics topics to enrich and energize professional development experiences for long-term impact.

 

Lead Speaker: Delise Andrews
Co-Presenter: Beth Kobett

 

Handout: NCSM18_1514_Andrews_Kobett.pdf

1535  1:45 PM to
2:45 PM
144BGeneralRegular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Stop, Look, and Listen: Strengthening Coaching Partnerships and Supporting Students' Mathematical Discourse Through Empathic Listening
In today's polarized society, finding common ground can pose a challenge for holding connecting conversations. The role of empathic listening, introduced by Jim Knight, has been shown to strengthen coaching partnerships and support students' mathematical discourse. In this session, participants will engage in strategies for empathic listening and consider ways in which these strategies can be applied to building trust-based coaching partnerships. These partnerships are the foundation for fostering deeper student understandings of mathematical concepts.

 

Lead Speaker: Monica Kendall
Co-Presenter: Lori Ramsey

 

Handout: NCSM18_1535_Kendall.pptx

1527  1:45 PM to
2:45 PM
152BGeneralRegular Presentation (60 minutes)Evidence and Experiences from the Field

Empowerment of Teachers Through Rich Mathematical Tasks and the Standards for Mathematical Practice
We will discuss our model for professional development that we have used over the last six years that has lead to the development of teacher leaders. We provide a continuum for describing teacher and student growth with the Standards for Mathematical Practice. Rich mathematical tasks, which can be used across multiple grade levels, will illustrate how teachers and students are able to move along our continuum.

 

Lead Speaker: Erick Hofacker
Co-Presenter: Kathryn Ernie

 

Handout: NCSM18_1527_Hofacker.pdf

1515  1:45 PM to
2:45 PM
146CGeneralRegular Presentation (60 minutes)Leading Mathematics into the Future

Systemwide Consequences of Misunderstanding Mathematical Rigor
Schools strive to provide rigorous mathematics courses. Colleges and careers look for evidence of rigor on students' resumes. But what exactly is rigor in mathematics? We will show that the education system gets it wrong. Misunderstanding rigor has significant negative impacts on students and society in general. We will discuss ways to improve courses, pathways, and assessments through a better understanding of mathematical rigor.

 

Lead Speaker: Patrick Callahan

1526  1:45 PM to
2:45 PM
152AGeneralRegular Presentation (60 minutes)Leading Mathematics into the Future

Transforming Teaching and Learning Through Number Talks: Preparing Next Generation Mathematics Leaders
180 Washington State mathematics teachers of grades 4-20 are preparing to become Number Talk Support Team Leaders. Hear stories of how they are transforming mathematics classrooms as they study the question, "Can digging deeply into the mathematics and pedagogies of number talks transform mathematics classrooms in deep and profound ways?" The design and bedrock principles of the Mathematics Education Collaborative's (MEC) Number Talk Leadership Academy, led by Ruth Parker and Cathy Humphreys, will be shared.

 

Lead Speaker: Ruth Parker

1502  1:45 PM to
2:45 PM
Salon IGeneralSpotlight SpeakerEquity in Practice

Number Talks: Shifting the Classroom Culture
How do we shift the classroom culture from passive, didactic learning to one of inquiry, reasoning, and problem solving for all students? This session will explore the use of number talks as a vehicle for changing classroom culture through the lenses of student engagement, classroom discourse, and mathematical mindsets. Participants will participate in number talks and analyze classroom videos of number talks using fractions and whole numbers.

 

Lead Speaker: Sherry Parrish

1516  1:45 PM to
2:45 PM
147AHigh(Grades 9-12)Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

NCSM Situations: Using Classroom-Based Scenarios to Build Mathematical Knowledge for Teaching
Daily, teachers use their mathematical knowledge to ask purposeful questions, facilitate discussions, explain ideas, create examples, counter-examples and more. How can we develop this mathematical knowledge for teaching? In this session, you will explore ready-to-use professional development cases from the NCSM Facilitator's Guidebook for Use of Mathematics Situations in Professional Learning, which are authentic secondary level episodes. Implications for design of similar learning experiences for teachers in your setting will be discussed.

 

Lead Speaker: Diane Briars
Co-Presenter: M. Kathleen Heid
Co-Presenter: Suzanne Mitchell
Co-Presenter: Steven Viktora
Co-Presenter: Patricia Wilson
Co-Presenter: James Wilson
Co-Presenter: Rose Mary Zbiek
Co-Presenter: Glen Blume

 

Handout: NCSM18_1516_Briars.pdf

1517  1:45 PM to
2:45 PM
147BHigh(Grades 9-12)Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

CPR for the Common Core: Using the Comprehensive Mathematics Instruction (CMI) Framework to Unpack Standards Across a Learning Cycle
The Comprehensive Mathematics Instruction (CMI) Framework developed by the Brigham Young University Public School Partnership informs teachers on how to align CCSSM content standards along a progression from emerging ideas, strategies, and representations towards more robust conceptual, procedural, and representational understanding. In this session, participants will use the CMI framework to deepen their understand of a subset of high school standards as they select, sequence, and connect these standards across a learning cycle of instruction.

 

Lead Speaker: Scott Hendrickson
Co-Presenter: Sterling Hilton

 

Handout: NCSM18_1517_Hendrickson.pdf

1523  1:45 PM to
2:45 PM
150BHigh(Grades 9-12)Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Making Sense of Mathematics for Coaching and Engaging High School Teachers
How do we support teachers to make sense of mathematics for teaching? Explore ways to structure planning and coaching opportunities using the TQE Process: select and implement high cognitive demand tasks, develop and ask effective questions, and use evidence of student understanding. Discuss strategies to engage teachers in high-cognitive demand tasks through the planning, implementing, and reflecting process to support making sense of content with depth.

 

Lead Speaker: Edward Nolan

1511  1:45 PM to
2:45 PM
145AMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Math Talks: Adapting the Number Talks Structure for Secondary Mathematics Classrooms
How can effective number talk routines be adapted to meet the needs of secondary classrooms? Explore strategies and resources for implementing math talks in grade 6 algebra based on a regional professional development initiative focused on numeracy, sense-making, and fostering conceptual understanding. See how math talks provide opportunities for students to communicate and justify mathematical ideas, reasoning, and arguments within a concise, organized classroom structure. Consider a coach's role in supporting classroom implementation of these tasks.

 

Lead Speaker: Michelle Rinehart

 

Handout: NCSM18_1511_Rinehart.pdf

1521  1:45 PM to
2:45 PM
149ABMiddle
(Grades 6 - 8), High(Grades 9-12), College/University (Undergraduate or Graduate), General
Sponsor ShowcaseLeading Mathematics into the Future

Unifying the Mathematics Education Experience-and Your Technology!
For years, mathematics educators have used various technologies in an attempt to aid visualization and conceptualization, improve student understanding, and increase teaching efficiency. However, as technology has advanced, we find ourselves using several different pieces of hardware and software that don't play very nicely together. Thankfully, Casio has leveraged its 60 years of calculation innovation experience to solve this "technology fragmentation" problem. Come be among the first to experience and try our groundbreaking new platform!

 

Lead Speaker: Mike Reiners

1531  1:45 PM to
2:45 PM
143AMiddle
(Grades 6 - 8), High(Grades 9-12), General
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Engaged in Coaching: Come Take Part in a Coaching Cycle!
We will engage in a coaching cycle. You will have the opportunity to observe, reflect on, and contribute to a coaching cycle. An award-winning practicing classroom teacher will engage with an instructional coach in effort to gain insight into his teaching practices. You will carefully consider the role of the instructional coach and view the classroom of the teacher. Throughout the coaching cycle you will reflect on the work and generate growth-promoting questions.

 

Lead Speaker: Travis Lemon
Co-Presenter: Barbara Kuehl

 

Handout: NCSM18_1531_Lemon.pdf

1501  1:45 PM to
2:45 PM
Salon G/HPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Major PresentationDeveloping Mathematical Knowledge for Teaching

Teacher Talk in Mathematics! The Power of Language and Questioning in the Classroom
Sophie will share her current PhD research and findings that she is doing with Professor John Hattie on the power of language at the University of Melbourne, Australia. Sophie will share findings on high-impact teaching strategies and discuss the most effective ways to use language across primary and secondary mathematics classrooms to create deep level learning, transfer of understandings, effective questioning and classroom discussion. Sophie will provide participants with current research on teacher talk and student voice, and how this can be used in mathematics classrooms K-12.

 

Lead Speaker: Sophie Murphy

1513  1:45 PM to
2:45 PM
146APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Alternative Professional Development Structures for Teachers (Summer Math Institute)
See how two districts have utilized alternative professional learning structures to meet the needs of teachers through a dynamic Summer Math Institute that has proven to drive teacher buy-in. Teachers walk away from these Summer Math Institutes feeling ownership of the collective district vision for mathematics and are set up for success to improve outcomes for all students.

 

Lead Speaker: Emma Druitt
Co-Presenter: Mikila Fetzer

1512  1:45 PM to
2:45 PM
145BIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8)
Presidents ExchangeDeveloping Mathematical Knowledge for Teaching

Professional Development Supporting Teachers Focusing on Students' Informal Mathematical Thinking:  A Positive Approach to Negative Numbers
Professional development focusing on students' mathematical thinking is effective for supporting teacher learning, but some content areas are not well studied and we don't yet know how students' ideas develop.  By merging research on teacher professional development with research on students' understandings of negative numbers, this session will help those of us working with teachers consider how to support their students to approach integers from a more problem-solving perspective focused on ways of reasoning.

 

Lead Speaker: Randolph Philipp

1536  1:45 PM to
2:45 PM
144CPreschool/Primary
(Grades PK - 2)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

We Talk Mathematics: Supporting Powerful Student Mathematical Discourse at the Primary Level
In this session, we will watch videos of primary students talking about mathematics, and will discuss and explore how math talks and Problems of the Month promote academic discourse and student engagement. We will showcase video cases and student artifacts from a Title 1 school. We will highlight concrete strategies to support coaches and teachers in creating a discourse-rich mathematical community in the primary classroom.

 

Lead Speaker: Tracy Sola
Co-Presenter: Cherie Foster

1524  1:45 PM to
2:45 PM
151APreschool/Primary
(Grades PK - 2)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

How Do You Support Primary Teachers in Building Number Sense?
This hands-on session will help you support primary teachers unravel the sequence of the many visual tools that can be used to support young students in learning number sense. Experience activities using a variety of tools including ten frames, rekenreks, 100s charts, number paths and lines. The progression is designed to help students make connections to tools, landmark numbers and guide you in helping teachers to do the same.

 

Lead Speaker: Lisa Rogers
Co-Presenter: Amy Mayfield

 

Handout: NCSM18_1524_Rogers.pdf
Handout: NCSM18_1524_Rogers.pdf

1533  1:45 PM to
2:45 PM
143CPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Building Teacher Capacity to Support Productive Struggle Through Questioning and Discourse
Facilitating mathematical discourse and employing purposeful questioning are powerful pedagogical strategies for supporting productive struggle in the mathematics classroom, but they are challenging to implement well. In this session, participants will examine the connections between discourse, questioning, and productive struggle and explore tools and moves coaches can use to support teachers in developing these important instructional skills.

 

Lead Speaker: Sarah Burns
Co-Presenter: Debbie Leslie
Co-Presenter: Andy Isaacs
Co-Presenter: Ellen Dairyko

 

Handout: NCSM18_1533_Burns.pdf

1522  1:45 PM to
2:45 PM
150APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Helping Teachers Develop Mathematical Knowledge for Using Properties to Build Critical Numerical Fluency with Operations
The purpose of this presentation is to help leaders help teachers to realize and utilize the power of properties of operations to develop numerical fluency. These properties deepen student understandings of how and why operations work and increase student reasoning in mathematics. During this presentation, participants will examine number problems, identify the properties involved in finding the solutions, and examine effective ways to include this knowledge in mathematical discussions with students.

 

Lead Speaker: Patsy Kanter
Co-Presenter: Steve Leinwand

 

Handout: NCSM18_1522_Kanter-Leinwand.pptx

1534  1:45 PM to
2:45 PM
144APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8)
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Positive and Productive Coaching Mindsets
Engage in interactive coaching routines that support all teachers to think about learning in a way that is valued and productive. With techniques such as doing mathematics together, rehearsing interviews, and developing a coaching plan, participants will reflect on how coaching becomes positive and productive with purposeful routines and thoughtful design. This session will provide you with strategies designed to develop your confidence to work with any teacher while keeping the collaboration positive and productive.

 

Lead Speaker: Theresa Wills
Co-Presenter: Molly Rawding

1601  3:00 PM to
4:00 PM
Salon G/HGeneralMajor PresentationDeveloping Mathematical Knowledge for Teaching

Learning Trajectories at the Core: Effective and Powerful Professional Development
Learning trajectories have been placed at the core of many standards, curricula, and approaches to teaching. Less attention has been given to placing learning trajectories at the core of professional development efforts. Surprisingly, however, research projects at medium and large scale suggest that effects on teachers are particularly pronounced and sustainable. We will use specific projects to draw implications for policy and practice of inservice and preservice education of all teachers of mathematics.

 

Lead Speaker: Douglas Clements
Co-Presenter: Julie Sarama

1627  3:00 PM to
4:00 PM
152BGeneralRegular Presentation (60 minutes)

How to Successfully Write Conference Proposals for NCSM
Have you submitted a proposal and not been accepted? Do you feel like you don't understand the system? We have heard you! Join us as we review the proposal submission process and guidelines and give advice on topics. Our goal is to provide learning and leadership opportunities for all! NCSM Program Chairs and Conference Coordinators will help you practice writing and reviewing proposals during the session.

 

Lead Speaker: Kimberly Morrow-Leong
Co-Presenter: Bill Barnes
Co-Presenter: Mona Toncheff
Co-Presenter: Maria Everett
Co-Presenter: Sara Moore
Co-Presenter: Cynthia Schneider
Co-Presenter: Connie Schrock
Co-Presenter: John W. Staley

1611  3:00 PM to
4:00 PM
145AGeneralRegular Presentation (60 minutes)Equity in Practice

Learning Mathematics for Social Justice: Moving from Local Contexts to Issues of Global Significance
Teaching mathematics "in context" is an effective strategy to promote learner engagement. When these contexts address issues of social justice, they can promote agency on the part of the learners and the ability to both "read" and "write" their worlds. In this session we will explore contexts that can be mathematized at different levels of complexity with examples from our own teaching in introductory mathematics content courses in 2- and 4-year college programs.

 

Lead Speaker: Jon Manon

1623  3:00 PM to
4:00 PM
150BGeneralRegular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Listening: A Piece of the Coaching Puzzle
Listening is one of those coaching practices often forgotten. In this session, participants will engage in tasks designed to open the door to listening for understanding. The tasks are designed to identify what it means to listen and highlight those key points of listening for the purpose of shifting teacher practice.

 

Lead Speaker: Genni Steele
Co-Presenter: Michael Gould

1634  3:00 PM to
4:00 PM
144AGeneralRegular Presentation (60 minutes)Evidence and Experiences from the Field

Start with Heart: Transforming Teacher Practice by Exploring Our Own Beliefs and Assumptions About Teaching, Learning and Leadership
What do you value and how might your values impede your ability to understand teachers' choices in the classroom? In this session, we will share a video case study that illustrates how our biases led to assumptions and judgments that impacted our effectiveness as leaders. We will also highlight how readjusting our own lens profoundly shifted our interactions with teachers and made them more open to analyzing and changing their practice.

 

Lead Speaker: Antonia Cameron
Co-Presenter: Renee McShane
Co-Presenter: Veronica Najjar

1632  3:00 PM to
4:00 PM
143BGeneralRegular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Building Coherence: A Look at the Use of Models Across the Grades
Models help students and teachers visualize relationships between quantities. Models can open the door to efficient problem solving and illustrate the coherence of mathematics across grades. We will examine how number bonds, tape diagrams, and double number lines build mathematical knowledge for teaching in teachers and content knowledge for students.

 

Lead Speaker: Connie Laughlin
Co-Presenter: Stefanie Hassan

 

Handout: NCSM18_1632_Laughlin.pdf

1621  3:00 PM to
4:00 PM
149ABGeneralSponsor ShowcaseLeading Mathematics into the Future

Six Essential Expectations for Effective Mathematics Instruction
Productive leaders must know what to look for and promote in mathematics instruction. Explore six essential expectations for effective mathematics instruction that emphasize the mathematical practices and the content they support with the purpose of increasing student achievement for all learners. The six expectations are to: teach with coherence, lead with concepts, stay focused, emphasize reasoning, facilitate perseverance, and support practices. Generate a plan for sharing these expectations with teachers.

 

Lead Speaker: Juli Dixon

 

Handout: NCSM18_1621_Dixon.pdf

1602  3:00 PM to
4:00 PM
Salon IGeneralSpotlight SpeakerCultivating a Mathematics Coaching Practice

The Creation and Development of Mathematical Mindset Coaching Tools: A Partnership Between Youcubed at Stanford University and Tulare County
What does a classroom look like that cultivates a mathematical mindset? This presentation will highlight a research-practice partnership aimed at studying the impact of a mathematical mindset professional development. Working together, the team has created coaching tools to be used both in conversation and observation. Preliminary findings of how the professional development has changed teacher practice will be shared. This session will give coaches a hands-on experience with research-based coaching tools.

 

Lead Speaker: Jo Boaler
Co-Presenter: Shelah Feldstein
Co-Presenter: Robin Anderson

1614  3:00 PM to
4:00 PM
146BIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Concept Lessons: How They Are Designed and Taught
Teaching mathematics effectively requires a shift from teachers' presentations to facilitating concept lessons. Experts differ in concept lesson designs-how are they alike? This session explores concept lessons and informs the challenging final summary.

 

Lead Speaker: David Foster

1635  3:00 PM to
4:00 PM
144BMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Equity in Practice

Opportunity Gap Diagnostic: Measuring (In)Equity in Our Students' Opportunities to Learn Mathematics
The Opportunity Gap Diagnostic (OGD) is a tool designed to re-frame the "achievement gap" as a systematic disparity in opportunities provided to certain students, which we have operationalized into four measurable domains. We will discuss operationalizing the definition, describe the OGD as a diagnostic and evaluative tool that measures district-level opportunities in mathematics for our students, and conclude with a description of how this instrument has been applied in pilot districts.

 

Lead Speaker: Miriam Gates
Co-Presenter: Eden Badertscher
Co-Presenter: Una MacDowell

1626  3:00 PM to
4:00 PM
152AMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Creating an Environment for Student-Centered Instruction
When students are the center of instruction, they are active, engaged, and noisy. Passionate discussion replaces passive absorption. Time passes quickly, and though students will be mentally fatigued, they won't want to leave so they can keep exploring. Sound too good to be true? Come experience an inquiry-based classroom, and explore what teacher moves are required to make your students the center of attention.

 

Lead Speaker: Marjan Hong
Co-Presenter: Joanne Whitley

1625  3:00 PM to
4:00 PM
151BIntermediate
(Grades 3 - 5), General
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Teacher University and Summer Math Camp: Powerful Learning for Teachers and Students
Learn how a school district partnered with a university to run a successful learning experience for both students and teachers through their Summer Math Camp and Teacher University. Pairing these programs offered teachers real-time opportunities in camp classroom settings, thereby deepening their mathematical content knowledge and their understanding of how children learn mathematics and expanding their pedagogical skills.

 

Lead Speaker: Denise Porter
Co-Presenter: Cate Stallmeyer-Gerard
Co-Presenter: Polly Hill
Co-Presenter: Alison Whittington

 

Handout: NCSM18_1625_Porter.pdf

1636  3:00 PM to
4:00 PM
144CIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Using Principles to Actions as a Tool for Supporting Principals to Observe Mathematics Instruction and Provide Teacher Feedback
Long Beach Unified School District utilizes the Principles to Actions book as a tool in supporting administrators to "know what it looks like" when teachers are implementing the CCSSM. In training, administrators use the tool to look for actions in classroom visits and in video of instruction, and practice writing specific teacher feedback. In this session, LBUSD will share its tool, process, and learnings from their second year of implementation.

