Session information last updated 2-26-2020, subject to change without notice.

Strand 1 Sessions, Monday, March 30 | |||||
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Strand 1: Build Mathematical Capacity | |||||

| Michigan 1C | 9-12 High School | Regular Presentation | Build Mathematical Capacity | |

Building Capacity for Rigor and the Mathematical Practices in High School Classrooms | |||||

What might Rigor look like in a high school mathematics classroom? In what ways might students demonstrate the eight mathematical practices? In what ways are rigor and the mathematical practices inseparable? Participants will experience multiple answers to these three questions that will increase their own capacities in three ways. Participants will increase their capacity for mathematical knowledge, coaching other mathematics teachers, and directly teaching mathematics to students in Grades 9-12. | |||||

Lead Speaker: Tim Truitt Co-Presenter: Phil Daro | |||||

| Columbus IJ | K-5 Elementary | Regular Presentation | Build Mathematical Capacity | |

Challenge Accepted: Preparing All Students for the Future with Mathematical Rigor | |||||

When students face challenging problems, we don't want them to give up. We want them to make connections, think creatively, and try different avenues toward solutions. The goal of rigorous math instruction is to guide all students to become highly capable problem solvers in non-routine situations, prepared for future success. Join MIND Research Institute, a nonprofit specializing in neuroscience and education research, to discuss what true rigorous learning can look like. | |||||

Lead Speaker: Nigel Nisbet | |||||

| Michigan 3 | General | Regular Presentation | Build Mathematical Capacity | |

Defining Rigor in the Math Classroom | |||||

"Rigor" is a fraught word in mathematics education. It has carried with it both hope and punishment for historically underserved populations. In this session, we will first explore a modernized meaning of rigor in mathematics education, developed in partnership with leading K-12 and Higher Education mathematicians. We will then dive deeper into the implications that a shared definition of rigor could have on equity-minded leadership, curriculum and instruction, including practical recommendations for implementation. | |||||

Lead Speaker: Michael Greenlee Co-Presenter: Douglas Sovde | |||||

| Columbus H | K-5 Elementary | Regular Presentation | Build Mathematical Capacity | |

Educative Curriculum…Educative for Whom? Explore Opportunties for Learning within Illustrative Mathematics K-5 Curriculum | |||||

Do you feel as if teaching and learning happen in isolation? Want to think more about what it can look like and sound like to work on student learning and teacher learning in tandem? Come explore educative structures in the upcoming Illustrative Mathematics K-5 Curriculum that support adult and student learning. Learn from work that's been done with preservice and inservice teachers, coaches, and administrators. | |||||

Lead Speaker: Jody Guarino Co-Presenter: Shelbi Cole Co-Presenter: John Drake Co-Presenter: Kristin Gray Co-Presenter: Allison Hintz | |||||

| Randolph 1A | Pk-2 Primary | Regular Presentation | Build Mathematical Capacity | |

Number Progressions in Action: Meeting the Needs of ALL Students at the Small Group Table and Beyond | |||||

Come learn how as a large school district we successfully supported our instructional coaches in the implementation of number progressions in their primary classrooms. Our goal was to support teachers in making day to day instructional decisions during their small group teaching to ensure that ALL students' needs were being met. The trainings we offered, resources we used, materials developed and the success we have seen will be shared with all! | |||||

Lead Speaker: Michelle Luster Co-Presenter: Leslie Grayson | |||||

| Grand Ballroom CD South & EF | General | Regular Presentation | Build Mathematical Capacity | |

Supporting Professionals to Counteract Racism and Oppression in the Discretionary Spaces of their Work | |||||

This presentation will focus on ways to help educators learn to use their discretionary power to counteract patterns and habits of practice that reproduce racism and inequity. We will investigate how these patterns can be interrupted and replaced with practices that support justice and equity. Focusing on the important work of those who support teachers, this session will examine how to develop systematically and make possible instruction that deliberately disrupts inequity. | |||||

Lead Speaker: Deborah Ball | |||||

| Randolph 1B | General | Regular Presentation | Build Mathematical Capacity | |

A Journey Toward Improving Math Outcomes for Students | |||||

Discover how eight districts are collaborating to learn what impacts student learning. Teachers, coaches, and administrators focused on developing growth mindset, learning about instructional practices, and supporting continuous improvement. | |||||

Lead Speaker: Kim Webb Co-Presenter: Stephanie Verners | |||||

| Columbus CD | 6-8 Middle | Regular Presentation | Build Mathematical Capacity | |

