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

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

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

 

Lead Speaker: Paul Cholmsky

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

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

 

Lead Speaker: Jessica Ivy
Co-Presenter: Dana Franz

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

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

 

Lead Speaker: Mike Flynn

 

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

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

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

 

Lead Speaker: Mona Toncheff
Co-Presenter: Bill Barnes

 

Handout: NCSM18_3134_Toncheff.pdf

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

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

 

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

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

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

 

Lead Speaker: Theodore Chao

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

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

 

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

 

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

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

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

 

Lead Speaker: Sean Nank
Co-Presenter: Michael Mulvey

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

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

 

Lead Speaker: Neeraj Satyal
Co-Presenter: Suaronne Angeletti

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

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

 

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

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

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

 

Lead Speaker: Andrea Lang
Co-Presenter: Rachael Degnan

 

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

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

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

 

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

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

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

 

Lead Speaker: Tom Reardon

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

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

 

Lead Speaker: Eden Badertscher
Co-Presenter: Sarah Sword

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

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

 

Lead Speaker: Sallie Kaan
Co-Presenter: Ashley Nestor

 

Handout: NCSM18_3125_Kaan-Nestor.pdf

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

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

 

Lead Speaker: Shelbi Cole
Co-Presenter: Kevin Liner

 

Handout: NCSM18_3135_Cole.pptx

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

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

 

Lead Speaker: Nicora Placa

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

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

 

Lead Speaker: Jill Gough
Co-Presenter: Jennifer Wilson

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

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

 

Lead Speaker: Judy Storeygard
Co-Presenter: Denise Treacy

 

Handout: NCSM18_3131_Storeygard.pdf

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

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

 

Lead Speaker: Natalie Crist
Co-Presenter: Rorrie Fortier

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

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

 

Lead Speaker: Juli Dixon
Co-Presenter: Lisa Brooks

 

Handout: NCSM18_3102_Dixon-Brooks.pdf

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

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

 

Lead Speaker: Amy Seylar
Co-Presenter: Angela Waltrup

 

Handout: NCSM18_3127_Seylar.pptx

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

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

 

Lead Speaker: Janet Pittock

 

Handout: NCSM18_3121_Pittock.pdf

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

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

 

Lead Speaker: Nora Ramirez

 

Handout: NCSM18_3201_Ramirez .pdf

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

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

 

Lead Speaker: Marc Garneau
Co-Presenter: Natalie Crist

 

Handout: NCSM18_3234_Garneau.pdf

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

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

 

Lead Speaker: Tim Hudson

 

Handout: NCSM18_3214_Hudson.pdf

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

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

 

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

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

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

 

Lead Speaker: David Dockterman

 

Handout: NCSM18_3222_Dockterman.pdf

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

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

 

Lead Speaker: Linda Gojak

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

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

 

Lead Speaker: Catherine Fosnot

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

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

 

Lead Speaker: Sara Hunter

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

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

 

Lead Speaker: Pamela Paek

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

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

 

Lead Speaker: Kurt Whited
Co-Presenter: Deb McGinley

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

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

 

Lead Speaker: Steve Leinwand

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

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

 

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

 

Handout: NCSM18_3212_Merritt.pdf

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

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

 

Lead Speaker: Patrick Vennebush

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

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

 

Lead Speaker: Stephanie Fisher
Co-Presenter: Dana Cartier

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

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

 

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

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

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

 

Lead Speaker: Kit Norris
Co-Presenter: Sarah Schuhl

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

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

 

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

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

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

 

Lead Speaker: Gloria Weinberg
Co-Presenter: Nikki LaLonde

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

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

 

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

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

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

 

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

 

Handout: NCSM18_3233_Douglas-Meyer.docx

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

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

 

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

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

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

 

Lead Speaker: Jane Felling

 

Handout: NCSM18_3217_Felling.pdf

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

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

 

Lead Speaker: Paul Gorski

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

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

 

Lead Speaker: Christine Franklin

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

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

 

Lead Speaker: Jason Zimba

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

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

 

Lead Speaker: Peter Coe
Co-Presenter: Tiayana Marks

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

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

 

Lead Speaker: Anne Nesbitt

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

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

 

Lead Speaker: Barb Everhart

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

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

 

Lead Speaker: Renee Charette

 