 

Lead Speaker: Rebecca Afghani
Co-Presenter: Kyoko Weber-Sickler
Co-Presenter: Nanette Seago
Co-Presenter: Catherine Carroll

 

Handout: NCSM18_1636_Afghani.pdf

1631  3:00 PM to
4:00 PM
143AMiddle
(Grades 6 - 8)
Regular Presentation (60 minutes)Leading Mathematics into the Future

Inscriptions: Developing and Communicating Deep Learning of Mathematics in Digital Learning Environments
Inscriptions refer to the external representations of thinking (e.g., text, diagrams, graphical displays, equations) that students use to develop, record, and communicate their mathematical understandings. Meaningful experiences with inscriptions require that students have opportunities to build on their prior experiences in ways where their thinking gets picked up, elaborated, and used in future work. Participants will discuss the many opportunities and complexities teachers face when implementing inscriptions in digital learning environments.

 

Lead Speaker: Alden Edson
Co-Presenter: Elizabeth Phillips
Co-Presenter: Yvonne Grant

1612  3:00 PM to
4:00 PM
145BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Strategies to Create Math Talk Communities
The exploration of resources and strategies for successful coaching practices to guide young learners to express their mathematical thinking that reflects the CCSSM. Participants will examine strategies such as PEER, Wh-prompts, CROWD, and number talks to engage young children in purposeful discussions to learn mathematics in a welcoming environment. Essential math talk resources for coaches will be examined that guides teachers to orchestrate instruction for discourse, math talk, or intentional talk.

 

Lead Speaker: Lynn Columba

 

Handout: NCSM18_1612_Columba1.pdf
Handout: NCSM18_1612_Columba2.pdf

1615  3:00 PM to
4:00 PM
146CPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Math Workshop: Improving Core Instruction with Guided Mathematics, Learning Stations, Student Reflection, and More
Participants will learn about the different models of Math Workshop and explore ways to increase student engagement and decrease mathematics anxiety. Come learn tips to begin and maintain this successful structure that creates a classroom environment where students engage in deep discourse, meaningful learning stations, rich problem-solving tasks, and guided mathematics groups. Finding this model of instruction worthwhile, you will want to start immediately and you will have the tools necessary to do it!

 

Lead Speaker: Jennifer Lempp

 

Handout: NCSM18_1615_Lempp.pdf

1616  3:00 PM to
4:00 PM
147APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

One to One Million: Number Sense Progressions for K-5
How do we tie together number representations to form consistent and deep understandings in our K-5 students? Come explore step-by-step K-5 progressions from number paths to open number lines, and from counting collections to place value disks. Receive free online links and handouts to support number sense through the elementary years.

 

Lead Speaker: Arjan Khalsa

 

Handout: NCSM18_1616_Khalsa.pdf

1624  3:00 PM to
4:00 PM
151APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), General
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Reweaving the Tapestry
This session explores the successful journey of the Fall River Public Schools, a mid-size high-poverty district in Massachusetts, to transform their elementary mathematics program. The district sustained a relentless focus on bringing researched-based knowledge on how children learn mathematics to teachers, resulting in a dramatic increase in student performance from 2009-2016 that far outpaced that of the state. This session will explore the design features and use of innovative resources that supported this change.

 

Lead Speaker: Fran Roy
Co-Presenter: Catherine Fosnot

 

Handout: NCSM18_1624_Roy.pdf
Handout: NCSM18_1624_Roy.pptx

1617  3:00 PM to
4:00 PM
147BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

"Why Do They Do That?" Using Research to Improve Problem Solving
"Solving practical problems" is a phrase that plagues coaches and teachers at all levels. But what is it about word problems that make them so elusive for students? This session will present some of the literature on the cognitive processes needed to build strong problem solvers. Arm yourself with information and strategies to initiate an instructional shift toward better student reasoning with word problems.

 

Lead Speaker: Kimberly Hayden

 

Handout: NCSM18_1617_Hayden.pdf

1633  3:00 PM to
4:00 PM
143CPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Techno-Mathematical Discourse (TMD)-What's That?
We all know about the importance of productive discourse in effective and engaging mathematics classrooms. However, with technology being cited routinely as key to students' mathematical success, recent research regarding the integration of discourse and technology tools can be used to help lead today's students to mathematical proficiency. Learn about how a techno-mathematical discourse framework can assist teachers in understanding how technology facilitates classroom discourse and can be taken advantage of to increase students' learning.

 

Lead Speaker: Ellen Edmonds

1701  4:15 PM to
5:15 PM
Salon G/HGeneralMajor PresentationCultivating a Mathematics Coaching Practice

Supporting and Inspiring Mathematics Specialists, Leaders, and Coaches
This session will feature a panel of experts-from your professional organizations and other groups-involved in supporting Elementary Mathematics Specialists. You will learn about valuable resources and structures to support and inspire you in your work whether you are a mathematics specialist, teacher leader, and/or coach.

 

Lead Speaker: Nicole Rigelman
Co-Presenter: Maggie McGatha
Co-Presenter: Francis (Skip) Fennell
Co-Presenter: Robert Kaplinsky
Co-Presenter: Aimee Ellington
Co-Presenter: Fran Arbaugh
Co-Presenter: Valerie L. Mills
Co-Presenter: Diane Briars

1711  4:15 PM to
5:15 PM
145AGeneralRegular Presentation (60 minutes)Equity in Practice

Disrupting the Status Quo: Empowering Students by Teaching for Robust Understanding (TRU) of Mathematics
Teaching for Robust Understanding of Mathematics (TRU Math) empowers teachers to act on their belief that ALL students, including those from diverse populations, can learn mathematics. TRU Math illuminates high-impact teaching strategies for teachers to enact to disrupt the status quo and ensure students have equitable access to challenging mathematics while developing robust mathematical identities. Leave with focused and ready-to-use strategies to intervene and disrupt systems and structures leading to differential outcomes among student groups.

 

Lead Speaker: Diane Owen-Rogers
Co-Presenter: Danielle Seabold

1725  4:15 PM to
5:15 PM
151BGeneralRegular Presentation (60 minutes)Equity in Practice

Use Discourse to Access Language and Mathematics for English Learners
Discourse in the classroom will increase English learners' productive and receptive language functions and their comprehension of high cognitive demand mathematics concepts. All students need to reason, construct viable arguments, and critique the reasoning of others. Increasing discourse will support students' language development as they engage in these practices.

 

Lead Speaker: Susie Hakansson

1717  4:15 PM to
5:15 PM
147BGeneralRegular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Exploring Problems of Practice Through Role Play
How can elementary mathematics specialists navigate through challenges frequently associated with their practice? In this session, participants will engage in role playing scenarios that we have used with mathematics coaches to help them prepare for their work. We will discuss responses to situations and the short and long term implications of the decisions made in each scenario. We will also share findings about the impact of this work from coaches with whom we have worked.

 

Lead Speaker: Shannon Larsen
Co-Presenter: Cheryl Tobey

1733  4:15 PM to
5:15 PM
143CGeneralRegular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

The Conversation IS the Relationship: Coaching with Positive Presupposition and Positive Intent
How do you shift thinking and build teacher capacity when you only have a few minutes to converse? Our listening and our intentional mindset in presuming positive intent are key skills in successful coaching conversations. This interactive session will introduce presuming positive intent as a mindset and language skill with attributes and strategies to see others as capable in all conversations. See how this skill is a natural fit to the mathematics coach's identity.

 

Lead Speaker: Kim Romain

 

Handout: NCSM18_1733_Romain.docx

1726  4:15 PM to
5:15 PM
152AGeneralRegular Presentation (60 minutes)Evidence and Experiences from the Field

Supporting Implementation of Effective Mathematics Teaching Practices by Establishing and Nurturing Mutually Supportive Relationships with District and School Leadership
In this session, we share our process of establishing and nurturing mutually supportive relationships with district and school leadership to support the implementation of effective mathematics teaching practices. Learn how a three-year study has led to a systemic change in administrators' practice in providing focused and equitable support for each teacher.

 

Lead Speaker: Christine Avila
Co-Presenter: Cory Bennett

1712  4:15 PM to
5:15 PM
145BGeneralRegular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Creating Powerful Algebraic Thinkers Using Classroom Routines for Reasoning
This summer, we spent a week working with K-12 educators to explore how classroom routines for reasoning can support students in all grade levels in constructing their own understanding of mathematics topics related to the "Operations and Algebraic Thinking" domain. We share the vision for the week, engage in some of the mathematics tasks from the Institute, and discuss how teachers were able to bring new ideas into daily practice in the following school year.

 

Lead Speaker: Angela Knotts
Co-Presenter: Katie Salguero

1714  4:15 PM to
5:15 PM
146BGeneralRegular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Building Mathematical Language and Precision Through Routines
How do we help students in our mathematics classes who say nothing because they are afraid they won't say the perfect thing? Mathematics Language Routines (MLR) provide scaffolding for all students to engage in meaningful discussions by intentionally and systematically developing the language of mathematics. Experience MLRs and see them in action in classrooms as we explore how to build students' precision by honoring and amplifying their emerging language and ideas.

 

Lead Speaker: Christine Newell

1721  4:15 PM to
5:15 PM
149ABGeneralSponsor ShowcaseLeading Mathematics into the Future

Connecting Big Ideas for Young Mathematicians: When Rigor & Relevance Meet Collaboration
To instill a life-long love for learning and mathematics in students, we must provide them with opportunities to creatively explore mathematical ideas, build conceptual understanding, and solve engaging, relevant problems. This session focuses on fostering deep mathematical thinking through collaborative problem-solving, discourse, engagement in the Standards for Mathematical Practice, and self-assessment. Leave with strategies and activities you can easily implement, along with a clearer picture of how to support students in connecting the big ideas of mathematics.

 

Lead Speaker: Lauren Stott

1702  4:15 PM to
5:15 PM
Salon IGeneralSpotlight SpeakerLeading Mathematics into the Future

Electronic vs. Paper Textbook Presentations of Various Aspects of Mathematics
Textbooks now appear in paper form, in electronic form for computers, tablets, or phones, and in hybrids moving among the platforms. Whether an adaptation of a pre-existing paper text or an entirely new book, some aspects of mathematics seem better suited for traditional paper book presentations, while others seem better suited for certain kinds of electronic formats.

 

Lead Speaker: Zalman Usiskin

1731  4:15 PM to
5:15 PM
143AIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Using Mathematical Tasks to Change the Conversation
Facilitating tasks effectively can lead to rich mathematical discourse among students. In addition, planning and implementing tasks strategically can lead to instructional shifts in the mindset of teachers. Come experience the power tasks can have in transforming classrooms for both teachers and students. This session will take participants through a task as students would engage in it, as well as behind the scenes in the strategic planning that led to the powerful implementation.

 

Lead Speaker: Amanda Merritt
Co-Presenter: Leslie Texas

 

Handout: NCSM18_1731_Merritt.pdf

1723  4:15 PM to
5:15 PM
150BIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Leading Mathematics into the Future

The Future of Mathematics Professional Development
Face-to-face professional development (PD) has been a staple for building teacher capacity, however, districts are now facing a shortage of resources. Smaller and rural districts have limited access to quality PD. Is your district prepared to offer quality PD, but yet have an eye toward the future? Come learn how our approach to online PD is more effective and engaging but also changing leaders' and teachers' perception about the future of online learning.

 

Lead Speaker: Ryan Timmons
Co-Presenter: Brian Newsom

 

Handout: NCSM18_1723_Timmons.pptx

1735  4:15 PM to
5:15 PM
144BMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Moving from Teacher Isolation to Peer Collaboration
Middle grade and high school teachers in small schools can feel isolated when working to improve mathematics teaching and learning. Learn about an initiative designed to support collaboration across schools. Teachers engaged in ongoing professional learning that included a peer collaboration process focused on planning lessons, observing student thinking and reflection. We will share lessons learned and tools that supported this process.

 

Lead Speaker: Mary Jo Tavormina

1716  4:15 PM to
5:15 PM
147AMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Working Together: Building Mathematical Knowledge for Teaching Through Equitable Teaching Practices
Engaging in meaningful tasks provides a valuable opportunity for students to work together to explore and develop greater understanding of mathematical concepts. While groupwork is frequently touted as an effective strategy for improving mathematical learning, teachers and coaches often find such efforts to be largely unsuccessful. In this interactive session, participants will experience the TQE process (Tasks, Questioning, Evidence) to address essential mathematical knowledge for teaching through facilitating productive groupwork and equitable teaching practices.

 

Lead Speaker: Farshid Safi
Co-Presenter: Jennifer Eli

1715  4:15 PM to
5:15 PM
146CPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Equity in Practice

A Framework for Infusing Equity and Social Justice into Mathematics Curriculum and Instruction
This session will present a framework for infusing equity and social justice into mathematics curriculum and instruction. Participants will have the opportunity to engage in the framework and explore how it can be modified to meet the needs of their respective classroom settings.  The presenters will provide applicable examples of the framework.

 

Lead Speaker: Kristopher Childs
Co-Presenter: Deborah Crocker
Co-Presenter: Irma Cruz-White
Co-Presenter: Linda Fulmore
Co-Presenter: Sandie Gilliam
Co-Presenter: Paul Gray, Jr.
Co-Presenter: Karen Hyers
Co-Presenter: Kathlan Latimer
Co-Presenter: Kimberly Morrow-Leong

 

Handout: NCSM18_1715_Childs.pdf

1724  4:15 PM to
5:15 PM
151APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Are Your Teachers Sitting and Getting OR Learning and Applying?
This session will describe models of professional learning that are research-based and lead to more application and transfer within and between classrooms. We will explore the system-wide approach where professional learning is carried through administrators, coaches, and teachers to ensure coherence within your system. Three districts will share how our Math in Common community of practice learned from each other to improve our instruction.

 

Lead Speaker: Vicky Armstrong
Co-Presenter: Deb Wickman
Co-Presenter: Dianne Wilson

 

Handout: NCSM18_1724_Armstrong.pptx

1727  4:15 PM to
5:15 PM
152BMiddle
(Grades 6 - 8)
Regular Presentation (60 minutes)Leading Mathematics into the Future

Supporting STEM Teaching-Planning and Orchestrating Mathematics Learning in Next Generation Science Standards Contexts
A study comparing the expectations of the Next Generation Science Standards (NGSS) and the National Assessment of Educational Progress (NAEP) Mathematics Framework revealed that the mathematics expectations in the NGSS are more than expected. With careful planning, students can learn mathematics and science together in ways that honor both disciplines. In this hands-on session we will explore mathematics connections and expectations in the NGSS, work through sample tasks, and examine implications for fostering middle school STEM collaboration, keeping the "M" in STEM.

 

Lead Speaker: Will Johnston
Co-Presenter: Alka Arora
Co-Presenter: Kim Gattis

 

Handout: NCSM18_1727_Johnston.pdf

1713  4:15 PM to
5:15 PM
146APreschool/Primary
(Grades PK - 2)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Early Mathematics Intervention: Identifying and Supporting Our Struggling Mathematics Learners
Come learn how to create an early mathematics intervention program. This session will give you practical tools to identify students' early numeracy needs. We will share a Number Fluency Developmental Pathway that can guide you in creating an instructional plan for intervention. We will also share how to advocate for an early intervention program in your school or district.

 

Lead Speaker: Judith Campbell
Co-Presenter: Chi Quach

 

Handout: NCSM18_1713_Campbell.pdf

1722  4:15 PM to
5:15 PM
150APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Number Talks as Professional Development
We've all heard of using number talks to improve the number sense of our students. Number talks are also an excellent way to build the computational fluency of our teachers, which in turn increases the likelihood of those teachers using visual representations with their students. Come learn how to use number talks as a safe, low-risk way to discuss mathematics and instructional strategies with your teachers.

 

Lead Speaker: Duane Habecker

 

Handout: NCSM18_1722_Habecker.pdf

1732  4:15 PM to
5:15 PM
143BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

A Balanced Approach to Making Fact Fluency Assessments Meaningful
Want to assess fact fluency more effectively than with timed tests? Learn about how a district's journey to create homegrown comprehensive formative assessments that drive fact fluency instruction improved student outcomes. Focus on our process and leave with ideas for creating and implementing an effective fluency assessment practice in your classroom, school, or district.

 

Lead Speaker: Sara Baranauskas
Co-Presenter: Robin Moore

 

Handout: NCSM18_1732_Baranauskas.pdf

1736  4:15 PM to
5:15 PM
144CPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

The Challenge of Capturing the Action of Operations: Representations at Work
Mathematics operations have distinct characteristics that can be challenging to communicate with words, representations, and symbols. Mathematics ideas can be lost in translation between physical movements to static representations. Symbolic representations can often seem unconnected to the actions that students made to physical objects and can also be implicit in their visual representations. We are looking closely at the support we can offer to guide students in precisely communicating important ideas about the operations.

 

Lead Speaker: Marta Garcia
Co-Presenter: Kaneka Turner

 

Handout: NCSM18_1736_GarciaTurner.pdf

1734  4:15 PM to
5:15 PM
144APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8)
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Side-by-Side Coaching: How to Grow Teaching, During Teaching
Coaching is often relegated to before or after teaching, but teachers' greatest professional learning opportunities occur with children as they teach. In this session, we'll explore how coaches and teachers can work side-by-side during teaching to grow instruction. We'll examine data from a recent research study which found side-by-side coaching can support teachers in learning to respond to student needs in the moment and we'll look at transcript examples of coaching in action.

 

Lead Speaker: Jen Munson

 
All Sessions, Tuesday, April 24
 
2003  7:00 AM to
8:00 AM
Hall AGeneralRegular Presentation (60 minutes)Leading Mathematics into the Future

Pearson Breakfast
In our efforts to develop procedural fluency (and conceptual understanding), there are key questions we can (and must) ask students. Join me to see how Abbott & Costello's team of players can help us be better at developing strong questioning in our classrooms, and find out the name of the missing outfielder (AKA, something that might also be missing from our questioning).

 

Lead Speaker: Jennifer Bay-Williams

2103  8:15 AM to
9:00 AM
Hall AGeneralHot TopicCultivating a Mathematics Coaching Practice

Hot Topic: Leading with Lesson Study to Inspire Change in Mathematics Instruction and Improve Student Learning
In this interactive session, we will examine connections between high leverage coaching practices and the use of lesson study as a vehicle to support teachers' learning, influence instructional practice, and deepen student learning.

 

Lead Speaker: Nicole Rigelman
Co-Presenter: Maggie McGatha

2101  8:15 AM to
9:15 AM
Salon G/HGeneralMajor PresentationLeading Mathematics into the Future

NCSM: Framing the Future of Mathematics Education on a 50-Year Foundation of Leadership
NCSM has grown and built a thriving organization on the strong foundation created by the founders 50 years ago. In what ways have we exceeded their expectations? Where do we still have room to build? This summer the current NCSM Board renovated the mission and vision of the organization to reflect a vision for our future. Join me for a conversation that highlights and honors our past and opens a window to our future. Come share some of the biggest issues you see for us as we frame the future of NCSM.

 

Lead Speaker: Connie Schrock

2132  8:15 AM to
9:15 AM
143BGeneralRegular Presentation (60 minutes)Equity in Practice

Mathematical Language Routines: Equity and Access for All
Join us to simultaneously engage with middle school content, practices, and mathematical language development using structured routines that are flexible and adaptable to varied classroom environments! You'll learn and practice mathematical language routines that support sense making and foster equity and access for all students. These routines create an authentic need to communicate, as students develop facility with English and disciplinary language, while providing the appropriate support to engage in rich conversations with their peers.

 

Lead Speaker: Craig Schneider
Co-Presenter: Vanessa Cerrahoglu
Co-Presenter: Sadie Estrella

 

Handout: NCSM18_2132_Schneider.pdf

2124  8:15 AM to
9:15 AM
151AGeneralRegular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Coaching Through Feedback: Examining Evidence to Move Practice Forward
Evidence-based feedback holds the greatest potential for moving practice forward. Evidence-based feedback enables the teacher and coach to compare the current state of practice with the desired state of practice, making it possible for a teacher to set instructional goals. Navigating these conversations, however is not always easy. In this session, we will analyze two coach-teacher conversations and name features of feedback, as well as effective coach moves used to support teacher learning.