How Might We Rethink Intervention? | |||||

Do you have students who struggle and need intervention? What is the answer? Pre-teach? Vocab drill? More practice? Join us to experience intervention redesigned; a course focusing on relationships, problem-solving, and enjoying mathematics. Experience activities to support students as they rebuild their mathematical identity and hear comments from student surveys. | |||||

Lead Speaker: Karen Wootton | |||||

| Michigan 1C | K-5 Elementary | Regular Presentation | Build Mathematical Capacity | |

Improving Student Achievement through Engaging and Equitable Lesson Design by Supporting Teachers through Collaborative Processes | |||||

Teaching mathematics based on student interest, student needs, and background is a major component of engagement in learning. How do we design lessons that not only engage students but are equitable for those who are marginalized? What structures and professional learning must be in place for teachers? Learn how to support teachers in engaging students in rigorous, equitable mathematics instruction through the lessons learned in a high poverty, greatly diverse, urban school system. | |||||

Lead Speaker: Natalie Crist Co-Presenter: Emily Dwivedi | |||||

| Columbus KL | 6-8 Middle | Regular Presentation | Build Mathematical Capacity | |

Orchestrating Productive Mathematics Discussions: Overcoming the Challenges | |||||

The 5 Practices -- anticipating, monitoring, selecting, sequencing and connecting --provide a model for effectively using student responses in whole-class discussions that is intended to make discussions more manageable by moderating the degree of improvisation needed during the lesson. Enacting the model, however, is not without its challenges. This session will focus on identifying challenges associated with orchestrating productive mathematics discussions and providing insights on how to address those challenges. | |||||

Lead Speaker: Margaret Smith | |||||

| Columbus AB | General | Regular Presentation | Build Mathematical Capacity | |

Ross Taylor Past Presidents' Session: Speed Chats for Leaders Around Critical Challenges and Effective Solutions | |||||

Join us as participants and former NCSM Presidents meet to explore critical leadership issues in the charged and engaging session format of Speed Chats. The brief series of small group conversations will allow colleagues to discuss critical issues facing mathematics education today and to share possible solutions to benefit leaders at all levels. This session is designed for new and experienced leaders alike! | |||||

Lead Speaker: John Staley Co-Presenter: Diane Briars Co-Presenter: Linda Gojak Co-Presenter: Carole Greenes Co-Presenter: Timothy Kanold Co-Presenter: Henry Kepner Co-Presenter: Steve Leinwand Co-Presenter: Valerie Mills Co-Presenter: Suzanne Mitchell 1Co-Presenter: Connie Schrock | |||||

| Randolph 3 | 6-8 Middle | Regular Presentation | Build Mathematical Capacity | |

The Math Shark Tank: Entrepreneurial Challenges for Middle Grades | |||||

The Design & Pitch (D&P) Challenges in STEM is a novel mathematics curricular framework that combines features of project-based learning, design-based learning, and entrepreneurial-based learning within entrepreneurial pitch competitions. Attendees will explore the overarching framework, overviews of the nine challenges, and an example challenge in which students build, test, refine, and monetize rating/ranking algorithms. Presenters will discuss preliminary findings on how this framework can increase students' interest and engagement in STEM, while supporting mathematics learning. | |||||

Lead Speaker: Michael Belcher Co-Presenter: Jere Confrey Co-Presenter: Erin Krupa | |||||

| Roosevelt 3A | 3-8 Upper Elementary / Middle | Regular Presentation | Build Mathematical Capacity | |

Understanding the Why Behind What We Do: Manipulatives and Area Models For Building Connections to Multiply Fractions | |||||

This hands-on session uses visual models and manipulatives to stress connections between the area model and procedural fluency when multiplying fractions and mixed numbers. Further exploration with manipulatives and models illuminates connections to an algorithm and procedural fluency required in upper elementary grades. A reflective look at coaching partnerships shows advancement of teachers' learning as they gain meaningful understanding based on connections and highlights the effects on student engagement and conceptual development of mathematical content. | |||||

Lead Speaker: Denise Porch | |||||

| Michigan 2 | 3-8 Upper Elementary / Middle | Regular Presentation | Build Mathematical Capacity | |

Vertical Exploration of Standards to Support Equitable Math Learning & Teaching-Expressions & Equations | |||||

