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

 
Monday 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

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