 

Lead Speaker: Victoria Bill
Co-Presenter: Laurie Speranzo

2127  8:15 AM to
9:15 AM
152BGeneralRegular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Learn How to Develop Teacher Content Knowledge and Practice Through Instructional Routines
Instructional routines are indispensable coaching tools. Their repeatable nature makes them the perfect vehicle for developing teacher practice. Their predictable design invites collaborative learning and a focus on the complexities of teaching rather than lesson logistics. Learn how to coach through routines so that teacher, coach, and colleagues can immediately begin working on the crux of a lesson-the mathematics, how students make sense of it, and how the teacher supports that sense making.

 

Lead Speaker: Grace Kelemanik
Co-Presenter: Amy Lucenta

 

Handout: NCSM18_2127_Kelemanik.pdf

2134  8:15 AM to
9:15 AM
144AGeneralRegular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

The Coach from Within: A Journey from Teacher to Coach
Effective mathematics coaching requires deep content and pedagogical understanding. It also requires compassion, empathy, a deep understanding of what it means to "be in the trenches," meeting teachers where they are, and stepping up with them to the next level. Five coaches from four rural school districts in two states share their seven-year journey from classroom teacher to teacher leader to mathematics instructional coach through intense research-based professional development in content, practices, and leadership.

 

Lead Speaker: Kathy Prummer
Co-Presenter: Kimberly Bunch
Co-Presenter: Anna Hertzberg
Co-Presenter: Peggy Loutzenhiser
Co-Presenter: Leigh Wilson

2112  8:15 AM to
9:15 AM
145BGeneralRegular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

I Do, We Do, You Do Needs a Redo
"Support productive struggle in learning mathematics" is one of the eight Mathematics Teaching Practices in NCTM's Principles to Action (2014). Also, in a recent survey, nearly one-third of students in an elite national mathematics contest shared "work at it until I figure it out" as their way to attack mathematical challenges. Learn what our district did to show that we listened!

 

Lead Speaker: Linda Smith
Co-Presenter: Jacqueline Hennings

 

Handout: NCSM18_2112_Smith.pdf
Handout: NCSM18_2112_Smith.pdf

2117  8:15 AM to
9:15 AM
147BGeneralRegular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

New Grant Opportunities for Mathematics Leaders from the Mathematics Education Trust (MET)
Learn about new grant opportunities from the Dolciani Holloran Foundation, NCSM, and TODOS. Receive specific guidelines and tips on these and other grants and scholarships to enhance chances of becoming an awardee. MET supports teachers, schools, and students with funds for materials, lesson development, conference attendance, courses, professional development, technology, and action research.

 

Lead Speaker: Richard Seitz

2111  8:15 AM to
9:15 AM
145AGeneralRegular Presentation (60 minutes)Leading Mathematics into the Future

What Is Rough Draft Thinking and How Can It Be Integrated into Mathematics Classrooms?
Rough draft thinking is communicating to learn by sharing unfinished thinking and revising emerging ideas. We've collaboratively developed teaching strategies to use rough draft thinking to shift classroom cultures away from performance to promote agency among students, place student ideas at the center of instruction, position each student as competent, and support the development of conceptual understanding. Come experience rough draft thinking about mathematics and ideas about integrating rough drafts into mathematics classrooms.

 

Lead Speaker: Amanda Jansen
Co-Presenter: Michael Reitemeyer

 

Handout: NCSM18_2111_Jansen-Reitemeyer.pdf

2114  8:15 AM to
9:15 AM
146BGeneralRegular Presentation (60 minutes)Leading Mathematics into the Future

Designing the Mathematics Classroom of Tomorrow
Cutting-edge technology meets cutting-edge research! This session explores how automated analysis, informed by the latest research on mathematics learning trajectories, can identify student thinking using work that students produce digitally. Student work can be shared anonymously with the class, sparking a classroom conversation in which all student voices are heard. Meanwhile, teachers have immediate access to analyzed student data that helps them orchestrate the conversation and pivot instruction.

 

Lead Speaker: Michael Garcia
Co-Presenter: Donald DeLand

2126  8:15 AM to
9:15 AM
152AGeneralRegular Presentation (60 minutes)Leading Mathematics into the Future

It Takes a [Mathematics Education] Village to Prepare a Mathematics Teacher
The Association of Mathematics Teacher Educators (AMTE) Standards for Preparing Teachers of Mathematics [SPTM] (2017) provide a clear and comprehensive national vision for the preparation of well-prepared beginning teachers of mathematics in grades PK-12. In short, it requires the engagement of university and school leaders. In this session we will engage in discussions about the characteristics of well-prepared beginning teachers of mathematics and how to partner to achieve such a vision.

 

Lead Speaker: Nadine Bezuk
Co-Presenter: Jennifer Bay-Williams
Co-Presenter: Douglas Clements
Co-Presenter: W. Gary Martin

2121  8:15 AM to
9:15 AM
149ABGeneralSponsor ShowcaseEvidence and Experiences from the Field

The Answer Still Matters … Eventually
Effective teachers engage students in productive struggle as a way to develop mathematical thinking and learn new content. We sometimes say, "It's not the answer that matters, it's the process." But the answer does matter, even as we focus on the struggle. How can we slow down the race to answers and use the journey as a vehicle for learning?

 

Lead Speaker: Cathy Seeley

 

Handout: NCSM18_2121_Seeley1.pdf
Handout: NCSM18_2121_Seeley2.pdf

2102  8:15 AM to
9:15 AM
Salon IGeneralSpotlight SpeakerDeveloping Mathematical Knowledge for Teaching

The Whole School Agreement: Aligning Across and Within Grades to Build Student Success
Are you using consistent mathematical language across grade levels? Is one teacher calling the commutative property the "flip flop" property? The Whole School Agreement is a process to align all models, language, and notation across and within grades so that students see the regularity and familiarity in a cohesive approach to teaching mathematics. Join us in making this happen in your school-by the way-we don't allow Rules that Expire!

 

Lead Speaker: Karen Karp
Co-Presenter: Sarah Bush
Co-Presenter: Barbara Dougherty

 

Handout: NCSM18_2102_Karp.pdf
Handout: NCSM18_2102-Karp1.pdf
Handout: NCSM18_2102-Karp2.pdf
Handout: NCSM18_2102-Karp3.pdf
Handout: NCSM18_2102-Karp4.pdf

2133  8:15 AM to
9:15 AM
143CMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Lesson Study: Individualized and Hands-On Professional Development for Teachers Inside Their Classrooms and Through Their Professional Learning Teams
Teachers and coaches will share how they have supported each other in making the shifts of CCSSM and the eight Mathematics Teaching Practices from NCTM's Principles to Actions by meeting the individual needs of teachers through Lesson Study. We will share our successes, struggles, and strategies for overcoming common obstacles to doing Lesson Study and how we plan to continue the journey. We will also share our materials and lessons, then answer any questions you may have.

 

Lead Speaker: Kim McCuiston
Co-Presenter: Keri McKenzie
Co-Presenter: Julie Bacak
Co-Presenter: Cathy Johnson

 

Handout: NCSM18_2133_McCuiston.pdf

2113  8:15 AM to
9:15 AM
146AMiddle
(Grades 6 - 8), High(Grades 9-12), General
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Cultivating Students' Mathematical Agency
Mathematical knowledge for teaching involves how teachers understand students' mathematical thinking, knowledge, and learning. Yet, how students learn mathematics is fundamentally connected to how they experience learning in the classroom. This presentation considers how agency supports student learning and how teachers can support student agency. Participants will actively engage with these questions: What is agency? How would we know it if we saw it? And how can teachers learn to cultivate agency in their students?

 

Lead Speaker: Cathy Humphreys

2115  8:15 AM to
9:15 AM
146CPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Mathematics Coaches: Informing Planning and Instruction by Focusing on Everyday, In-the-Moment Formative Assessment
This presentation will engage all participants, particularly mathematics coaches, in considering how everyday use of The Formative 5, in-the-moment classroom-based assessment techniques (observations, interviews, Show Me, hinge questions, exit tasks) directly influence teacher planning and instruction. Participants will view video depicting classroom use of The Formative 5 and discuss coaching practices emphasizing the importance of connections between planning, instruction, and assessment as well as considerations related to providing feedback to the formative assessment techniques presented.

 

Lead Speaker: Francis (Skip) Fennell
Co-Presenter: Beth Kobett
Co-Presenter: Jon Wray

2136  8:15 AM to
9:15 AM
144CPreschool/Primary
(Grades PK - 2)
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Learning to Listen: Supporting Early Childhood Teachers to Elicit and Interpret the Thinking of Young Children
Learning about the thinking of children is essential to the enterprise of teaching, but it is often particularly challenging to carry out with our youngest learners. We will share a set of practice-based activities which can be used to enhance the eliciting and interpreting skills of early childhood teachers. Participants will engage in the activities with a focus on how to use them with teachers. These activities will specifically address the needs of English Learners.

 

Lead Speaker: Nicole Cirino
Co-Presenter: Meghan Shaughnessy
Co-Presenter: Karen Reinhardt

 

Handout: NCSM18_2136_Cirino1.pdf
Handout: NCSM18_2136_Cirino2.pdf

2125  8:15 AM to
9:15 AM
151BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Equity in Practice

Collaborative Planning: A Strategy to Narrow Learning Gaps!
Are you looking for ways to support teachers in narrowing learning gaps and decreasing the variability of student learning experiences between mathematics classrooms? We will explore the research-informed strategy of collaborative planning. Participants will analyze videos, identify common barriers, and make plans to move teams toward more equitable access to high-quality mathematics instruction for each and every student.

 

Lead Speaker: Karla Bandemer
Co-Presenter: Delise Andrews
Co-Presenter: Susie Katt

 

Handout: NCSM18_2125_Bandemer.pdf

2123  8:15 AM to
9:15 AM
150BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Go Figure: Leveraging Intentionality to Gain Access and Promote Equity Through a Focus on Fluency
How do we best cultivate students' fluency (accuracy, efficiency, and flexibility)? In this session, we will discuss the successful implementation of the Instructional Learning Cycle that provides teachers and coaches with a structure to study the impact of their instruction to increase students' fact fluency. You will explore ready-to-use fluency benchmark tools for assessment, instruction, and coaching that were designed to increase access and ensure success in foundational mathematics for ALL students.

 

Lead Speaker: Diane Owen-Rogers

2131  8:15 AM to
9:15 AM
143APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Developing Teachers' Mathematical Knowledge for Teaching by Integrating Four Core Elements Within Practice-Based Professional Development
This presentation reports on a five-year study exploring an approach to teacher professional learning designed to foster usable mathematical knowledge for teaching (MKT). Driving the design was the hypothesis that professional development integrating elements of mathematics teaching practice-one of which is mathematics content-would foster learning given its replication of how knowledge is used in teaching. Significant gains in MKT and teacher confidence levels were found. Design principles and examples will be discussed.

 

Lead Speaker: Kara Suzuka
Co-Presenter: Timothy Boerst

 

Handout: NCSM18_2131_Suzuka.pdf

2135  8:15 AM to
9:15 AM
144BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Model with Mathematics: If You Build It, The Math Will Come!
Several years ago a teacher responded to the wishes of a few students who wanted to give up their lunch/recess period to spend time researching and building something of their own choice. This interest has now expanded to include over 75 students of diverse learning styles and academic abilities. Come hear how the application of key mathematics concepts, embedded in the creative process of construction, provided an authentic opportunity for the CCSS practice of modeling.

 

Lead Speaker: Anne Nesbitt
Co-Presenter: Ashley Moran

2203  10:00 AM to
10:45 AM
Hall AGeneralHot TopicLeading Mathematics into the Future

Hot Topic: What's the deal with honors and acceleration?
What's the difference between honors and regular mathematics classes anyway? Do we accelerate students because that's what's best for them or because of pressure from parents, teachers, and administrators? Let's talk about it.

 

Lead Speaker: Robert Kaplinsky

2201  10:00 AM to
11:00 AM
Salon G/HGeneralRegular Presentation (60 minutes)Leading Mathematics into the Future

10 in 50 -  Words of Wisdom from the Monograph Authors!
Learn from this outstanding group of mathematics education leaders, teachers, authors, and researchers.  Don't miss this once in a lifetime opportunity to hear from some of the giants of our generation.  See what has motivated them to a lifetime of achievement. Hear their perspectives and words of encouragement and wisdom for the next 50 years.

 

Lead Speaker: Linda Fulmore
Co-Presenter: Connie Schrock
Co-Presenter: Shirley Frye
Co-Presenter: Zalman Usiskin
Co-Presenter: Steve Leinwand
Co-Presenter: Gary Bitter
Co-Presenter: Francis (Skip) Fennell
Co-Presenter: Susana Davidenko
Co-Presenter: Jo Boaler
1Co-Presenter: Ralph Connelly

2223  10:00 AM to
11:00 AM
150BGeneralRegular Presentation (60 minutes)Equity in Practice

Building School Capacity for More Equitable Teaching Practices through Mathematics Teacher Leadership
In this session we discuss our collaboration with K-12 mathematics teacher leaders on promoting equitable mathematical teaching practices in schools. We describe our work with teacher leaders on research-based strategies for addressing issues of equity and agency in mathematics classrooms. We identify how teacher leaders share what they're learning with colleagues in their schools. There will be opportunities to explore how similar strategies can be leveraged to support equitable mathematics teaching practices in other contexts.

 

Lead Speaker: Linda Davenport
Co-Presenter: Connie Henry
Co-Presenter: Peter Thorlichen

 

Handout: NCSM18_2223_Davenport1.pdf
Handout: NCSM18_2223_Davenport2.pdf
Handout: NCSM18_2223_Davenport3.pdf
Handout: NCSM18_2223_Davenport4.pdf
Handout: NCSM18_2223_Davenport5.pdf

2212  10:00 AM to
11:00 AM
145BGeneralRegular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Focusing the Work of Coaching: Promising Practices That Leverage What Matters Most in Mathematics Teaching and Learning
Are you working too hard as a coach for too few results? Impactful coaching does not happen by chance, it happens by design. Learn how our team built a detailed coaching framework designed to empower coaches to identify and leverage the instructional strategies that matter most for teaching and learning, especially for diverse populations. Explore our framework, protocols, and tools, critique them alongside your own process, and identify potential enhancements to your current coaching practice.

 

Lead Speaker: Danielle Seabold
Co-Presenter: Diane Owen-Rogers

2234  10:00 AM to
11:00 AM
144AGeneralRegular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Coaching Partnerships to Promote Mathematics Identity
The concept of mathematics identity is essential in framing the knowledge, skills, habits, attitudes, beliefs, and relationships needed to develop successful mathematics learners. How can coaches empower teachers to shape students' mathematical identities? We will share resources we have used to promote reflective dialogue aimed at improving student engagement and learning.

 

Lead Speaker: Margaret Pligge

 

Handout: NCSM18_2234_Pligge.pdf

2213  10:00 AM to
11:00 AM
146AGeneralRegular Presentation (60 minutes)Evidence and Experiences from the Field

Taking Action: Implementing the Effective Mathematics Teaching Practices
The session engages participants in activities that support Principles to Actions: Eight Effective Mathematics Teaching Practices.  The activities will include analyzing and discussing artifacts including mathematical tasks, student work, and episodes of classroom teaching. Activities are drawn from the NCTM Taking Action series.

 

Lead Speaker: Margaret Smith

 

Handout: NCSM18_2213_Smith.pdf

2211  10:00 AM to
11:00 AM
145AGeneralRegular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Using Learning Intentions and Success Criteria to Improve Teacher Clarity
Teacher clarity has a 0.75 effect size on student learning (Hattie, 2015) and it begins with clearly communicating learning intentions and success criteria. Classroom video and examples bring clarity to writing and using learning intentions and success criteria. Learn how a small change in your practice can have a huge impact on student learning.

 

Lead Speaker: Laurie Boswell
Co-Presenter: Sophie Murphy

2215  10:00 AM to
11:00 AM
146CGeneralRegular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Using Research to Inform Practice: Deepening Teacher Understanding of Standards for Mathematical Practice 7 & 8
Despite the fact that the CCSSM were released almost eight years ago, teachers across the nation are still unclear about Standards for Mathematical Practice (SMP) 7 & 8. We surveyed teachers to find out what they know about structure and repeated reasoning and what professional development they've received. In this session, we will use the results of our study to help you provide coherent and precise professional development for your teachers.

 

Lead Speaker: Hilary Kreisberg

 

Handout: NCSM18_2215_Kreisberg.pdf

2233  10:00 AM to
11:00 AM
143CHigh(Grades 9-12), GeneralRegular Presentation (60 minutes)Equity in Practice

A Commitment to Equity: One District's Systemic Approach to Change in Mathematics Education
The systemic inequities in mathematics education require systemic actions and solutions. In this session, we outline the process our district is engaging in to outline a vision for our mathematics program, to enact change to structures and belief systems that are not in alignment with that vision, and to organize our schools for continuous improvement. Details of current successes, struggles, and next steps will be shared.

 

Lead Speaker: Bryan Meyer
Co-Presenter: Abi Leaf
Co-Presenter: Brian Lawler

2231  10:00 AM to
11:00 AM
143AMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Feedback: How Does Targeted, Tangible, and Timely Feedback Improve the Dialogue Between Mathematics Coaches and Teachers to Make Learning Visible for Diverse Learners?
Instructional coaches spend a great deal of time observing classrooms and translating those observations into student growth can be challenging. The session will provide an overview of high-impact strategies utilized by mathematics coaches and teachers that systematically address student achievement. Participants will practice incorporating the strategies learned in this session with the goal to provide targeted feedback in order to grow mathematics teachers from novice to proficient to master.

 

Lead Speaker: Yvonne Mendolia
Co-Presenter: Brenda Green

 

Handout: NCSM18_2231_Mendolia.docx

2226  10:00 AM to
11:00 AM
152AMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Fostering Student Engagement Through Differentiation Using a Secondary Workshop Model
To become mathematically literate citizens in a changing world, all students must be active participants in a mathematics community. In this presentation we will share the outcomes of the adaption and implementation of the elementary Math Workshop structure for secondary schools in a large suburban district, including professional development opportunities for teachers and coaches, and strategies to build capacity within and across schools.

 

Lead Speaker: Jennifer Allard
Co-Presenter: David Van Vleet

 

Handout: NCSM18_2226_Allard.pdf

2236  10:00 AM to
11:00 AM
144CMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Keeping Pace … Collaborative Planning for Effective Instruction
Are your teachers working collaboratively to plan units in order to teach your curriculum? Participants will explore proven techniques for working as a team to plan for effective instruction. Discover how one school system worked with building administrators, department chairs, and teacher teams to introduce the use of high leverage team actions in tandem with a timeline. Both successes and struggles will be shared.

 

Lead Speaker: Leslie Johnson
Co-Presenter: Laura Potter
Co-Presenter: Maria Everett

 

Handout: NCSM18_2236_Johnson.pdf
Handout: NCSM18_2236_Suzuka.pdf

2225  10:00 AM to
11:00 AM
151BMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Exploring Tasks That Build Procedural Fluency from Conceptual Understanding
Teachers recognize the need for students to develop both procedural fluency and conceptual understanding but are often unsure of how to do so. To foster productive change in mathematics classrooms, teachers need to understand how to connect mathematical procedures with their underlying concepts. In this session, participants will explore a variety of tasks that would allow their students to develop procedural fluency grounded in conceptual understanding.

 

Lead Speaker: Juliana Utley
Co-Presenter: John Weaver
Co-Presenter: Stacy Reeder

2221  10:00 AM to
11:00 AM
149ABMiddle
(Grades 6 - 8), High(Grades 9-12)
Sponsor ShowcaseDeveloping Mathematical Knowledge for Teaching

Promoting Productive Struggle in the Math Classroom
NCTM's Principles to Actions states that effective mathematics teaching consistently provides students, individually and collectively, with opportunities and supports to engage in productive struggle when grappling with mathematical ideas and relationships. How might we slow down our instruction to intentionally design opportunities for all learners to notice and question? This session will focus on strategies for using TI technology to promote productive struggle. We will share lessons and strategies for conceptual development of fractions, ratios, and equations.