Come to this hands-on workshop where we will explore the vertical progression of standards and how this collaborative process can support both learning and teaching. Participants will build a vertical progression of mathematical standards focused on Expressions & Equations from grades 3 through Algebra. The goal is for participatns to both build their own mathematical understanding for teaching and to clarify key focus areas at each grade in order to help identify the progression of standards, any learning gaps, and needed instructional supports. | |||||

Lead Speaker: Dr. Karen Greenhaus Co-Presenter: Gerri Dupee, M. Ed. | |||||

| Grand Ballroom D North | General | Regular Presentation | Build Mathematical Capacity | |

Building Math Residue with Lessons that Stick | |||||

Many times throughout a school year, we teach a lesson and the understanding goes out with the trash because student retention is minimal. What makes things worse, is the misconceptions we thought we addressed resurface towards the end of a unit. Let's explore how task selection can play a pivotal role in building math residue which helps understanding stick and it can reduce the number of times that misconceptions rear their ugly head. | |||||

Lead Speaker: Graham Fletcher | |||||

| Columbus H | 9-12 High School | Regular Presentation | Build Mathematical Capacity | |

Building Mathematical Literacy through CTE | |||||

Learn how a large urban inner-city school district has worked to create opportunity within every CTE course to increase math literacy across 16 high schools. The presenters will discuss the process used to integrate rigorous mathematical tasks within each course. Participants will learn how to develop confidence and buy-in from CTE teachers as they integrate mathematical practices and standards into their courses using examples from multiple industries. | |||||

Lead Speaker: Jeanette Scott Co-Presenter: Roshani Dubel | |||||

| Randolph 1A | 3-5 Intermediate | Regular Presentation | Build Mathematical Capacity | |

Building Teacher Capacity for Equitable Mathematics Instruction | |||||

Our district is passionate about providing the best possible learning opportunities for students. However, due to the significant demands on teachers' time and the need to think deeply about many different subjects, they often lack opportunities to build capacity for high-level mathematics teaching. In response, we developed a year-long course to deepen teachers' mathematical content and pedagogical knowledge. This session will share our journey and reflections regarding shifts in teacher dispositions and instructional efficacy. | |||||

Lead Speaker: Karla Bandemer Co-Presenter: Becky Evans Co-Presenter: Delise Andrews | |||||

| Michigan 1C | General | Regular Presentation | Build Mathematical Capacity | |

Collaborating with School Teams to Use Data to Differentiate Math Instruction | |||||

Today's math teachers have tons of data at their fingertips, but may not have the training to know how to effectively use it to differentiate instruction. In this session, math leaders will learn the ways that they can guide their teacher teams to leverage data, such as Quantile measures, to collaboratively map learning paths for all students in their schools. | |||||

Lead Speaker: Bernard Frost | |||||

| Columbus CD | General | Regular Presentation | Build Mathematical Capacity | |

Delete Deficit Thinking; Why "Low Kids" and "High Kids" is Inaccurate, Ineffective, Unethical, and Counterproductive | |||||

Educators often describe their kids as "low" and "high" kids in math. Such thinking is based not only on deficit thinking, but on an oversimplication of mathematics, mathematical development, and mathematical ability. In this presentation, I will provide research from mathematic education and neuroscience, arguing that "low" and "high kids" is not effective, not scientifically accurate, destructive to student's construction of identities as math learners, and contributes to a lack of access to meaningful mathematics. | |||||

Lead Speaker: Rachel Lambert | |||||

| Randolph 3 | K-5 Elementary | Regular Presentation | Build Mathematical Capacity | |

The 5 Practices in Practice: Taking on Classroom Challenges | |||||

One of the five practices of orchestrating discussions, anticipating, will be the focus of this session. Carefully consideration will be given to strategies students are likely to use when solving a challenging task; how to respond to student work; and which student strategies address the mathematics to be learned. Specific challenges related to this practice and how to address them will be considered, based on the work of Smith, Bill and Sherin (2020). | |||||

Lead Speaker: Victoria Bill Co-Presenter: Margaret Smith Co-Presenter: Miriam Sherin | |||||

| Grand Ballroom B | Pk-2 Primary | Regular Presentation | Build Mathematical Capacity | |

The Power of Ideas: Letting Students' Thinking Take Center Stage | |||||

Do your students believe that they have important mathematical ideas? Do they believe that mathematics makes sense and is about more than answers? Do you believe that students' ideas should be at the center of the classroom? We'll explore routines and strategies for eliciting, valuing, and leveraging students' ideas in the PreK-2 classroom (and beyond!) and discuss why monitoring for sense-making is your most important job. | |||||