Handout: NCSM18_3324_Charette.pptx

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

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

 

Lead Speaker: Timothy Kanold

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

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

 

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

 

Handout: NCSM18_3327_Newsome1.pdf
Handout: NCSM18_3327_Newsome2.pdf

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

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

 

Lead Speaker: Sarah Schuhl
Co-Presenter: Mona Toncheff

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

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

 

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

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

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

 

Lead Speaker: Tamar Posner

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

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

 

Lead Speaker: Nita Walker
Co-Presenter: Barbara Post

 

Handout: NCSM18_3335_Walker-Post.pdf

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

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

 

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

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

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

 

Lead Speaker: Annie Sussman
Co-Presenter: Deborah Schifter

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

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

 

Lead Speaker: Jody Guarino
Co-Presenter: Vanessa Cerrahoglu

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

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

 

Lead Speaker: McGraw-Hill Education School Group

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

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

 

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

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

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

 

Lead Speaker: Kristopher Childs

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

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

 

Lead Speaker: Tim Hudson

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

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

 

Lead Speaker: Eugenia Cheng

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

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

 

Lead Speaker: Rachel Lambert

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

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

 

Lead Speaker: Mary Mitchell
Co-Presenter: Sue Chapman

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

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

 

Lead Speaker: Tim Truitt

 

Handout: NCSM18_3516_Truitt.pdf

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

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

 

Lead Speaker: Janet Tomlinson
Co-Presenter: Stephanie Doran

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

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

 

Lead Speaker: Denis Sheeran

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

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

 

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

 

Handout: NCSM18_3536_Frandsen.pdf

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

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

 

Lead Speaker: Cathy Seeley

 

Handout: NCSM18_3502_Seeley.pdf

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

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

 

Lead Speaker: Anne Joyoprayitno
Co-Presenter: Lisa Brown

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

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

 

Lead Speaker: Bill Barnes
Co-Presenter: Mona Toncheff

 

Handout: NCSM18_3523_Barnes1.pdf
Handout: NCSM18_3523_Barnes2.pdf

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

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

 

Lead Speaker: Peg Hartwig

 

Handout: NCSM18_3517_Hartwig.pdf

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

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

 

Lead Speaker: Darshan Jain
Co-Presenter: Tina Nocella

 

Handout: NCSM18_3524_Jain-Nocella.pdf

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

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

 

Lead Speaker: Kathryn Ernie
Co-Presenter: Erick Hofacker

 

Handout: NCSM18_3512_Ernie.pdf

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

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

 

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

 

Handout: NCSM18_3511_Bohidar.pdf

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

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

 

Lead Speaker: Kristin Umland
Co-Presenter: Paul Conley

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

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

 

Lead Speaker: Luis Lima
Co-Presenter: Stephen Sebelski

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

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

 

Lead Speaker: Susan O'Connell

 

Handout: NCSM18_3513_OConnell.pdf

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

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

 

Lead Speaker: Linda Levi
Co-Presenter: Linda Jaslow

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

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

 

Lead Speaker: Linda Gojak

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

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

 

Lead Speaker: Carole Greenes

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

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

 

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

 

Handout: NCSM18_3622_Novak.pdf

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

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

 

Lead Speaker: Eric Milou

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

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

 

Lead Speaker: Ashlee LeGear
Co-Presenter: Erick Hofacker

 

Handout: NCSM18_3631_LeGear.pdf

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

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

 

Lead Speaker: Michael Gould
Co-Presenter: Lisa Bush

 

Handout: NCSM18_3636_Gould.pdf

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

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

 

Lead Speaker: Jennie Beltramini
Co-Presenter: Brian Dean

 

Handout: NCSM18_3623_Beltramini.pdf

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

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

 

Lead Speaker: Raj Shah

 

Handout: NCSM18_3632_Shah.pdf

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

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

 

Lead Speaker: Rebeca Itzkowich
Co-Presenter: Donna Johnson

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

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

 

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

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

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

 

Lead Speaker: Jody Guarino
Co-Presenter: Chepina Rumsey

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

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

 

Lead Speaker: Matthew Beyranevand
Co-Presenter: Hilary Kreisberg

 

Handout: NCSM18_3633_Beyranevand-Kreisberg.pdf

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

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

 

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

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