 

Lead Speaker: Jill Gough
Co-Presenter: Jennifer Wilson

2232  10:00 AM to
11:00 AM
143BMiddle
(Grades 6 - 8), High(Grades 9-12), College/University (Undergraduate or Graduate)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Incremental and Monumental Changes-Helping Our Teachers Strengthen Their Teaching Strategies
How can the Mathematics Teaching Practices described in Principles to Action (NCTM, 2014) provide a framework for strengthening teaching strategies while developing mathematical knowledge for teaching? We'll discuss research-based strategies that support these teaching practices as we experience rich modeling tasks that can make students' thinking more visible, facilitate rich discussion, and provide avenues for differentiation.

 

Lead Speaker: Betty Gasque
Co-Presenter: Judy Hicks

2224  10:00 AM to
11:00 AM
151APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Equity in Practice

Rigor and Character: How an Understanding of the Social-Emotional Dimensions of Learning Mathematics Can Accelerate Learning
Are you working to equitably increase students' success with rigorous mathematics in your instructional program? In this session, participants will learn practical leadership techniques to help teachers and their students succeed in solving and discussing solutions to various problems in ways that build deep understanding. Come learn about real experiences in real schools that leverage social and emotional learning to increase student achievement.

 

Lead Speaker: Doug Sovde

2227  10:00 AM to
11:00 AM
152BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Leading Mathematics into the Future

Integrating Mathematics and Science: Preparing for the Future
Education leaders today must prepare students for careers that don't yet exist. Considering STEM career trajectories, the integration and application of knowledge across subjects is critical. As leaders ask teachers to approach mathematics instruction from a transdisciplinary mindset, they must be aware of existing research, success strategies, and pitfalls to avoid. A set of experiences integrating mathematics and science at different grade levels will be shared, with discussion and reflection centered on leading for change.

 

Lead Speaker: Karin Lange
Co-Presenter: Julie Jacobi

 

Handout: NCSM18_2227_Lange-Jacobi.pdf
Handout: NCSM18_2227_Lange-Jacobi1.pdf
Handout: NCSM18_2227_Lange-Jacobi2.pdf
Handout: NCSM18_2227_Lange-Jacobi3.pdf

2217  10:00 AM to
11:00 AM
147BIntermediate
(Grades 3 - 5)
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Social Studying: Adding Discourse, Engagement and Accountability to Instruction
Coaches, have you ever observed a lesson with the teacher calling on one student at a time while the class becomes increasingly disengaged? Today, you'll explore how to transform traditional, teacher-directed lessons into student-centered, discourse-rich experiences. Social studying, a research-based paradigm that focuses on student discourse and shared experiences, holds all students accountable to their greatest potential. Learn how you can be the change agent for much improved mathematics instruction.

 

Lead Speaker: Robyn Silbey

2214  10:00 AM to
11:00 AM
146BIntermediate
(Grades 3 - 5)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Getting to the Root of the Problem: Supporting Teachers in Eliciting and Addressing Student Misconceptions
To help struggling learners, teachers need a deep and flexible understanding of the mathematics they teach as well as diagnostic approaches for identifying students' strengths and difficulties. Experience professional development activities that help grades 3-5 teachers build their own knowledge of mathematics concepts, diagnostic approaches, and effective instructional strategies. Try formative assessment probes, examine student work, and discuss videos of mathematics interviews. Leave with ideas to apply in your district.

 

Lead Speaker: Cheryl Tobey
Co-Presenter: Emily Fagan

2235  10:00 AM to
11:00 AM
144BMiddle
(Grades 6 - 8), General
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Barriers and Breakthroughs: Four Years of Living Abroad, Teaching Mathematics and Implementing the Common Core to Arabic-Speaking Students
The principles and foundations of mathematics are the same everywhere around the world … or are they really? Join me as I share my four-year journey of teaching middle grades mathematics to Arabic-speaking learners in the Middle East. You might be surprised at how culture impacts which concepts of mathematics are, and are not necessarily universal. Take a glimpse at the curriculum and student work samples, and even experience a dual-language lesson simulation.

 

Lead Speaker: Jacqueline Burns

2216  10:00 AM to
11:00 AM
147APreschool/Primary
(Grades PK - 2)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Spatial Reasoning in the Early Years: A Powerful Means of Supporting Children's Mathematical Development
A researcher and a district mathematics leader share findings from a multi-year, classroom-based research study on young children's mathematics and spatial reasoning. Since 2011, teams of educators have engaged in lesson study with the research team to investigate children's thinking through a spatial lens, and to design tasks to provide rich learning experiences involving spatial reasoning across the mathematics curriculum. The session will include opportunities for participants to experience spatial tasks designed through the process.

 

Lead Speaker: Tara Flynn
Co-Presenter: Petra Le Duc
Co-Presenter: Cathy Bruce

2222  10:00 AM to
11:00 AM
150APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Leading Mathematics into the Future

Learning from Children's Mathematical Thinking: An Approach to Formative Assessment
Teaching in response to children's mathematical thinking is at the heart of high-quality mathematics instruction. In this session, we will share a formative assessment approach that allows K-5 teachers to gather detailed information about their students' mathematical ideas using Cognitively Guided Instruction frameworks. This interview-style assessment utilizes counting, addition, multiplication, division, fair sharing, and relational thinking tasks that can be used by teachers and entire schools to make instructional decisions based on students' current understandings.

 

Lead Speaker: Kendra Lomax
Co-Presenter: Becca Lewis

 

Handout: NCSM18_2222_Lewis_Lomax.pdf

2202  10:00 AM to
11:00 AM
Salon IPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Spotlight SpeakerEvidence and Experiences from the Field

Teaching Beyond the Task: Using Yesterday's Lesson to Prepare for Today
There are many great tasks making their way into our elementary classrooms but how do we decide which ones to use and why? In this session, we'll share strategies for selecting and assessing tasks in a unit and uncover how this knowledge informs our next lesson. We'll specifically look at this work through the eyes of an elementary class in Georgia from the beginning to end and the purposeful moves made along the way.

 

Lead Speaker: Graham Fletcher

2314  11:15 AM to
12:15 PM
146BGeneralEquity LectureEquity in Practice

Kay Gilliland Equity Lecture: Empowering Teachers to Disrupt Racial Inequities: The Fundamental Praxis of Becoming a Change Agent
As we consider how to best serve students of color in school mathematics-students who have been overwhelmingly under-served by that system-it will take a resolute commitment to praxis and to growing teachers. As a learning system, school mathematics has done poorly at a providing equitable learning opportunities. In practice, "solutions" have been rather technical or have been top-down with only minimal support to the teacher to carry out the solution. As a system, we need to reconceive of mathematics teaching as a continuous learning enterprise and of teachers as change agents in that enterprise, not just implementers of policy and/or solutions. I will share a developmental process of empowering teachers to disrupt systemic racial inequities that we use in our work. The process begins with self-study-in-context and builds to enacting an informed, reflective, systematic action plan. This process-Acknowledge, See, Speak & Act-was developed collaboratively by the Designing for Equity by Thinking in and about Mathematics (DEbT-M) networked community. The partnership's name echoes Gloria Ladson-Billings' argument, and our community stance, that we owe children of color an education debt. Grounding principles of the DEbT-M community-whose primary goal it is to reduce systemic opportunity gaps experienced by children of color in mathematics classrooms-will also be shared.

 

Lead Speaker: Eden Badertscher

2332  11:15 AM to
12:15 PM
143BGeneralRegular Presentation (60 minutes)Equity in Practice

Do's and Don'ts: Catching Kids Up on Grade-Level Mathematics
In this interactive session, we will share concrete strategies and recommendations for targeted mathematics support and intervention. Participants will explore examples of how to address students' unfinished learning to provide access to grade level content and generate solutions to common challenges schools face when supporting students with gaps. Be ready to roll up your sleeves for this exciting and productive session that will prepare you to achieve equity for all students within your role.

 

Lead Speaker: Christina Allison
Co-Presenter: Astrid Fossum
Co-Presenter: Elizabeth Horan Thompson

 

Handout: NCSM18_2332_Allison.pptx

2315  11:15 AM to
12:15 PM
146CGeneralRegular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Transformative Mathematics Professional Learning: How Appreciative Inquiry(AI) and Strength-Based Methods Promote Positive Teacher Change
How does the way in which we coach and lead impact change in classrooms and schools? Participants will engage in and learn how to use a professional learning structure that applies a combination of mathematics pedagogy and content, teachers' mathematics teaching successes, and a perfectly positioned inquiry question to motivate teachers to design impactful instruction and make transformative changes that stick.

 

Lead Speaker: Beth Kobett

 

Handout: NCSM18_2315_Kobett.pdf
Handout: NCSM18_2315_Kobett.pptx

2323  11:15 AM to
12:15 PM
150BGeneralRegular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Orienting Students to the Thinking of Others: What Do First-Year Teachers Do and How Can We Support All Teachers' Practice?
Classroom discussions can support student learning of complex mathematics, but leading discussions is challenging for teachers. We will focus on the often overlooked but crucial work of orienting students to the thinking of others during discussions through (a) examining records of first-year teachers' practice and (b) considering ways to support classroom teachers to more productively orient students to the thinking of others.

 

Lead Speaker: Nicole Garcia
Co-Presenter: Heather Beasley
Co-Presenter: Melissa Kemmerle
Co-Presenter: Karen Reinhardt

 

Handout: NCSM18_2323_Garcia.pdf

2327  11:15 AM to
12:15 PM
152BGeneralRegular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Learning from Student Voice in Mathematics Classrooms: When Research Becomes Practice
The session describes learning from a pilot study of 10 mathematics classrooms in a large, urban school district. The study involved iterative cycles of inquiry and data collection, including observations, student and observer surveys, and student work samples graded against NWREL's Scoring Guide. We share learning and invite discussion about the value of classroom observations and triangulated data collection to support leader development and define teacher professional development needs around students communicating mathematical reasoning.

 

Lead Speaker: Mikila Fetzer
Co-Presenter: Liberty Van Natten
Co-Presenter: Sara Goytia
Co-Presenter: Suzie Craig
Co-Presenter: Dona Meinders
Co-Presenter: Rebecca Perry

2334  11:15 AM to
12:15 PM
144AGeneralRegular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Developing Effective and Inspiring Coaches of Mathematics
This session will provide mathematics leaders with the vision, the work, and the tools to develop effective coaches of mathematics. Through exploring a student-centered understanding of mathematical proficiency and by clarifying the role of the instructional coach, participants will learn effective coaching methods that empower mathematics teachers and maximize student learning by developing teachers' instructional behaviors, guiding beliefs, and ways of being.

 

Lead Speaker: Thomas Stricklin
Co-Presenter: Sharon Rendon

 

Handout: NCSM18_2334_Stricklin1.pdf
Handout: NCSM18_2334_Stricklin2.pdf
Handout: NCSM18_2334_Stricklin3.pptx

2311  11:15 AM to
12:15 PM
145AMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Leading the Charge: Using Manipulatives and Graphic Organizers in the Secondary Mathematics Classroom
This workshop experience will highlight the journey of one school district's efforts to strategically infuse collaborative learning applications using manipulatives and tailored graphic organizers at the secondary mathematics level. District and teacher leaders will share how they implemented the consistent use of physical manipulatives, tracked data to assess the effectiveness, and used graphic organizers to assist with the transfer of knowledge from concrete to abstract.

 

Lead Speaker: Jaliyla Fraser

2313  11:15 AM to
12:15 PM
146AMiddle
(Grades 6 - 8), High(Grades 9-12), College/University (Undergraduate or Graduate), General
Presidents ExchangeLeading Mathematics into the Future

Building Effective High School Math Programs for Each and Every Student
Traditionally high school math programs have been effective in supporting college readiness for some students while simultaneously alienating and limiting future opportunities for others. We can and must change how we prepare each and every student for participation in our democratic society and post-secondary education. This session will preview the NCTM report on High School Mathematics scheduled for release at the 2018 NCTM Annual Meeting in Washington DC.

 

Lead Speaker: Matt Larson

2301  11:15 AM to
12:15 PM
Salon G/HPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Major PresentationEvidence and Experiences from the Field

Leading a Cohesive Mathematics Program
How would you describe the mathematics program you lead? What components define it? What is the glue that holds it together? How does it provide access to opportunity? This session supports teachers, coaches, and administrators who lead a mathematics program. It tells the story of one district's approach to building an exemplary mathematics program through access and equity, high-quality first instruction, and differentiated support. It offers ideas about how a program defines purpose, establishes productive beliefs, identifies barriers, and sets expectations. Programmatic tools and resources will be shared.

 

Lead Speaker: John SanGiovanni

2333  11:15 AM to
12:15 PM
143CPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

The X and Y Axis of Mathematics Vertical Teams
How is your district ensuring that every student is receiving high-quality mathematics instruction? Come learn how Gwinnett County Public Schools' Mathematics Program Office partnered with a cluster of K-12 schools to redevelop what it means to collaborate vertically. Join us as we model how this professional learning community created structured time for teachers to collaborate, implement formative assessments, and analyze student work resulting in increased student achievement.

 

Lead Speaker: Lucie Ausburn
Co-Presenter: Jessica Dickerson
Co-Presenter: Danielle Hendrickson
Co-Presenter: Jen Johnston

2324  11:15 AM to
12:15 PM
151AIntermediate
(Grades 3 - 5)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Mathematical Modeling: Creating Students, Teachers, and Schools for the Future
Building a student-centered classroom is difficult. How do we cover our curriculum but still make the learning authentic? In this presentation, we will share how mathematical modeling, at the elementary level, is changing the way teachers, schools, and students are learning and teaching mathematics in a real-world application. We will share how we design and implement professional development that introduces elementary teachers to the mathematical modeling process and how it is much more than mathematical tasks.

 

Lead Speaker: Spencer Jamieson
Co-Presenter: Jennifer Suh
Co-Presenter: Kathleen Matson

2317  11:15 AM to
12:15 PM
147BIntermediate
(Grades 3 - 5), College/University (Undergraduate or Graduate)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

What Effect Do Number Talks Have on Student Achievement and Attitudes Toward Mathematics?
There is anecdotal evidence regarding the positive effects of using number talks in classrooms but little empirical evidence measuring their impact on student achievement. In this session, I will share results of a pilot research study designed to measure the effect on students when an experienced Number Talk facilitator conducts Number Talks three times a week in 3rd- to 5th-grade classrooms. This information should be useful for supervisors, administrators, coaches, and teachers.

 

Lead Speaker: Ann Dominick

 

Handout: NCSM18_2317_Dominick.pptx

2331  11:15 AM to
12:15 PM
143AIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Multiplication and Division of Fractions: Multiple Groups or Partial Groups?
The research on Cognitively Guided Instruction (CGI) demonstrates that teachers' knowledge of both problem structures and students' strategies is an essential part of strong mathematics instruction. With CGI in mind, we will examine fraction multiplication and division tasks that promote student understanding of operations and fractions. We will examine how students' intuitive strategies for multiplication and division of fractions differ depending on the problem type and number choices, and will discuss implications for instruction.

 

Lead Speaker: Olof Steinthorsdottir
Co-Presenter: Laura Kent

2302  11:15 AM to
12:15 PM
Salon IIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8)
Spotlight SpeakerDeveloping Mathematical Knowledge for Teaching

Looking for Structure: Early Algebra with a Focus on the Operations
Although K-6 mathematics focuses on calculation, the meaning of the operations may fall into the background. Indeed, many common errors stem from confusion about which structures apply to which operation. This session will present classroom examples to illustrate how early algebra can provide a context for highlighting the operations as distinct objects. The examples emphasize the role of representations in the study of structure and teachers' actions that draw students' attention to those structures.

 

Lead Speaker: Deborah Schifter

2335  11:15 AM to
12:15 PM
144BMiddle
(Grades 6 - 8), College/University (Undergraduate or Graduate), General
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

A Framework for Examining Coaching Practices
How do coaches make in-the-moment decisions about which coaching practices will be most successful? In this session, we will examine a framework for classifying coaching practices, engage in using the framework, and discuss data from a one-year study of two middle school mathematics coaches. Various implications for connecting the framework to current practices will be considered.

 

Lead Speaker: Leigh Martin

2322  11:15 AM to
12:15 PM
150APreschool/Primary
(Grades PK - 2)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Research-Practice Partnerships to Support Continuity in Mathematics Curricula: The Story of San Francisco Unified School District and the COHERE Study
How can practitioners and researchers create partnerships that improve mathematics teaching and learning at scale? In this interactive session, researchers and SFUSD mathematics leaders will describe SFUSD's unique approach to bridging PK and elementary mathematics, researchers' approach to analyzing SFUSD's efforts, and ways that researchers and district leaders foster mutual learning, problem solving, and curriculum improvement over time. Participants will consider data, research-practitioner partnerships, and bridging the early childhood and elementary divide in mathematics.

 

Lead Speaker: Cynthia Coburn
Co-Presenter: Lizzy Hull Barnes
Co-Presenter: Megan Franke

 

Handout: NCSM18_2322_Coburn-Barnes-Franke.pdf

2312  11:15 AM to
12:15 PM
145BPreschool/Primary
(Grades PK - 2)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Formative Assessment Tools and Routines for Developing Number Sense and Additive Reasoning in Grades K-2
Formative assessment has proven to be one of the most powerful educational interventions for improving student learning but can be challenging to implement effectively. We will share newly developed formative assessment items and research-based frameworks for analyzing student thinking in grades K-2 in number, addition, and subtraction. We will demonstrate how these tools can enhance teachers' interpretation and response to student thinking to meet the diverse needs of learners on an ongoing basis.

 

Lead Speaker: Caroline Ebby
Co-Presenter: Beth Hulbert
Co-Presenter: Nicole Fletcher

 

Handout: NCSM18_2312_Ebby.pdf

2325  11:15 AM to
12:15 PM
151BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Equity in Practice

Assessment and Equity: Uniting Two Critical Issues to Help Children Learn Mathematics
Too often our assessment practices primarily help us notice where potential inequities exist within our school systems instead of helping us address these inequities. Explore how elementary teachers and coaches are working together to use interview-based assessments, shared instructional practices, and common mathematical tools to close holes in students' learning so that they have increased access to mathematics.

 

Lead Speaker: Denise Brady
Co-Presenter: Jason Gauthier
Co-Presenter: Dana Gosen

 

Handout: NCSM18_2325_Brady.pdf

2316  11:15 AM to
12:15 PM
147APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Using Instructional Routines to Support Both Student Learning and Teacher Learning
Instructional routines are becoming increasingly popular in classrooms as a tool for supporting students to develop conceptual understanding and engage in mathematical practices. However, they can also provide rich opportunities for teacher learning. In this session, we will introduce instructional routines from elementary classrooms (quick images, choral counting, etc.) and consider how they can be used to intentionally provide opportunities for teachers to develop mathematical knowledge for teaching as well as work on instructional practice.

 

Lead Speaker: Becca Lewis
Co-Presenter: Kendra Lomax

 

Handout: NCSM18_2316_Lewis.pdf

2326  11:15 AM to
12:15 PM
152APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Preparing to Facilitate Professional Development: Designing Materials That Support Facilitation and Facilitator Learning
This presentation reports on a five-year study of professional development materials designed to support participants in developing mathematical knowledge for teaching while also supporting facilitators' development of knowledge and skills needed for facilitation. The materials support the learning of participants and facilitators by embedding selected multimedia records from professional development sessions involving elementary school teachers and an expert facilitator. The focus of this session is on the design elements and resources that support skillful facilitation.

