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

 
Strand 4 Sessions, Monday, April 23
 
Strand 4: Developing Mathematical Knowledge for Teaching


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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 
Strand 4 Sessions, Tuesday, April 24
 
Strand 4: Developing Mathematical Knowledge for Teaching


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

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

 

Lead Speaker: Linda Smith
Co-Presenter: Jacqueline Hennings

 

Handout: NCSM18_2112_Smith.pdf
Handout: NCSM18_2112_Smith.pdf

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

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

 

Lead Speaker: Richard Seitz

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

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

 

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

 

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

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

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

 

Lead Speaker: Cathy Humphreys

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

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

 

Lead Speaker: Kara Suzuka
Co-Presenter: Timothy Boerst

 

Handout: NCSM18_2131_Suzuka.pdf

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

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

 

Lead Speaker: Laurie Boswell
Co-Presenter: Sophie Murphy

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

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

 

Lead Speaker: Hilary Kreisberg

 

Handout: NCSM18_2215_Kreisberg.pdf

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

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

 

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

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

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

 

Lead Speaker: Jill Gough
Co-Presenter: Jennifer Wilson

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

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

 

Lead Speaker: Betty Gasque
Co-Presenter: Judy Hicks

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

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

 

Lead Speaker: Cheryl Tobey
Co-Presenter: Emily Fagan

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

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

 

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

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

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

 

Lead Speaker: Olof Steinthorsdottir
Co-Presenter: Laura Kent

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

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

 

Lead Speaker: Deborah Schifter

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

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

 

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

 

Handout: NCSM18_2312_Ebby.pdf

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

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

 

Lead Speaker: Becca Lewis
Co-Presenter: Kendra Lomax

 

Handout: NCSM18_2316_Lewis.pdf

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

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

 

Lead Speaker: Timothy Boerst
Co-Presenter: Kara Suzuka

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

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

 

Lead Speaker: Jean Capper
Co-Presenter: Rachel Muren

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

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

 

Lead Speaker: Mary Drayer

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

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

 

Lead Speaker: Dana Cartier

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

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

 

Lead Speaker: Linda Fulmore

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

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

 

Lead Speaker: Michael Greenlee
Co-Presenter: Denise Thornton

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

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

 

Lead Speaker: Dan Teague

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

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

 

Lead Speaker: Stephen Sebelski
Co-Presenter: Rolanda Baldwin

 

Handout: NCSM18_2526_Sebelski.pdf

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

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

 

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

 
Strand 4 Sessions, Wednesday, April 25
 
Strand 4: Developing Mathematical Knowledge for Teaching


3003  7:30 AM to
8:30 AM
Hall AGeneralRegular Presentation (60 minutes)Developing Mathematical Knowledge for Teaching

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

 

Lead Speaker: Paul Cholmsky

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

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

 

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

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

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

 

Lead Speaker: Andrea Lang
Co-Presenter: Rachael Degnan

 

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

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

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

 

Lead Speaker: Jill Gough
Co-Presenter: Jennifer Wilson

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

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

 

Lead Speaker: Kurt Whited
Co-Presenter: Deb McGinley

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

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

 

Lead Speaker: Patrick Vennebush

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

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

 

Lead Speaker: Gloria Weinberg
Co-Presenter: Nikki LaLonde

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

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

 

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

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

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

 

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

 

Handout: NCSM18_3233_Douglas-Meyer.docx

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

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

 

Lead Speaker: Christine Franklin

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

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

 

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

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

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

 

Lead Speaker: Nita Walker
Co-Presenter: Barbara Post

 

Handout: NCSM18_3335_Walker-Post.pdf

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

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

 

Lead Speaker: Annie Sussman
Co-Presenter: Deborah Schifter

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

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

 

Lead Speaker: Jody Guarino
Co-Presenter: Vanessa Cerrahoglu

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

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

 

Lead Speaker: Tim Truitt

 

Handout: NCSM18_3516_Truitt.pdf

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

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

 

Lead Speaker: Janet Tomlinson
Co-Presenter: Stephanie Doran

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

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

 

Lead Speaker: Kathryn Ernie
Co-Presenter: Erick Hofacker

 

Handout: NCSM18_3512_Ernie.pdf

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

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

 

Lead Speaker: Kristin Umland
Co-Presenter: Paul Conley

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

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

 

Lead Speaker: Ashlee LeGear
Co-Presenter: Erick Hofacker

 

Handout: NCSM18_3631_LeGear.pdf

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

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

 

Lead Speaker: Raj Shah

 

Handout: NCSM18_3632_Shah.pdf

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

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

 

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

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

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

 

Lead Speaker: Jody Guarino
Co-Presenter: Chepina Rumsey

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