 

Lead Speaker: Timothy Boerst
Co-Presenter: Kara Suzuka

2336  11:15 AM to
12:15 PM
144CPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

What's in it for Me? Differentiating Professional Development for Adult Learners
Best practices in education require teachers to differentiate instruction in their classrooms. However professional development tends to be a one size fits all approach. Come experience a professional development model based on a workshop approach that allows for differentiation for teacher learners. See how to provide options for various levels of adult learners in a format that not only helps them professionally, but provides a strategy that can be used in their own classrooms.

 

Lead Speaker: Jean Capper
Co-Presenter: Rachel Muren

2321  11:15 AM to
12:15 PM
149ABPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Sponsor ShowcaseDeveloping Mathematical Knowledge for Teaching

Increase Teacher Efficacy with Daily Professional Development
Focus on increasing student achievement in Mathematics by providing daily professional development for teachers. Sound impossible? Not with Laurie's Notes! We will explore a new program that includes point-of-use professional development for teachers, so they can be as effective as possible in the classroom. You will leave with a variety of tasks, explorations, and ideas based on current research to share with the teachers in your school or use for model lessons.

 

Lead Speaker: Mary Drayer

2403  12:30 PM to
2:00 PM
Hall AGeneralRegular Presentation (60 minutes)Leading Mathematics into the Future

The M in STEM
The world has become nearly obsessed with the word "STEM" and all of its variations. In almost every real-world problem - from building energy-efficient homes to designing a football stadium in Texas - the person solving the problem has to recognize and deal with the interconnectedness of science, technology, engineering and mathematics in order to find the best solution. This interdependence in STEM appeals to our curiosity and can deepen our appreciation of math. As math educators, we have a sense that math cannot be separated from the sciences. So how do we best address STEM so that students gain a better understanding of and appreciation for math? Our panel will examine the M in STEM from various angles to help get us thinking about how to address STEM in our own schools.

 

Lead Speaker: Connie Schrock
Co-Presenter: Michelle Rinehart
Co-Presenter: Levi Patrick

2503  2:15 PM to
3:00 PM
Hall AGeneralHot TopicLeading Mathematics into the Future

Hot Topic: Leadership Tools for Creating, Supporting, and Advancing a Mathematics Program
This interactive session features strategies and tools developed for supporting coaches' and administrators' leadership of a coherent mathematics program. Professional learning and programmatic design resources will be shared.

 

Lead Speaker: John SanGiovanni

2534  2:15 PM to
3:15 PM
144ACollege/University
(Undergraduate or Graduate), General
Presidents ExchangeLeading Mathematics into the Future

Making an IMPACT in the first two years of college
AMATYC recently published IMPACT, a sequel to two previously published standards-related documents.  This new document promises to assist faculty and other stake holders to help students become proficient in mathematics, take ownership of their own learning, and increase student engagement and success.  Current trends in mathematics education in the first two years of college that motivated AMATYC IMPACT and examples of informative vignettes from the new publication will be shared.

 

Lead Speaker: James Ham

2532  2:15 PM to
3:15 PM
143BGeneralRegular Presentation (60 minutes)

NCSM Regional Directors and Regional Team Leaders Meeting
This meeting of the appointed NCSM Regional Team Leaders and NCSM Regional Directors will focus on preparing for the Caucus meetings, developing collective knowledge about the potential roles and influence of Team Leaders, and planning for regional initiatives with individual Regional Directors.

 

Lead Speaker: Sandie Gilliam
Co-Presenter: Deborah Crocker
Co-Presenter: Marc Garneau
Co-Presenter: Jason Gauthier
Co-Presenter: Paul Gray, Jr.
Co-Presenter: Kathlan Latimer
Co-Presenter: Sharon Rendon
Co-Presenter: Shawn Towle
Co-Presenter: Sue Vohrer

2513  2:15 PM to
3:15 PM
146AGeneralRegular Presentation (60 minutes)Equity in Practice

Sense-Making: Is It a Focus in Your Classrooms and Your Schools?
Are your students making sense of the mathematics they explore? Do they feel that mathematics is an inherently sensible endeavor? We'll look at ways in which students don't make sense of mathematics, consider why, and discuss strategies for making it a larger part of the expectations in your classrooms and schools.

 

Lead Speaker: Annie Fetter
Co-Presenter: Joe Schwartz

 

Handout: NCSM18_2513_Fetter-Schwartz.pdf

2525  2:15 PM to
3:15 PM
151BGeneralRegular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

MQI Coaching: Supporting Coaches in Supporting Teachers
This session tells the story of how an instrument designed for research, the Mathematical Quality of Instruction rubric (MQI), has become a valuable tool for use by teachers and coaches in the improvement of instruction. The session will be interactive, allowing participants a chance to practice components of a coaching conversation. The Harvard team will also share research findings from a randomized trial of the intervention.

 

Lead Speaker: Claire Gogolen
Co-Presenter: Samantha R. Booth
Co-Presenter: Heather Hill

 

Handout: NCSM18_2525_Gogolen.pdf

2533  2:15 PM to
3:15 PM
143CGeneralRegular Presentation (60 minutes)Evidence and Experiences from the Field

From Research to Theory to Doable: Making It Work for Teachers and Administrators
From facilitating a learning walk to a lesson study to professional readings, how can research be put into practice to affect instruction for ALL students? Elements from Principles of Learning and Lesson Study have been used with teacher leaders and administrators to support the implementation and understanding of the standards for mathematical practice. This session will share tools to help anchor teacher collaboration and assist leaders' program analysis of best practices and level of effective implementation.

 

Lead Speaker: Rosa Serratore

 

Handout: NCSM18_2533_Serratore.pdf

2512  2:15 PM to
3:15 PM
145BGeneralRegular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Evaluating Instructional Materials to Develop Content Understanding
This session will introduce the EdReports.org Quality Instructional Materials Tool and reviews. Participants will learn to navigate free, online reviews that provide information on the alignment and usability of yearlong materials. Participants will also explore individual indicators and the unique lens that they provide when thinking about materials, lessons, and coaching. Participants will discuss how to use the reports and the tool to further develop content understanding.

 

Lead Speaker: Dana Cartier

2514  2:15 PM to
3:15 PM
146BGeneralRegular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Social Justice Resources for Mathematics Leaders
Infusion of social justice is an important component of any mathematics program. In this interactive session participants will receive resources and brainstorm ideas that address deficit language, lesson design, and the work with families and the communities.

 

Lead Speaker: Linda Fulmore

2516  2:15 PM to
3:15 PM
147AGeneralRegular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

#PD2C: Connect and Capitalize on Social Media as a Professional Learning Tool
Do you wonder how to harness the power of mobile learning and social media to facilitate professional learning? The Charles A. Dana Center at the University of Texas at Austin invites you to the first of a two-part series connecting research and best practices in this realm. Come and explore how to capitalize on these unique learning platforms and to encourage professionals to make immediate changes in their practice.

 

Lead Speaker: Michael Greenlee
Co-Presenter: Denise Thornton

2502  2:15 PM to
3:15 PM
Salon IGeneralSpotlight SpeakerEquity in Practice

#blackmenteachmath: Unpacking the networks and practices of Black Men who teach mathematics
Black men account for less than 2% of the entire teaching workforce with very few as teachers of mathematics. In education, Black men are disproportionately represented in non-traditional settings, and are more likely to be situated on the margins for academics and in mathematics roles. This work focuses on Black men as teachers of mathematics by taking an ethnographic approach for (1) unpacking social and professional networks and (2) understanding characteristics and pathways relate to attitudes, beliefs, and pedagogical practices. Additionally, this work examines ways Black men who teach mathematics move beyond the margins.

 

Lead Speaker: Robert Q. Berry, III

2501  2:15 PM to
3:15 PM
Salon G/HHigh(Grades 9-12)Major PresentationDeveloping Mathematical Knowledge for Teaching

Supporting Mathematical Modeling in High School
Mathematical modeling in high school offers unique challenges to both teachers and administrators, while still affording unique opportunities for student engagement and the development of student mathematical identity and agency. The issues and opportunities inherent in the open-ended nature of modeling tasks with its focus on group-work and some of the difficulties in assessment and teacher preparation will be described and discussed.

 

Lead Speaker: Dan Teague

2523  2:15 PM to
3:15 PM
150BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Leading Mathematics into the Future

Designing for the Edges: Bringing Equity to All Through Practical Routines
We offer a powerful paradigm for teachers, designed to deconstruct static categorizations of students such as "high/middle/low" and "fast/slow." Using our framework Designing for the Edges, we illustrate how to identify and smooth the edges of one's classroom community and redesign group learning and thinking routines for students who may be socially or mathematically unengaged, unsupported, not welcomed or challenged. In doing so, we examine motivation, risk, status, competence, and belonging.

 

Lead Speaker: Rhonda Bondie
Co-Presenter: Kara Imm

 

Handout: NCSM18_2523_Bondie-Imm.pdf

2535  2:15 PM to
3:15 PM
144BIntermediate
(Grades 3 - 5)
Regular Presentation (60 minutes)Leading Mathematics into the Future

Supporting the Development of Teachers' Expertise in Noticing Children's Mathematical Thinking
Learn about the instructional practice of noticing children's mathematical thinking-attending to details in children's strategies, interpreting children's understandings reflected in those details, and making decisions about how to respond based on those understandings. Participants will explore the practice of noticing and strategic selection and use of video and written work to support the development of teachers' noticing expertise. Examples will be drawn from a research and professional development project focused on children's fraction thinking.

 

Lead Speaker: Susan Empson
Co-Presenter: Vicki Jacobs
Co-Presenter: Joan Case
Co-Presenter: Dinah Brown

 

Handout: NCSM18_2535_Empson.pdf

2511  2:15 PM to
3:15 PM
145AIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8)
Regular Presentation (60 minutes)Equity in Practice

Keeping Girls Engaged in Mathematics in Middle School and Beyond
This session draws on current research on why girls often seem to lose interest in mathematics by middle school. The presenter engaged in a yearlong action research project that focused on girls in 4th and 5th grades, seeking to understand precisely when and why their interest in mathematics fades, and what schools and teachers might be doing to contribute to this. The research suggests several approaches schools can take to making mathematics education more equitable.

 

Lead Speaker: Abby Gordon

 

Handout: NCSM18_2511_Gordon.pdf

2536  2:15 PM to
3:15 PM
144CIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8)
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Coaching for Depth: Ways of Thinking That Lead to Ways of Doing
As coaches, we offer teachers ideas to improve teaching and learning in their classrooms. These ideas take the form of mathematical tools, representations, or activities that elicit student thinking and engage students in productive discourse. However, are we coaching in ways that develop teachers' mathematical knowledge? Come explore a coaching model that dives into the complex ways of thinking that lead to ways of doing mathematics through the use of activities from Illustrative Mathematics curriculum.

 

Lead Speaker: Kristin Gray
Co-Presenter: Jody Guarino
Co-Presenter: Vanessa Cerrahoglu

2526  2:15 PM to
3:15 PM
152AMiddle
(Grades 6 - 8)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Creating Professional Learning Experiences to Build Teacher Content Knowledge
Content knowledge is an important aspect of teacher effectiveness, but is often taken for granted. However, building teacher content knowledge takes focus and planning. In this session, we'll look at research about the role of content knowledge in teacher practice, explore a template for planning professional learning experiences that build content knowledge, and see some examples of well-executed learning experiences. Participants will then design a session that prepares teachers for a unit of instruction.

 

Lead Speaker: Stephen Sebelski
Co-Presenter: Rolanda Baldwin

 

Handout: NCSM18_2526_Sebelski.pdf

2527  2:15 PM to
3:15 PM
152BMiddle
(Grades 6 - 8)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Digging Deep into Ratios and Proportional Relationships in the Middle Grades
Ratios and proportionality have a complex history and connect with many concepts in the curriculum, not always in a consistent fashion. Facilitators and participants will explore the fundamental ideas of ratios and proportional relationships to understand their development, contexts, and roles in the middle-school curriculum based on the learning from a symposium of teachers, mathematicians, and mathematics educators held in April 2017.

 

Lead Speaker: Kyle Pearce
Co-Presenter: Dick Stanley
Co-Presenter: Phil Daro

2524  2:15 PM to
3:15 PM
151AMiddle
(Grades 6 - 8)
Regular Presentation (60 minutes)Leading Mathematics into the Future

"Futuring" Professional Development Through Video Coaching: Exploring Tools to Take On Ambitious Mathematics Instruction
This session will share how video peer coaching and lesson exchanges engaged a community's teachers to take on ambitious mathematics instruction. Ambitious teaching in mathematics refers to reform teaching practices that develop "mathematics proficiency" in diverse learners through rigorous mathematics while helping students view themselves as competent problem solvers and mathematicians. We will highlight the tools and strategies that helped teachers develop their own professional vision of what ambitious teaching entailed through video coaching.

 

Lead Speaker: Jennifer Suh
Co-Presenter: Sara Birkhead
Co-Presenter: Terrie Galanti
Co-Presenter: Patti Freeman
Co-Presenter: Keira Godwin
Co-Presenter: Linda Gillen

2521  2:15 PM to
3:15 PM
149ABMiddle
(Grades 6 - 8)
Sponsor ShowcaseLeading Mathematics into the Future

LZ Illustrative Mathematics Curriculum (Grades 6-8)
Come experience the new LearnZillion Illustrative Mathematics 6-8 Mathematics Curriculum! LearnZillion has further enhanced the high-quality Illustrative Mathematics 6-8 curriculum to include: teacher-friendly, classroom ready lessons plans that are both in digital and in print; digital assessments and reporting; seamless integration with LMSs; and customization tools to shape the curriculum to reflect your district priorities. Come join this hands-on session to learn more!

 

Lead Speaker: William McCallum
Co-Presenter: Posie Wood
Co-Presenter: Colette Chambers

2531  2:15 PM to
3:15 PM
143APreschool/Primary
(Grades PK - 2)
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Help Me Out, Coach! Collaboration for Student Success
Participants will look inside K-2 classrooms to see the impact that side-by-side coaching and collaboration has on the development of number sense and mathematical reasoning. Mathematics talks, selection of mathematical tasks, lesson debriefs, analyzing student work to plan next steps, and collaboration will be highlighted through video clips and student work samples.

 

Lead Speaker: Loria Allen
Co-Presenter: Denise Porch

2517  2:15 PM to
3:15 PM
147BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Coaching with an Eye on Teaching:  Essential Coaching Practices that Lead to Effective Teaching Practices
NCTM's Principles to Action identifies eight effective mathematics teaching practices that allow for mathematical success for all students. But what are the "coaching practices" that help teachers develop those teaching practices? Participants will look at how to develop and implement a vision for mathematical learning, how to develop teachers' content and pedagogical knowledge, and how to use active listening and questioning techniques-all with the aim of helping teachers be their own instructional change agents.

 

Lead Speaker: Sorsha Mulroe
Co-Presenter: Claudia Eckstrom
Co-Presenter: Dennis McDonald

 

Handout: NCSM18_2517_Mulroe.pdf

2522  2:15 PM to
3:15 PM
150APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Launch the Learning: Lessons to Promote Teacher Collaboration and Student Engagement
Engage in tasks that "launch the learning" for mathematics and learn how these lessons have provided more opportunities for coaching and teacher collaboration. As a district, we have integrated lessons with low-floor, high-ceiling tasks to "launch" units which created more opportunities for collaboration and reflection among teachers and coaches. Participants will leave with innovative ideas of how to implement similar structures to increase teacher content knowledge and collaboration which positively impacts student engagement.

 

Lead Speaker: Molly Rawding
Co-Presenter: Linda Menkis

 

Handout: NCSM18_2522_Rawding.pdf

2611  3:30 PM to
4:15 PM
145AGeneralCaucus

NCSM Regional Caucus:  International
All International members are invited to attend our caucus meeting. The caucus provides opportunities for you to connect, network, and celebrate regional success with fellow leaders. Linda Gojak, Past President of NCSM, and team leaders will share information on NCSM initiatives, important issues, and future events.  Join us and provide input into the direction and work of our organization. There will be door prizes; we look forward to seeing you!

 

Lead Speaker: Linda Gojak

2612  3:30 PM to
4:15 PM
145BGeneralCaucus

NCSM Regional Caucus: Canada
All members of the Canadian Region are encouraged to attend our caucus meeting. The caucus provides opportunities for you to connect, network and celebrate regional success with fellow leaders. Your NCSM Regional Director and team leaders will share information on NCSM initiatives, important issues, and future events. Join us and provide input into the direction and work of our organization. There will be door prizes! We look forward to seeing you.

 

Lead Speaker: Marc Garneau

2613  3:30 PM to
4:15 PM
146AGeneralCaucus

NCSM Regional Caucus:  Eastern Region 1
All members of  Eastern Region 1 are encouraged to attend our caucus meeting. The caucus provides opportunities for you to connect, network and celebrate regional success with fellow leaders. Your NCSM Regional Director and team leaders will share information on NCSM initiatives, important issues, and future events. Join us and provide input into the direction and work of our organization. There will be door prizes! We look forward to seeing you.

 

Lead Speaker: Shawn Towle

2614  3:30 PM to
4:15 PM
146BGeneralCaucus

NCSM Regional Caucus:  Eastern Region 2
All members of Eastern Region 2 are encouraged to attend our caucus meeting.  The caucus provides opportunities for you to connect, network, and celebrate regional success with fellow leaders.  Your NCSM Regional Director and team leaders will share information on NCSM initiatives, important issues, and future events.  Join us and provide input into the direction and work of our organization.  There will be door prizes!  We look forward to seeing you.

 

Lead Speaker: Sue Vohrer

2615  3:30 PM to
4:15 PM
146CGeneralCaucus

NCSM Regional Caucus; Southern 1
All members of Southern Region 1 are encouraged to attend our caucus meeting. The caucus provides opportunities for you to connect, network and celebrate regional success with fellow leaders. Your NCSM Regional Director and team leaders will share information on NCSM initiatives, important issues, and future events. Join us and provide input into the direction and work of our organization. There will be door prizes! We look forward to seeing you.

 

Lead Speaker: Deborah Crocker

2616  3:30 PM to
4:15 PM
147AGeneralCaucus

NCSM Past-President Caucus
The caucus provides opportunities for you to connect, network, and celebrate with fellow past-presidents. Information on NCSM initiatives, national/provincial issues, and future events will be shared and discussed. There will be door prizes-we look forward to seeing you at the caucus.

 

Lead Speaker: John W. Staley

2622  3:30 PM to
4:15 PM
150AGeneralCaucus

NCSM Regional Caucus: Western Region 2
All members of  Western Region 2 are encouraged to attend our caucus meeting. The caucus provides opportunities for you to connect, network, and celebrate regional success with fellow leaders. Your NCSM Regional Director and team leaders will share information on NCSM initiatives, important issues, and future events.  Join us and provide input into the direction and work of our organization. There will be door prizes; we look forward to seeing you!

 

Lead Speaker: Kathlan Latimer

2623  3:30 PM to
4:15 PM
150BGeneralCaucus

NCSM Regional Caucus: Southern Region 2
All members of Southern Region 2 are encouraged to attend our caucus meeting. The caucus provides opportunities for you to connect, network and celebrate regional success with fellow leaders. Your NCSM Regional Director and team leaders will share information on NCSM initiatives, important issues, and future events. Join us and provide input into the direction and work of our organization. There will be door prizes! We look forward to seeing you.

 

Lead Speaker: Paul Gray, Jr.

2624  3:30 PM to
4:15 PM
151AGeneralCaucus

NCSM Regional Caucus: Central Region 1
All members of Central Region 1 are encouraged to attend our caucus meeting. The caucus provides opportunities for you to connect, network and celebrate regional success with fellow leaders. Your NCSM Regional Director and team leaders will share information on NCSM initiatives, important issues, and future events. Join us and provide input into the direction and work of our organization. There will be door prizes! We look forward to seeing you.

 

Lead Speaker: Jason Gauthier

2625  3:30 PM to
4:15 PM
151BGeneralCaucus

NCSM Regional Caucus: Central Region 2
All members of  Central Region 2 are encouraged to attend our caucus meeting. The caucus provides opportunities for you to connect, network and celebrate regional success with fellow leaders. Your NCSM Regional Director and team leaders will share information on NCSM initiatives, important issues, and future events. Join us and provide input into the direction and work of our organization. There will be door prizes! We look forward to seeing you.

 

Lead Speaker: Sharon Rendon

2626  3:30 PM to
4:15 PM
152AGeneralCaucus

NCSM Regional Caucus: Western Region 1
All members of  Western Region 1 are encouraged to attend our caucus meeting. The caucus provides opportunities for you to connect, network and celebrate regional success with fellow leaders. Your NCSM Regional Director and team leaders will share information on NCSM initiatives, important issues, and future events. Join us and provide input into the direction and work of our organization. There will be door prizes! We look forward to seeing you.

 

Lead Speaker: Sandie Gilliam

2711  4:30 PM to
5:15 PM
145AGeneralRegular Presentation (60 minutes)

NCSM Annual Business Meeting and State of the Organization Report
NCSM President Connie Schrock will present the State of the Organization, including our Annual Membership and Financial Reports. Connie will describe the progress on the 2017-2018 initiatives, position papers, and other strategic priorities for the coming year. New NCSM Affiliates will receive their certificates. All members are welcome and encouraged to attend to learn about opportunities involved in NCSM.

 

Lead Speaker: Connie Schrock
Co-Presenter: Linda Griffith

 
All Sessions, Wednesday, April 25
 
3003  7:30 AM to
8:30 AM
Hall AGeneralRegular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Solving the Fractions Problem
"Difficulty with fractions (including decimals and percent) is pervasive and is a major obstacle to further progress in mathematics, including algebra" (National Mathematics Advisory Panel, 2008). Addressing this problem in a comprehensive way requires new approaches to both K-6 instruction on fractions and decimals, as well as later interventions to improve struggling students' readiness for higher mathematics. The role of technology also deserves fresh examination. This presentation will focus on recent research in fractions pedagogy and promising new methods for developing robust rational number mastery.

 

Lead Speaker: Paul Cholmsky

3124  8:45 AM to
9:45 AM
151ACollege/University
(Undergraduate or Graduate)
Regular Presentation (60 minutes)Equity in Practice

Rural Education: Considering the Unique Needs of Rural Mathematics Classrooms
This interactive session will discuss rurality and rural education within the context of mathematics. We will share our efforts across rural counties to address the unique needs of mathematics education in rural classrooms. Specifically, we will discuss themes that emerged from listening sessions with district leaders: multiple endorsements in smaller schools and consideration of rural workforces. We will discuss how we have fostered relationships of mutual understanding and trust with district leaders and other stakeholders.

 

Lead Speaker: Jessica Ivy
Co-Presenter: Dana Franz

3101  8:45 AM to
9:45 AM
Salon G/HGeneralMajor PresentationCultivating a Mathematics Coaching Practice

Understanding the Resistant Teacher: Changing Our Narrative to Foster Stronger Relationships
Can you recall a time when you worked with a group of teachers and one or more seemed resistant to the ideas you were sharing? Encountering teachers that are resistant to change is a common challenge for many teacher leaders and it is easy to slip into an "us vs. them" frame of mind when working with them. However, when we take time to identify and understand the root of the resistance, we are in a better position to move teachers forward and support their needs. In this session, we will explore the categories of resistance, the complexities of the change process, and specific strategies to support all adult learners.

 

Lead Speaker: Mike Flynn

 

Handout: NCSM18_3101_Flynn1.pdf
Handout: NCSM18_3101_Flynn2.pdf
Handout: NCSM18_3101_Flynn3.pdf

3134  8:45 AM to
9:45 AM
144AGeneralRegular Presentation (60 minutes)

NCSM: Administrator Kick-off
Come join us for a networking and celebration session designed to "kick-off" the Administrator Leadership Strand. We will introduce the newest resource for site-level leaders from the new professional learning series from NCSM, "Site-Based Mathematics Leadership Development". The first module supports site-based administrators with strengthening classroom instruction by improving the quality of instructional conversations that occur before, during, and after the lesson. See you all there!

 

Lead Speaker: Mona Toncheff
Co-Presenter: Bill Barnes

 

Handout: NCSM18_3134_Toncheff.pdf

3122  8:45 AM to
9:45 AM
150AGeneralRegular Presentation (60 minutes)Equity in Practice

Four Years Strong in San Francisco: Holding an Equity-Based Detracking Policy Over Time
Detracking is a strong stance built upon the belief that all students learn deeply in heterogeneous classes. What does it mean to hold these values within a policy while responding to the changing political pressures? In our fourth year of having a de-tracked system, San Francisco continues to learn from our data alongside strategic research partnerships. Join us in this conversation as we share lessons learned and the questions we still have.

 

Lead Speaker: Lizzy Hull Barnes
Co-Presenter: Angela Torres

3123  8:45 AM to
9:45 AM
150BGeneralRegular Presentation (60 minutes)Equity in Practice

Critical Issues in Working with Asian American Students
Asian American students are positioned as a "model minority" because of generally high mathematics scores. But these achievement scores for a general category of "Asian" students can mask real struggles with mathematics. This panel, composed of Critical Mathematics Educators who self-identify as Asian American, explores issues in working with, supporting, and empowering Asian American students. The panelists aim to make visible issues pertaining to Asian American students throughout all facets of mathematics education.

 

Lead Speaker: Theodore Chao

3133  8:45 AM to
9:45 AM
143CGeneralRegular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Purposeful Pairings: Using Effective Coaching to Inspire Any Palate
Change, though noble, requires taking risks, collaboration, follow-through and time. It is the role of a coach to critically diagnose a teacher's need and purposefully pair this with the most effective coaching moves. In this session, participants will propel their coaching practice forward by engaging in elaborate rehearsal along a coaching continuum using research-informed techniques.

 

Lead Speaker: Chryste Berda
Co-Presenter: Katie Basham
Co-Presenter: Wendy Kubasko

 

Handout: NCSM18_3133_Basham-1.pdf
Handout: NCSM18_3133_Basham-2.pdf
Handout: NCSM18_3133_Basham-3.pdf

3136  8:45 AM to
9:45 AM
144CGeneralRegular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Effective Coaching Without Leaving the Classroom: A Model for Intensive Daily Interactions with Veteran and Beginning Teachers
In this session, we will detail an intensive mentoring program where a veteran teacher of 21 years and a new teacher were given the same schedule to facilitate ongoing coaching throughout the school year. We will address the essential elements of the coaching relationship, the value of informal conversations, and the power of daily mentoring as we reflect on how this model could work in your school.

 

Lead Speaker: Sean Nank
Co-Presenter: Michael Mulvey

3116  8:45 AM to
9:45 AM
147AGeneralRegular Presentation (60 minutes)Evidence and Experiences from the Field

Administrators Love Mathematics, Too-Partnering Effectively with Administrators to Ensure a Quality School Mathematics Program
Too often, mathematics coaches and school administrators provide conflicting messages. This leads to teachers being less effective than they could be. In this session, a former mathematics coach turned assistant principal shares a case study with his department head around how to partner with their mathematics coaches effectively to move student achievement and teacher morale simultaneously. Also, the facilitator will share the similarities, differences, and successes in the coach/admin partnership.

 

Lead Speaker: Neeraj Satyal
Co-Presenter: Suaronne Angeletti

3112  8:45 AM to
9:45 AM
145BGeneralRegular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Leveraging Students' Opportunities to Learn
Our team will share insights and data about an innovative video-based, content-focused, professional development program explicitly linked to empirical research on teaching for conceptual understanding (Hiebert & Grouws, 2007). We utilize a video-assessment protocol to sharpen teachers' ability to analyze mathematical learning goals and to notice and leverage students' opportunities to learn. This stance towards video analysis has been strongly linked to correlations between teachers' content knowledge, instructional practices, and student achievement (Kersting, 2010, 2012).

 

Lead Speaker: Jamila Riser
Co-Presenter: James Hiebert
Co-Presenter: Valerie Maxwell
Co-Presenter: Jan Parsons

3132  8:45 AM to
9:45 AM
143BGeneralRegular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Dynamic Partners Take on Discourse, a Task, Technology, and a Meaningful Lesson Plan to Orchestrate Student Thinking and Assessment
This session is based on the book 5 Practices for Orchestrating Productive Mathematical Discourse. Join us as we share how we transformed our planning to our assessment of student knowledge through anticipating, monitoring, selecting, sequencing, and connecting. Resources will be shared that promote high-quality mathematical modeling and assessment within the discussions. Participants will see video, engage in the 5 practices and see how it can change their classroom for all learners!

 

Lead Speaker: Andrea Lang
Co-Presenter: Rachael Degnan

 

Handout: NCSM18_3132_Lang1.pdf
Handout: NCSM18_3132_Lang2.pdf
Handout: NCSM18_3132_Lang3.pdf

3117  8:45 AM to
9:45 AM
147BGeneralRegular Presentation (60 minutes)Leading Mathematics into the Future

Exploring the Evolution of Engaging Teachers in "Fishbowl" Demonstration Lessons in an Online Space: Transitioning Face-to-Face to an Online Experience
How can an we leverage technology to provide opportunities for more teachers to access high-quality professional learning? In particular, how can we re-imagine "fishbowl" demonstration lessons in an online space? We will share our story of adjustments, compromises, and decisions made to maintain the purpose of a demonstration lesson to impact teacher practice. Participants will consider the what, why, and how of transitioning a demonstration lesson using a "fishbowl" structure, to an online format.

 

Lead Speaker: Stephanie Martin
Co-Presenter: Cynthia Callard
Co-Presenter: Cynthia Carson
Co-Presenter: Genie Foster
Co-Presenter: Jennifer Kruger

3126  8:45 AM to
9:45 AM
152AHigh(Grades 9-12), College/University
(Undergraduate or Graduate)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

The Power of Integrating Mathematically Rich Activities so That Each Student Has His/Her Own Problem and Solution-Easily Assessed!
Supply your teachers with several interesting "summary" application problems that integrate many different mathematical ideas into their solutions. Provide each student his/her own individual problem, which allows students to collaborate but not blatantly copy solutions. Supply your teachers with the complete solutions to each individualized problem, including answers to every intermediate calculation, making assessment quick, easy, thorough. We will use The Great Applied Problem-all materials with 60 individual problems and solutions are supplied.

 

Lead Speaker: Tom Reardon

3114  8:45 AM to
9:45 AM
146BMiddle
(Grades 6 - 8), High(Grades 9-12), College/University (Undergraduate or Graduate)
Regular Presentation (60 minutes)Equity in Practice

Mathematics and Equity: Tackling the Hard Conversations
We operate from the perspective that we all want to both improve equitable practices in, and deepen our understanding of, mathematics to better serve students and teachers. But pursuing this in reality often means having complex conversations about equity, about mathematics, and about the intersection of the two. We will draw on work across multiple projects to illustrate what it means to create opportunities to surface these essential conversations-within the session and beyond.

 

Lead Speaker: Eden Badertscher
Co-Presenter: Sarah Sword

3125  8:45 AM to
9:45 AM
151BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Don't Be Fooled by the Bells and Whistles! Approaching Program Adoption with a Critical Eye-Epilogue
Have you suffered through a mathematics adoption made by a rushed team whose choice was based on "thumbing through" materials and the bells and whistles showcased by the salesperson? Discover the systematic research-based approach a district used to prepare teachers to analyze curricular resources with a critical eye. Participants will leave with the research, strategies, and tools needed to ensure a thoughtful adoption of CCSSM materials. Includes epilogue from 2017 NCSM presentation.

 

Lead Speaker: Sallie Kaan
Co-Presenter: Ashley Nestor

 

Handout: NCSM18_3125_Kaan-Nestor.pdf

3135  8:45 AM to
9:45 AM
144BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Fixing Broken Systems: Tips, Tools, and Techniques for Ensuring That Students Have a Coherent Mathematics Experience
As adoption of college- and career-ready standards approaches its eighth birthday, there is evidence that districts' assessments, instructional materials, and instruction are still not aligned to the same mathematical goals. In this session, you will dive into tools designed to provide evidence that all aspects of your district's system are working together to provide a coherent mathematics experience for students.

 

Lead Speaker: Shelbi Cole
Co-Presenter: Kevin Liner

 

Handout: NCSM18_3135_Cole.pptx

3111  8:45 AM to
9:45 AM
145AIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8)
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Mathematics Coaching: A Beginning Playbook
You've been selected to be a mathematics coach. Now what? Come learn about successful coaching practices that you can implement as you begin your work as a coach. We will share strategies from our work coaching novice coaches in urban schools. We will discuss specific ways we helped coaches develop skills in the following areas: building relationships, developing professional learning communities, conducting learning walks, and giving feedback.

 

Lead Speaker: Nicora Placa

3113  8:45 AM to
9:45 AM
146AIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Leading Mathematics Learning and Teaching in a Digital Age, a.k.a. Embolden Your Inner Mathematician
There must be a mindset shift away from the idea that strong mathematics learners are those who memorize and calculate well. To build confidence as well as a more visual approach to mathematics learning and teaching, we design and implement ongoing, job-embedded professional learning around teaching practices and current research. Experience visual, hands-on mathematics that connects to the SMP and NCTM's Teaching Practices. Come embolden your inner mathematician.

 

Lead Speaker: Jill Gough
Co-Presenter: Jennifer Wilson

3131  8:45 AM to
9:45 AM
143APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Equity in Practice

Doing the Math with Paraeducators
The goal of this session is to share initial findings, video, and interview excerpts from our project. We will describe the issues related to the support that paras and their cooperating teachers need to allow paras to teach mathematics to a range of students, especially those who may need the most help, e.g., those with disabilities and English Language Learners. Participants will engage in discussions about their own challenges and implications for their districts.

 

Lead Speaker: Judy Storeygard
Co-Presenter: Denise Treacy

 

Handout: NCSM18_3131_Storeygard.pdf

3115  8:45 AM to
9:45 AM
146CPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Partnering with Building Leaders to Improve Mathematics Instruction: Increasing Understanding of High-Quality Instruction
In many elementary schools, instructional leaders lack the necessary understanding of components of high-quality mathematics and the knowledge about how to improve classroom instruction in mathematics. Learn how we, as curriculum administrators, partner with building leaders to increase their content/pedagogical knowledge through the use of walkthrough tools, engaging in professional learning, and providing coaching opportunities. Principles to Actions: Eight High-Leverage Practices will be emphasized as part of this improvement process.

 

Lead Speaker: Natalie Crist
Co-Presenter: Rorrie Fortier

3102  8:45 AM to
9:45 AM
Salon IPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Spotlight SpeakerCultivating a Mathematics Coaching Practice

Small Group, Big Gains: Coaching for Effective Pulled Small Group Instruction
Small group instruction in mathematics often mirrors that of reading. These strategies may work during reading instruction, but they often are not as helpful for students struggling with mathematics. Time spent in the pulled small group becomes an equity issue! Make sense of strategies to facilitate teachers to use pulled small groups effectively in mathematics. Create a shared image of targeted teacher and student behaviors through authentic videos of pulled small group instruction in mathematics.

 

Lead Speaker: Juli Dixon
Co-Presenter: Lisa Brooks

 

Handout: NCSM18_3102_Dixon-Brooks.pdf

3127  8:45 AM to
9:45 AM
152BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8)
Regular Presentation (60 minutes)Leading Mathematics into the Future

Leading Mathematics Professionalism in a Digital Age
The on-demand nature of anytime, anywhere professional learning truly allows mathematics leaders to customize and personalize professional learning in this digital era. Participants will investigate one district's vetted digital resources and tools for growing mathematics knowledge, analyzing and responding to students' mathematical ideas, fostering positive attitudes toward continued professional learning in mathematics, and building professional networks to support and sustain continuous growth and learning.

 

Lead Speaker: Amy Seylar
Co-Presenter: Angela Waltrup

 

Handout: NCSM18_3127_Seylar.pptx

3121  8:45 AM to
9:45 AM
149ABPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8)
Sponsor ShowcaseLeading Mathematics into the Future

Effective and Practical Strategies to Implement Universal Mathematics Intervention in the Core Classroom
Engage with effective and practical strategies to implement universal mathematics intervention in the classroom to address diverse needs and make instruction accessible. This session will focus on the use of flexible resources and adaptive software to deliver precise, differentiated mathematics instruction, empowering teachers to address gaps in their classroom that cause barriers to on-level learning.

 

Lead Speaker: Janet Pittock

 

Handout: NCSM18_3121_Pittock.pdf

3201  10:00 AM to
11:00 AM
Salon G/HGeneralMajor PresentationEquity in Practice

Acknowledgment, Action, Accountability: Addressing Deficit Thinking and Deficit Language
Targeting social justice starts with the acknowledgement and the actions of leaders. Engage in in-depth discussions on deficit views while examining common phrases and descriptions used in mathematics teaching and learning. Mathematics leaders will experience tools and strategies that can be employed to foster critical conversations, reflections, and positive actions.

 

Lead Speaker: Nora Ramirez

 

Handout: NCSM18_3201_Ramirez .pdf

3234  10:00 AM to
11:00 AM
144AGeneralRegular Presentation (60 minutes)Leading Mathematics into the Future

Leveraging Technology to Enhance Professional Learning: The NCSM Professional Learning App and the Digital Tools for Formative Assessment Module
The NCSM Professional Learning app moves professional learning experiences flexibly and powerfully into today's digital landscape. It allows leaders to analyze readiness, collaboratively learn, share, and make action plans. Come explore the Formative Assessment Using Technology module, designed to support the decision making and implementation processes of digital formative assessment tools.

 

Lead Speaker: Marc Garneau
Co-Presenter: Natalie Crist

 

Handout: NCSM18_3234_Garneau.pdf

3214  10:00 AM to
11:00 AM
146BGeneralRegular Presentation (60 minutes)Equity in Practice

How to De-Track Mathematics Courses: Practical Ways to Support Monumental Change in Curriculum, Culture, and Achievement
Even though research indicates tracking in mathematics is both ineffective and inequitable, there are many challenges and barriers to de-tracking. Learn strategies and tactics for de-tracking mathematics courses and programs at any level by hearing how one district eliminated tracking in Algebra 1. See how a district-wide team of teachers analyzed test scores and curriculum to justify the change, collaboratively created a rigorous new curriculum, and implemented innovative assessment practices that improved culture and equity.

 

Lead Speaker: Tim Hudson

 

Handout: NCSM18_3214_Hudson.pdf

3216  10:00 AM to
11:00 AM
147AGeneralRegular Presentation (60 minutes)Equity in Practice

Re-Thinking Acceleration Practices
"What do we do now?" If you have or have not looked at your district data, now is the time to re-think your acceleration practices. Learn how a large urban district, and a whole state, changed the paradigm from the "traditional" acceleration practices of skipping toward one of coherence. Participants will receive the white paper, communication tools, and the "blueprint" developed by the Kansas State Department of Education, to begin the dialogue to re-shape these practices in their own districts.

 

Lead Speaker: Elizabeth Peyser
Co-Presenter: Sherri Martinie
Co-Presenter: Connie Schrock
Co-Presenter: Melissa Fast

3222  10:00 AM to
11:00 AM
150AGeneralRegular Presentation (60 minutes)Equity in Practice

The Adaptive Mathematics Teacher: Responding to Learner Variability
Adaptive learning promises to respond dynamically to the needs of individual learners. Mathematics teachers already do this, responding to heads on the desk or flailing arms. But they can do more. Technology can augment human adaptivity to better serve both the cognitive and emotional needs of individuals and groups of students. This session unpacks the variables that impact student learning, providing examples of how a technology-teacher partnership can make both teachers and machines smarter.

 

Lead Speaker: David Dockterman

 

Handout: NCSM18_3222_Dockterman.pdf

3224  10:00 AM to
11:00 AM
151AGeneralRegular Presentation (60 minutes)Evidence and Experiences from the Field

Supporting Teachers in Making Mathematics Learning Visible for All Students
How can John Hattie's work on Visible Learning inform mathematics instruction? How do instructional strategies with high effect size align with effective teaching practices from Principles to Actions? How can we support teachers using these important works together to improve classroom instruction to achieve student success? Let's consider these questions by examining teacher clarity and the levels of understanding to plan and execute mathematics instruction that supports success for all students.

 

Lead Speaker: Linda Gojak

3215  10:00 AM to
11:00 AM
146CGeneralRegular Presentation (60 minutes)Leading Mathematics into the Future

Dynamic vs. Static Assessment: A Growth-Mindset Perspective
Most formative assessments are designed from the perspective of deficit-models. Data-driven approaches resulting from them are then about "fixing the gaps." In contrast, this session makes use of developmental "landscapes of learning." By actively analyzing open items with multiple entry points and children's work on them, participants will gain ideas on teaching implications to support the progressive development of learners' developing strategies and big ideas.

 

Lead Speaker: Catherine Fosnot

3223  10:00 AM to
11:00 AM
150BGeneralRegular Presentation (60 minutes)Leading Mathematics into the Future

Leader
Shifting the culture of K-12 mathematics education is a daunting task for any leader. This session will equip leaders and teams to strategically approach culture change. Through a series of design thinking exercises, participants will clarify the urgency for change, explore processes to navigate transitions, articulate next steps and develop a vision for success. Experience a leader"shift" for mathematics education!

 

Lead Speaker: Sara Hunter

3226  10:00 AM to
11:00 AM
152AGeneralRegular Presentation (60 minutes)Leading Mathematics into the Future

Applying Systems Thinking to Practice: How to Successfully Build and Connect Efforts Across a District
Participants will explore an open-source interactive software tool designed for mathematics district administrators to inform decision-making processes and discussions across a district. Participants will use the tool to investigate the roles of key players and their complex dynamics that impact mathematics interventions and implementation of different practices. Participants will leave with insights on ways to reconsider improvements/changes in their own districts by better understanding the interactions needed to successfully scale or refine practices. Laptops recommended.

 

Lead Speaker: Pamela Paek

3221  10:00 AM to
11:00 AM
149ABGeneralSponsor ShowcaseDeveloping Mathematical Knowledge for Teaching

Escape Room Adventure!
This is not your normal workshop session environment. Put your problem-solving and teamwork skills to the test to unlock the clues and solve the mystery to escape! Strategies and cooperation are critical to success in this challenge. Experience problem-solving and mathematical modeling activities that can be used in the classroom in this lively and challenging Escape Room context!

 

Lead Speaker: Kurt Whited
Co-Presenter: Deb McGinley

3202  10:00 AM to
11:00 AM
Salon IGeneralSpotlight SpeakerCultivating a Mathematics Coaching Practice

Practical Strategies for Making the Case for Mathematics Coaches and Mathematics Coaching
We have enough evidence that bringing the vision of the Common Core and high-quality mathematics teaching to scale requires effective coaching and trained coaches. But just because we know that coaching is a critical support for teachers doesn't mean that others get it. This presentation will examine the role, the rationale, the research, and the structures that help us make the case for coaches and coaching.

 

Lead Speaker: Steve Leinwand

3212  10:00 AM to
11:00 AM
145BIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Conversations That Shift Instruction
The Southern Regional Education Board (SREB) has created an observation tool that represents the shifts in instruction that lead toward a balanced approach to mathematics and incorporates key components of Principles to Actions and state practice/process standards. Come explore how this tool can be used for critical coaching conversations, teacher self-reflection, peer observations, and a guide for helping administrators see what good mathematics instruction looks like.

 

Lead Speaker: Amanda Merritt
Co-Presenter: Jason Adair
Co-Presenter: Kenna Barger

 

Handout: NCSM18_3212_Merritt.pdf

3213  10:00 AM to
11:00 AM
146AMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Sparking Student Interest with Problems from Their World
Modeling is the process of using mathematics to represent, analyze, and provide insight about real-world phenomena, and modeling problems provide opportunities for students to apply mathematical tools to problems that matter to students. But what is modeling, and how can teachers find time for it? Using a research foundation about why modeling is important, we'll consider several modeling activities that simultaneously promote conceptual understanding and procedural fluency.

 

Lead Speaker: Patrick Vennebush

3227  10:00 AM to
11:00 AM
152BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Using Instructional Materials Reviews in Mathematics Coaching
This session will introduce mathematics coaches to the EdReports.org Quality Instructional Materials Tool and reviews. Participants will learn to navigate free, online reviews that provide information on the alignment and usability of yearlong materials. Participants will also explore individual indicators and the unique lens that they provide when thinking about materials, lessons, and coaching.

 

Lead Speaker: Stephanie Fisher
Co-Presenter: Dana Cartier

3225  10:00 AM to
11:00 AM
151BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12), College/University (Undergraduate or Graduate), General
Regular Presentation (60 minutes)Equity in Practice

Accentuating Formative Assessment: An Essential Component for System-wide Equitable Student Outcomes
Session participants will explore and then consider ways to leverage the essential role of formative assessment that is embedded, but not always visible, within powerful equity-based instructional frameworks such as, culturally responsive pedagogy, mathematical tasks framework, classroom discourse, learning progressions, and others to improve student achievement system-wide. Session content is based on NCSM/AMTE Joint Task Force on Formative Assessment projects and findings and offers models for professional learning programs with sample tasks, vignettes, and videos.

 

Lead Speaker: Valerie L. Mills
Co-Presenter: Wanda Audrict
Co-Presenter: Marjorie Petit
Co-Presenter: Marilyn Strutchens
Co-Presenter: Edward A. Silver
Co-Presenter: Megan Burton

3231  10:00 AM to
11:00 AM
143AIntermediate
(Grades 3 - 5)
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Who Is Doing the Work?
This workshop focuses on strategies that coaches can share with teachers to transfer the work of learning onto students. Strategies such as asking meaningful questions, listening to and deepening students' conversations, and monitoring student work will be shared. We will explore the meaning of effective effort and how teachers can use its characteristics to help students establish learning goals. Join us as we focus on active student engagement using tasks from grades 3-5.

 

Lead Speaker: Kit Norris
Co-Presenter: Sarah Schuhl

3232  10:00 AM to
11:00 AM
143BIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Summer Mathematics Camp: Using a Growth Mindset Framework to Inspire Students to Embrace Rigorous Mathematics Content
Students who attend the UChicago STEM Education Summer Mathematics Camp work to develop a growth mindset through open-ended, creative, rigorous mathematics lessons. During this session we will highlight our summer camp philosophy, the logistics involved in staging the two-week camp, and data that supports the benefits and successes of our model. Participants will explore lessons, view video of camp sessions, and read reflections from students, teachers, and parents about their camp experiences.

 

Lead Speaker: Rachel Muren
Co-Presenter: Kathryn Flores
Co-Presenter: Denise Porter
Co-Presenter: Ellen Dairyko

3211  10:00 AM to
11:00 AM
145AMiddle
(Grades 6 - 8)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Gaining Insight Into Student Thinking Through Formative Assessment and Rich Tasks
To increase student learning, we must understand how students are thinking and processing the mathematics. As we teach, we assess, and as we assess, we teach. Formative assessment and instruction are interwoven together in complimentary ways to increase student learning. Mathematics leaders and coaches will learn how to support teachers toward incorporating formative assessment naturally into their planning and delivery of instruction.

 

Lead Speaker: Gloria Weinberg
Co-Presenter: Nikki LaLonde

3235  10:00 AM to
11:00 AM
144BMiddle
(Grades 6 - 8)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Using Learning Trajectory Results to Improve Teacher Noticing and Classroom Discourse
Learning trajectories have the potential to improve instruction through meaningfully scaffolded classroom discussions that value the contributions of all students. The biggest challenge is developing teacher capacity for understanding mathematics content through the lens of learning trajectories. We demonstrate how a learning map based on 62 learning trajectories for middle school mathematics was used in diverse middle schools to address this challenge and improve learning gains.

 

Lead Speaker: William McGowan
Co-Presenter: Jere Confrey
Co-Presenter: Michael Belcher
Co-Presenter: Meetal Shah

3233  10:00 AM to
11:00 AM
143CPreschool/Primary
(Grades PK - 2)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Research-Based Learning Trajectories: What Are They and How Can I Use Them?
A student has gaps in their learning, what do you do? We will investigate a research-based learning trajectory and discuss how to use it to target instruction to move a student forward. In this session, we will focus on the learning trajectory for comparing, connections to the CCSS, and instructional assessment implications.

 

Lead Speaker: Michelle Douglas-Meyer
Co-Presenter: Melissa Hedges

 

Handout: NCSM18_3233_Douglas-Meyer.docx

3236  10:00 AM to
11:00 AM
144CPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Pairing Content-Focused Coaching with Professional Development: More than Twice the Learning?
Is your professional development (PD) program effective in changing teachers' knowledge and skills? Yes? But what about their classroom practices? Not so much? To address this issue, we paired content-focused coaching with a research-based PD model designed for implementing a state-funded Mathematics and Science Partnership (MSP) grant. Want to find out more about it? We will share methods and activities from our PD and our coaching cycles, as well as data and results!

 

Lead Speaker: Corinne Murawski
Co-Presenter: Michele Burgess
Co-Presenter: Michael Fierle

3217  10:00 AM to
11:00 AM
147BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Developing Buddy Teachers Plus Buddy Classrooms to Build Mathematical Communities
In this workshop mathematics coaches will learn the best mathematics games to encourage teachers from primary and upper elementary levels to combine their classrooms for once-a-week mathematics game practice. Participants will see student samples and reflections from both levels that demonstrate the benefits of cross-graded instruction for mathematics plus social and leadership development. Participants will receive differentiated games that focus on operational fluency and lesson activities for follow-up back in their schools.

 

Lead Speaker: Jane Felling

 

Handout: NCSM18_3217_Felling.pdf

3301  11:15 AM to
12:15 PM
Salon G/HGeneralMajor PresentationEquity in Practice

An Introduction to Equity Literacy for Mathematics Educators
Despite the popular notion that mathematics classrooms are culture-free and safe from the sorts of biases and inequities that crop up in other subject areas, a closer look reveals a variety of equity concerns to which mathematics educators should attend. In this workshop, based on the equity literacy framework (strengthening educators' literacy related to equity), we will explore those concerns, including matters of curriculum, pedagogy, student engagement, and classroom climate.

 

Lead Speaker: Paul Gorski

3316  11:15 AM to
12:15 PM
147AGeneralPresidents ExchangeDeveloping Mathematical Knowledge for Teaching

Statistics and the School Level K-12: The Statistical Education of Teachers
This presentation will provide an overview of the American Statistical Association's efforts to support K-12 statistics education including a brief history of statistics at K-12 in the U.S. and internationally, the knowledge and preparation needed by the future and current K-12 teachers who will be teaching statistics standards, the mathematical practices through a statistical lens, and the desired assessment of statistics at K-12 on the high stakes national tests will be explored.

 

Lead Speaker: Christine Franklin

3323  11:15 AM to
12:15 PM
150BGeneralRegular Presentation (60 minutes)Equity in Practice

Tracking and Equity in Mathematics Education
Who needs to take Algebra II, and why? And if algebra isn't for everyone, who decides who it's for? How much "differentiation" can there be in classrooms before you no longer have standards anymore? In this talk, we'll consider several ways in which district leaders who prize equity can approach tracking and individualization in school mathematics.

 

Lead Speaker: Jason Zimba

3334  11:15 AM to
12:15 PM
144AGeneralRegular Presentation (60 minutes)Equity in Practice

Addressing the Needs of Students with Unfinished Learning
When students arrive in our classrooms with unfinished learning, it presents a significant challenge for educators. In this session, participants will learn about "coherent content in context"-a set of design principles that attends to gaps in prior learning while focusing on important grade level content. Participants will reflect on design principles and explore a set of free, openly-licensed curricular materials designed to support all students.

 

Lead Speaker: Peter Coe
Co-Presenter: Tiayana Marks

3314  11:15 AM to
12:15 PM
146BGeneralRegular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Challenging Advanced Learners to Thinking, Fast and Slow
The decision to meet the needs of students who learn mathematics more quickly is often to challenge them by providing advanced material from the next grade level. This practice becomes problematic in the following year when students experience much of their classwork as review. Another approach is to enrich horizontally instead of vertically, and the work of economist Daniel Kahneman (Thinking, Fast and Slow, 2011) offers a helpful framework for coaches to share with teachers.

 

Lead Speaker: Anne Nesbitt

3336  11:15 AM to
12:15 PM
144CGeneralRegular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

The Coach, the Novice, and the Expert
NCTM Principles to Action advocates for teachers to understand what students know and need to learn and then challenge and support them to learn it well. Coaches apply this principle to teachers. In this session, participants will explore the different philosophies of coaching and determine ways to promote the expert and train the novice.

 

Lead Speaker: Barb Everhart

3324  11:15 AM to
12:15 PM
151AGeneralRegular Presentation (60 minutes)Evidence and Experiences from the Field

Engaging Parents in Mathematical Shifts: Collaboration Between Coaches, Teachers, and Parents Using Social Media, Technology, and Community Outreach
In this session, participants will explore the importance of including parents in mathematical shifts. Coaches and teachers have been collaborating and making pedagogical shifts in teaching practices, but to best support students' understanding, parents also need to be aware of these changes. Social media, technology, and community events can be used to further spread the message to all stakeholders in our students' education, having a positive effect on everyone who is involved.

 

Lead Speaker: Renee Charette

 

Handout: NCSM18_3324_Charette.pptx

3302  11:15 AM to
12:15 PM
Salon IGeneralSpotlight SpeakerLeading Mathematics into the Future

Yours Mine and Ours: Knowing Your Voice of Wisdom!
What is in your mathematics wisdom bucket? When you speak, why should we listen? When you teach, why should we follow? In this engaging and inspiring session we explore the academic nature of our mathematics profession, the heartprint essentials for creating magnified impact in the next decade, and the professional role served by gaining wisdom necessary to erase existing and future inequities to student learning. Whose children are these? They are Yours, Mine, and Ours!

 

Lead Speaker: Timothy Kanold

3327  11:15 AM to
12:15 PM
152BMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Equity in Practice

Equity vs. Equality in the Articulation Process
Each year teachers discuss and make decisions surrounding student placement, often determining a student's trajectory for the rest of their mathematics career. These decisions could result in an inequity of mathematical opportunities for students. This session will assist mathematics content leaders in reflecting on and engaging with tools to aide school staff in meaningful and data-driven decisions surrounding articulation practices. Presenters will share processes to address systemic challenges such as access, tracking, and deficit thinking.

 

Lead Speaker: Damitra Newsome
Co-Presenter: Anne Metzbower
Co-Presenter: Robin White

 

Handout: NCSM18_3327_Newsome1.pdf
Handout: NCSM18_3327_Newsome2.pdf

3313  11:15 AM to
12:15 PM
146AMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Coaching Teams and Teachers: The Power of Instructional Feedback
How can coaches work simultaneously with both collaborative teams and individual teachers to strengthen instructional practices? What feedback most impacts practice? We will examine coaching strategies to make student thinking visible, promote critical thinking, and build a student-centered classroom. Explore the use of instructional rounds to build collective instructional capacity. Reflect on best practices to engage each and every teacher to learn from one another, facilitate team growth, and ensure equity for every learner.

 

Lead Speaker: Sarah Schuhl
Co-Presenter: Mona Toncheff

3317  11:15 AM to
12:15 PM
147BMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Developing Teacher Knowledge About Standards for Mathematical Practice That Are Challenging to Understand
Learn about the nuances of specific Standards for Mathematical Practice (SMP) that are most challenging for teachers to understand and implement with students. Experience and discuss professional development (PD) activities that can support development of this knowledge for teachers. We will share grades 5-10 PD resources from several NSF-funded research and development projects that include freely available videos, mathematics tasks, and student dialogues that target these critical SMP for teachers and students.

 

Lead Speaker: June Mark
Co-Presenter: Johannah Nikula
Co-Presenter: Deborah Spencer

3311  11:15 AM to
12:15 PM
145AMiddle
(Grades 6 - 8), High(Grades 9-12), General
Regular Presentation (60 minutes)Leading Mathematics into the Future

Snapshots of the Future: Vital Mathematics for a Changing World
Research demonstrates that students learn most effectively when learning takes place in authentic real world contexts (Bransford, Brown & Cocking, 1999).  This interactive presentation provides a futuristic vision, design principles, and real-life snapshots of coherently designed global mathematics investigations that engage students and accelerate learning. The session will address differentiation for diverse learners and effective use of technology, from mathematics simulations to content creation tools to platforms for personalized and collaborative knowledge building.

 

Lead Speaker: Tamar Posner

3335  11:15 AM to
12:15 PM
144BIntermediate
(Grades 3 - 5)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Using Formative Assessment for Student Engagement and Proficiency
Educators intuitively use formative assessment in their daily instruction without formally recognizing it. How can we be sure that assessments are relevant, immediate, and impactful? Mathematics leaders can guide teachers in using a wide variety of formative assessments to engage students in self-reflection and dig deeper into the mathematics. Participants will engage in several rich, meaningful, high-quality tasks, drawn from a variety of resources, focusing on comparing and contrasting geometric shapes.

 

Lead Speaker: Nita Walker
Co-Presenter: Barbara Post

 

Handout: NCSM18_3335_Walker-Post.pdf

3333  11:15 AM to
12:15 PM
143CPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Integrating Children's Literature and STEM activities for Grades PK-5
Are your elementary teachers more comfortable with teaching reading than teaching mathematics? If so, come learn how we have begun to use children's literature to launch into STEM activities which are aligned to the CCSSM as well as the Next Generation Science Standards. Come see what we have already developed and begin the process of creating your own.

 

Lead Speaker: Michele Burgess
Co-Presenter: Corinne Murawski
Co-Presenter: Michael Fierle
Co-Presenter: Gabriela Rose

3325  11:15 AM to
12:15 PM
151BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Mathematical Practices in the Classroom: What Students Do and What Teachers Do to Make It Happen
Using video footage, we will examine how the Standards for Mathematical Practice (SMP) are enacted. We will look closely at the students' reasoning and how they engage with the mathematics. Then we will analyze teacher moves that support student SMP enactment. Participants will come away with a deeper understanding of what the SMP look like, and how to support their students in making sense, persevering, and constructing arguments.

 

Lead Speaker: Annie Sussman
Co-Presenter: Deborah Schifter

3331  11:15 AM to
12:15 PM
143APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Meaningful Discussions as a Tool to Develop Deep Mathematical Understandings
Do you work with teachers that engage students in mathematical discussions? Want to ensure students make progress toward learning goals? This session will use student work and explore ways to select and sequence student strategies and pose purposeful questions to develop key mathematical ideas. Leave with knowledge and resources you can implement in your work tomorrow!

 

Lead Speaker: Jody Guarino
Co-Presenter: Vanessa Cerrahoglu

3321  11:15 AM to
12:15 PM
149ABPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Sponsor ShowcaseLeading Mathematics into the Future

The Future of Elementary Mathematics Education
We want to hear from you! "Leading Mathematics into the Future: Inspiring Monumental Change" is the theme of this year's conference. The landscape of mathematics instruction is continually evolving. As the national leaders of mathematics in education, what does the future of mathematics look like for your district and the nation? Come discuss with your peers about what leading mathematics into the future looks like-the challenges, successes, myths, and realities.

 

Lead Speaker: McGraw-Hill Education School Group

3332  11:15 AM to
12:15 PM
143BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

From Fair Share to Non-Unit Fractions: Using Vertical Articulation to Unpack Learning Trajectories During a Coach-Facilitated Lesson Study
This session will describe professional development routines used during a content-focused institute and lesson study to develop teachers' and coaches' understandings of rational number learning trajectories. Discussions will center on one coach's use of anticipated learning progressions to orchestrate analysis of multiple representations of student work across grade levels. The integration of school-based coaching and a rich task specifically adapted for research lessons in both kindergarten and fourth grade deepened teacher understandings of learning trajectories.

 

Lead Speaker: Terrie Galanti
Co-Presenter: Jennifer Suh
Co-Presenter: Sara Birkhead
Co-Presenter: Rachelle Farmer
Co-Presenter: Padmanabhan Seshaiyer

3326  11:15 AM to
12:15 PM
152APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8)
Regular Presentation (60 minutes)Leading Mathematics into the Future

Teaching Mathematics for Social Justice Develops Student Problem Solvers and Not Just Rule Followers
Gone are the days of teachers telling students, "You won't always have a calculator with you." Thus, the need to reinvent the classrooms that are not solely focused on developing "rule followers," but focused on developing problem solvers. Problem solvers with the ability to not only solve computations and create the next technological innovation. But, problem solvers who have the ability to make purposeful social impact in their communities and beyond using mathematics as a springboard.

 

Lead Speaker: Kristopher Childs

3403  12:30 PM to
2:00 PM
Hall AGeneralRegular Presentation (60 minutes)Leading Mathematics into the Future

Imagining a Future Without Math
Imagine asking each high school graduate "What is math?" right when you hand them a diploma. Would they have coherent, accurate definitions of "math?" Would they say it's beautiful? Unnecessary? Inspiring? Thankfully finished forever? How would students in K-5, 6-8, or 9-11 answer? It's safe to say their collective responses would likely disappoint math educators. Even though most schools and districts have an overarching Mission statement, few have a compelling, actionable Math Mission that drives curriculum and inspires learners. To lead math into the future, math leaders need to powerfully articulate what their math program is "in business" to accomplish.

 

Lead Speaker: Tim Hudson

3501  2:15 PM to
3:15 PM
Salon G/HGeneralMajor PresentationLeading Mathematics into the Future

Gender vs. Character in Mathematics and Beyond
I will share my experience of being a female mathematician, and teaching mathematics at all levels from elementary school to grad school. The question of why women are under-represented in mathematics is complex and there are no simple answers, only many many contributing factors. I will focus on character traits, and argue that if we focus on this rather than gender we can have a more productive and less divisive conversation. To this end, I will introduce gender-neutral character adjectives "ingressive" and "congressive" to replace masculine and feminine. I will share my experience of teaching congressive abstract mathematics to art students, in a congressive way. I will discuss the benefits of this terminology and way of thinking for everyone, not just women, in mathematics and beyond.

 

Lead Speaker: Eugenia Cheng

3525  2:15 PM to
3:15 PM
151BGeneralRegular Presentation (60 minutes)Equity in Practice

Beyond "Good Teaching Is Good Teaching"-Integrating Neurodiversity into Standards-Based Mathematics Pedagogy for Students with Disabilities
Mathematics education is moving beyond deficit-based assumptions about students with disabilities, yet many still assume that "good teaching is good teaching"-simply including students with disabilities in standards-based mathematics is enough. Using neurodiversity, a theory developed by self-advocates with autism, we will explore strengths and challenges of students with disabilities learning standards-based mathematics. The presentation will include research on the perspectives of students with dyslexia and autism on learning mathematics, and includes activities for teachers.

 

Lead Speaker: Rachel Lambert

3533  2:15 PM to
3:15 PM
143CGeneralRegular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Eyes on Learning: Focused Mathematics Coaching with the Instructional Practices Inventory
Implementation of research-based instructional practice requires teachers to develop "new eyes" for looking at how students engage with mathematical ideas. This session introduces the Instructional Practices Inventory-a free resource-and shows how this tool can focus coaching partnerships.

 

Lead Speaker: Mary Mitchell
Co-Presenter: Sue Chapman

3516  2:15 PM to
3:15 PM
147AGeneralRegular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Examining the Modeling Process, Model with Mathematics, and Application to Enhance Mathematical Knowledge for Teaching
What are the similarities and differences between the Modeling Process, Model with Mathematics, and Application? How are these three ideas presented in instructional materials for teachers and students, and how do the instructional materials support teachers and students when engaging with them? The answers to these questions will be explored through the Quality Instructional Materials Review Tools, evidence guides, and K-12 reports from EdReports.org in order to enhance participants' mathematical knowledge for teaching.

 

Lead Speaker: Tim Truitt

 

Handout: NCSM18_3516_Truitt.pdf

3531  2:15 PM to
3:15 PM
143AGeneralRegular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Building Reasoning Through Arrays from Kindergarten to High School
Can you and your teachers recognize and build from students earliest experiences with arrays? Where are students coming from? Where are they going? We will explore a range of tasks utilizing arrays at different conceptual levels; from 10 frames to polynomial multiplication and beyond. Explore the vertical pathway students experience through their school career.

 

Lead Speaker: Janet Tomlinson
Co-Presenter: Stephanie Doran

3526  2:15 PM to
3:15 PM
152AGeneralRegular Presentation (60 minutes)Leading Mathematics into the Future

Embracing the Temporary for Permanent Impact
Educators constantly discuss how to engage their students, yet students constantly discuss what engages them. Fads and crazes like bottle flipping, fidget spinners, slime, and dabbing all captivate our students; yet schools immediately see them as a disciplinary issue and ban them from the classroom. School leaders can change this. School leaders can model how to take what is relevant to students right now and turn it into a teaching tool while kids still care.

 

Lead Speaker: Denis Sheeran

3536  2:15 PM to
3:15 PM
144CGeneralRegular Presentation (60 minutes)Leading Mathematics into the Future

Seeing the System: Continuous Improvement Coaching to Improve Principals' Feedback to Teachers
This presentation focuses on an effort to improve the capacity of district mathematics specialists to engage in continuous improvement and the capacity of principals to provide frequent, high-quality teacher feedback. We share learning and invite discussion about coaching activities provided for district educators, tools and processes used to better understand principals' feedback processes, and testing cycles that have resulted in educators' increased understanding of the need for principals' scheduling of teacher observations and feedback.

 

Lead Speaker: Eric Frandsen
Co-Presenter: Jonathan Dolle
Co-Presenter: Casey Doose
Co-Presenter: Rebecca Perry

 

Handout: NCSM18_3536_Frandsen.pdf

3502  2:15 PM to
3:15 PM
Salon IGeneralSpotlight SpeakerLeading Mathematics into the Future

Leadership as a Subversive Activity
Whether supporting teachers, subtly shifting the system, or shaking things up, leaders function on many levels and from many roles. By understanding the change process and taking an occasional-strategic-risk, every leader can help teachers and foster lasting change that makes a true difference for teachers and, especially, for every one of their students.

 

Lead Speaker: Cathy Seeley

 

Handout: NCSM18_3502_Seeley.pdf

3535  2:15 PM to
3:15 PM
144BHigh(Grades 9-12)Regular Presentation (60 minutes)Equity in Practice

Intensification as a Tool for Equity: Ensuring Underprepared Students Achieve Their Algebra I Credit in a Single Year
Current practices to serve students who enter Algebra I underprepared are rarely successful, putting these students at risk of falling farther behind their peers and impacting their life choices. These students need a different approach that addresses learning gaps while keeping them "on track" to complete mathematics requirements "on time." Come learn about a comprehensive approach to help these students succeed, incorporating strategies informed by literacy, social psychology, and special education research.

 

Lead Speaker: Anne Joyoprayitno
Co-Presenter: Lisa Brown

3523  2:15 PM to
3:15 PM
150BMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Equity in Practice

Activating the Vision for Mathematics Assessments: How Do We Ensure Equity When Gathering and Using Evidence of Student Learning?
Highly effective mathematics programs have a clear purpose for how to use assessments as a feedback and action process for both students and teachers. What mathematical leadership actions are necessary to close the gap between the intended vision of high-quality assessment practices and the implemented practices from teacher-to-teacher or student-to-student? This session will explore capacity building strategies to effectively monitor and support a strong vision for assessment as a process for both students and teachers.

 

Lead Speaker: Bill Barnes
Co-Presenter: Mona Toncheff

 

Handout: NCSM18_3523_Barnes1.pdf
Handout: NCSM18_3523_Barnes2.pdf

3517  2:15 PM to
3:15 PM
147BMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Empowering Students and Teachers Through Cross­Curricular Communication and Alignment
Improve conceptual understanding and modeling behaviors by developing cross-curricular mathematics-science communication and alignment. Identify common ironies among common mathematics and science learning trajectories and discuss effective options for improvement. Explore ways to implement and assess true STEM projects where scientific applications are supported with algebraic foundations. Help students attain higher levels of synthesis among mathematics, science, and technology by incorporating 21st century publishing.

 

Lead Speaker: Peg Hartwig

 

Handout: NCSM18_3517_Hartwig.pdf

3524  2:15 PM to
3:15 PM
151AMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Developing an Effective Standards Based Grading (SBG) Model to Support Learning of Mathematics
What does a "B" or 87.6% convey? How can feedback be provided more effectively to support students' continued persistence in learning and adoption of a growth mindset in learning mathematics? This session shares our district's journey in developing a proficiency-based feedback and assessment system to support students' and teachers' work in helping all students develop as self-reliant and reflective learners. Can standards based-grading and reporting support learning in mathematics classes? Come explore with us.

 

Lead Speaker: Darshan Jain
Co-Presenter: Tina Nocella

 

Handout: NCSM18_3524_Jain-Nocella.pdf

3512  2:15 PM to
3:15 PM
145BMiddle
(Grades 6 - 8), High(Grades 9-12), College/University (Undergraduate or Graduate)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Modeling the 5 Practices for Equitable Classroom Discourse: Experience to Action
We will engage teams in an experience that models Stein and Smith's 5 Practices for Orchestrating Productive Mathematics Discussion. Teams will first play the role as students engaged in a task. Once they have seen it modeled, teams will participate in trying to model the 5 Practices by role playing with a rich mathematics task with provided student work.

 

Lead Speaker: Kathryn Ernie
Co-Presenter: Erick Hofacker

 

Handout: NCSM18_3512_Ernie.pdf

3511  2:15 PM to
3:15 PM
145APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Rally Your Region: The Power in Collaborating with Neighboring Divisions
Regional collaboration is a powerful form of professional development and a way to lessen the workload when divisions have common goals and projects. Hear how several divisions in the metro Richmond area worked together to unpack standards and develop a repository of resources and activities. Explore ways to embark on regional collaboration in your area and learn what the benefits are for you and your team of mathematics coaches or teachers.

 

Lead Speaker: Vickie Bohidar
Co-Presenter: Deanna Moreau
Co-Presenter: Skip Tyler
Co-Presenter: Cathy Blair

 

Handout: NCSM18_3511_Bohidar.pdf

3527  2:15 PM to
3:15 PM
152BMiddle
(Grades 6 - 8)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

How High-Quality Curriculum Supports Mathematical Knowledge for Teaching
Teaching is a full-time job, and writing curriculum requires specialized knowledge-only in the U.S. do we expect teachers to also write curriculum. We will discuss the difference between mathematical knowledge for teaching (MKT) and mathematical knowledge for curriculum writing. We will show how expertly written curriculum materials can support teachers' development of MKT and fill gaps in teachers' MKT, and illustrate with examples from the Illustrative Mathematics open education resource middle school mathematics curriculum.

 

Lead Speaker: Kristin Umland
Co-Presenter: Paul Conley

3532  2:15 PM to
3:15 PM
143BMiddle
(Grades 6 - 8), General
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Supporting Students with Unfinished Learning in Middle School: The Case for Coherent Content in Context
Participants will explore the lessons learned from the implementation of a grade 7 open educational resource curriculum designed with Coherent Content in Context principles. Participants review curriculum samples along with implementation outcomes and insights from early pilot studies while considering implications for instruction.

 

Lead Speaker: Luis Lima
Co-Presenter: Stephen Sebelski

3513  2:15 PM to
3:15 PM
146APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

Leading the Learning: Transforming the Teaching of Mathematics Through Book Study
Our teaching of mathematics is enhanced when we have opportunities to gain insights from research, discuss our instructional approaches, test new ideas, and reflect on our practice. How can a mathematics coach lead this learning? Join us to explore the power of professional book study. Discover practical tips and helpful resources for leading highly-effective book study including key questions to ask, ideas for engaging all participants, suggested literature, and tips for gathering feedback.

 

Lead Speaker: Susan O'Connell

 

Handout: NCSM18_3513_OConnell.pdf

3522  2:15 PM to
3:15 PM
150APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Leading Mathematics into the Future

Developing Computational Fluency: A Cognitively Guided Instruction Perspective
It's time to stop thinking of concepts and skills as separate domains. In this talk, we describe how elementary school students in Cognitively Guided Instruction classrooms develop computational fluency by learning computation skills in conjunction with developing an understanding of how operations work. Integrating skills and concepts enhances students' learning of grade level standards while also providing a foundation for success in later mathematics.

 

Lead Speaker: Linda Levi
Co-Presenter: Linda Jaslow

3521  2:15 PM to
3:15 PM
149ABPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Sponsor ShowcaseEvidence and Experiences from the Field

Focus Instruction Using Rich Tasks to Teach, Engage, and Develop Mathematical Thinking
How can we help teachers to engage students from the very beginning of a lesson? Let's look at some examples of rich tasks and how to implement them so that students are learning important mathematics and becoming better problem solvers. What does this look like in the classroom? How can a mathematics program support this work?

 

Lead Speaker: Linda Gojak

3615  3:30 PM to
4:30 PM
146CGeneralSpotlight Speaker

NCSM: A Musical Tribute
Featuring the NCSM Choir Celebrate 50 years of service to the mathematics education community.  Honor our leaders, recognize our achievements, and join us in song!

 

Lead Speaker: Carole Greenes

3622  3:30 PM to
4:30 PM
150AGeneralRegular Presentation (60 minutes)Evidence and Experiences from the Field

Principles for Principals: Developing Administrator Understanding of Mathematics Teaching Practices
Administrators are critical stakeholders to support effective mathematics instruction. As mathematics leaders, we must engage administrators in experiences to support their understanding of the teaching practices (Principles to Actions, 2014) in order to support the formal observation process and critical feedback provided to teachers. Participants will explore and gain access to professional learning resources to support administrator understanding of the teaching practices and connections to teacher evaluation frameworks.

 

Lead Speaker: Jenny Novak
Co-Presenter: Jamila Riser
Co-Presenter: Tara Faircloth

 

Handout: NCSM18_3622_Novak.pdf

3626  3:30 PM to
4:30 PM
152AHigh(Grades 9-12)Regular Presentation (60 minutes)Leading Mathematics into the Future

The Status Quo in High School Mathematics Is Unacceptable
For far too long high school mathematics has not worked for far too many students. Far too many students are unsuccessful in mathematics courses and our courses do not build the mathematical skills needed for many jobs and for informed citizenship for non-STEM majors. This session will examine the research, discuss alternate pathways and courses for high school mathematics, and engage all in a conversation of such.

 

Lead Speaker: Eric Milou

3631  3:30 PM to
4:30 PM
143AIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12), College/University (Undergraduate or Graduate)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Algebraic Thinking Through Visual Representations
We will explore how we use manipulatives and models to assist our students in developing their algebraic thinking. We will focus on areas such as writing expressions, creating equations, and solving equations (including systems) through a conceptual and visual manner before focusing on algorithms and symbolic manipulation. Algebraic ideas will be explored starting in the elementary level and progress through the middle and high school levels.

 

Lead Speaker: Ashlee LeGear
Co-Presenter: Erick Hofacker

 

Handout: NCSM18_3631_LeGear.pdf

3636  3:30 PM to
4:30 PM
144CMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Equity in Practice

Sense Making the Gateway to Access, Equity, and Empowerment
The participants will make sense of important mathematics, while defining access and equity for their own practice. The reflective discussions will empower the group to see how they can keep sense-making at the front of their staff.

 

Lead Speaker: Michael Gould
Co-Presenter: Lisa Bush

 

Handout: NCSM18_3636_Gould.pdf

3623  3:30 PM to
4:30 PM
150BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Leading Mathematics into the Future

Creating a Common Vision of CCR Standards-Aligned Instruction Using the Instructional Practice Guide (IPG): Coaching Tool
Participants will dive into the Instructional Practice Guide: Coaching Tool to learn how a mathematics leader can develop a common vision of aligned mathematics instruction that leads to all students' success with college- and career-ready standards. Participants will gain a working knowledge of the IPG, practice giving feedback for growth through the use of classroom video, and learn how educators across the nation have used the IPG to lead instructional improvement in their mathematics programs.

 

Lead Speaker: Jennie Beltramini
Co-Presenter: Brian Dean

 

Handout: NCSM18_3623_Beltramini.pdf

3632  3:30 PM to
4:30 PM
143BMiddle
(Grades 6 - 8)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

What We Can Learn (and Use) from Video Game Designers to Make Mathematics Irresistible
Video game designers have discovered exactly how to encourage productive struggle. Learn five key design principles that you can use immediately to make math irresistible. Participate in interactive activities where you will see exactly how to apply these principles to promote growth mindset, spark curiosity, and create a culture of perseverance.

 

Lead Speaker: Raj Shah

 

Handout: NCSM18_3632_Shah.pdf

3627  3:30 PM to
4:30 PM
152BPreschool/Primary
(Grades PK - 2)
Regular Presentation (60 minutes)Cultivating a Mathematics Coaching Practice

We Can't Do It Without You! The Role of Administrators in Promoting and Supporting Changes in Mathematics Instruction
Principals are instrumental in promoting and sustaining shifts in mathematics instruction at their school. In this session we will explore how our leadership academies help principals develop strategies for providing effective leadership, master tools for creating high performance professional learning communities at their school, and understand the relationship between, content, coaching, and collaboration that effectively change practice.

 

Lead Speaker: Rebeca Itzkowich
Co-Presenter: Donna Johnson

3624  3:30 PM to
4:30 PM
151APreschool/Primary
(Grades PK - 2)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Is It Too Much Too Soon? Developing Young Children's Communication and Representation Around Big Mathematical Ideas
Heightened focus on academic content in early childhood is highly contested among stakeholders. Despite limited longitudinal evidence on positive and negative outcomes, mathematics education leaders support schools' and teachers' implementation of higher academic expectations. How can educators create meaningful opportunities for young children to explore mathematical ideas? What communication strategies do young learners use when problem solving? We will examine classroom video and student work to explore teaching moves that advance children's communication and representation.

 

Lead Speaker: Stephanie Vega
Co-Presenter: Heather Crawford-Ferre

3635  3:30 PM to
4:30 PM
144BPreschool/Primary
(Grades PK - 2)
Regular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

Promoting Argumentation in Primary Classrooms Through Tasks and Talk
Do you work with educators who support primary students to engage in mathematical argumentation? Develop mathematics knowledge for teaching through the examination of tasks that promote argumentation. Unpack elements of tasks that lead to argumentation and modify existing tasks to elicit argumentation. Explore language necessary for students to be successful and structures to develop precise language. Leave with tools to implement tomorrow!

 

Lead Speaker: Jody Guarino
Co-Presenter: Chepina Rumsey

3633  3:30 PM to
4:30 PM
143CPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Leading Mathematics into the Future

Helping Teachers Feel Supported by Shifting the Culture and Mathematical Mindset of Parents
For years we've focused on deepening teacher content knowledge in mathematics and many educators across the nation have gradually shifted their pedagogy to promote more conceptual understanding. Parents, however, need more resources. Participants will learn how to address parental misconceptions of mathematics. As a result of this session, participants will be able to educate parents about how mathematics is taught in the elementary classroom and feel confident defending the rationale for the instructional paradigm shift.

 

Lead Speaker: Matthew Beyranevand
Co-Presenter: Hilary Kreisberg

 

Handout: NCSM18_3633_Beyranevand-Kreisberg.pdf

3634  3:30 PM to
4:30 PM
144APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), General
Regular Presentation (60 minutes)Evidence and Experiences from the Field

No More Quick Fix Professional Development: Developing Mathematical Expertise
In this session we will share our experiences using two different division-wide professional development models (Lesson Study and Elementary Math Technicians) to engage teachers in best practices for teaching mathematics. Through these models, we engaged teachers in high-level mathematics while exploring pedagogical practices that raise students' achievement. Participants will consider the challenges and successes of providing more meaningful learning opportunities for teachers in order to maximize student achievement.

 

Lead Speaker: Kelly Kent-Johnson
Co-Presenter: Lisa Coffman

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