Lead Speaker: Annie Fetter | |||||

| Roosevelt 3B | 3-8 Upper Elementary / Middle | Regular Presentation | Build Mathematical Capacity | |

Thinking Out Loud in Mathematics Classrooms | |||||

Think alouds in language arts have been widely documented to improve learning, so why not use them in math class? Teacher-led think alouds enable all learners to have access to the covert self-talk that is employed during the thinking process. Learn how to use think alouds in practical ways to enhance student self-talk and develop critical, self-directed learning skills in math. I will share many strategies based on my current research with teachers. | |||||

Lead Speaker: Cathy Marks Krpan | |||||

| Michigan 1A | Pk-2 Primary | Regular Presentation | Build Mathematical Capacity | |

Developing Teacher Capacity for Understanding Subitizing and Intentional Use of the Subitizing Trajectory in the Early Childhood Mathematics Classroom. | |||||

Subitizing is a skill that many early childhood teachers understand to be foundational in students' mathematical experiences. But is there more to subitizing than just flashing dot images? Come and learn how one district developed teachers' understanding and confidence in using the subitizing trajectory (Clements & Sarama, 2014) to identify children's developmental level and plan intentional subitizing activities leading to a deeper understanding of quantity. | |||||

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

| Randolph 1A | K-5 Elementary | Regular Presentation | Build Mathematical Capacity | |

Equitable Instruction for All Students with Visualization and Participatory Dialogue | |||||

Mathematicians often achieve breakthroughs when working through complex problems by visualizing solutions. Yet students struggle with more complex problem solving, especially in high-poverty contexts. Why? What can be done? Leveraging pedagogical research and data from Zearn Math Digital Lessons, this session will explore strategies that encourage visualization with pictorial representations and create safe environments of participatory dialogue. Coaches will leave with tools to support instruction that ensure flexible problem-solving skills are accessible to all students. | |||||

Lead Speaker: Shalinee Sharma Co-Presenter: Stephanie Ely | |||||

| Michigan 3 | General | Regular Presentation | Build Mathematical Capacity | |

Lessons We Learned: Engaging Preservice Teachers Through Instructional Use of Number Talks to Build Number Sense Meaning and Computation Stategies | |||||

Deep, flexible number understandings are foundational for mathematics learning. Will engaging future teachers in Number Talks be an influential step in building conceptual understanding and multiple strategies for computation? Observations and results from a collaborative research project implementing Number Talks across content and methods courses for EC-12 preservice teachers will be shared. Come engage in example Number Talks, analysis of student work samples, and gain insights about employing Number Talks as an effective instructional tool. | |||||

Lead Speaker: Mary Swarthout Co-Presenter: Kay Wohlhuter | |||||

| Randolph 3 | 9-12 High School | Regular Presentation | Build Mathematical Capacity | |

Reclaiming Lost Ground: Research-Informed Intensification Strategies to Support Underprepared Algebra Students | |||||

Today, all students must succeed in algebra, including those who are underprepared. These students may need more time in algebra, but time alone is not enough. Learn about comprehensive, research-guided strategies and resources from mathematics learning, literacy, social psychology and special education that help underprepared students. Learn a framework for learning intensification to help you redesign algebra courses so that learners catch up to their peers and succeed in high school mathematics. | |||||

Lead Speaker: James Lynn Co-Presenter: Diane Briars Co-Presenter: Kathi Cook Co-Presenter: Alisa Rafter | |||||

| Columbus AB | General | Regular Presentation | Build Mathematical Capacity | |

The Development of Data Representation, Measurement, and Geometry: New Landscapes of Learning | |||||

Landscapes of Learning are learning trajectories comprised of 3 domains: big ideas, progressive strategy development, and models as tools for thinking. They provide frameworks for curriculum design that ensures access and equity by using rich, impactful investigations designed with low floors and high ceilings. Landscapes are also powerful tools for documentation of learning and formative assessment. Four landscapes were previously offered on number, operation, and algebra in the 4-book series Young Mathematicians at Work (Fosnot et. al.). Building on the research of Spelke, Freudenthal, and others on the natural early development of two core geometries, early measurement, and data comparison, new research-based landscapes have been developed and used for curriculum sequences. This session will provide developmental descriptions of each with video and samples of children's work from across the grades. | |||||

Lead Speaker: Catherine Fosnot | |||||

| Randolph 1B | 6-12 Secondary | Regular Presentation | Build Mathematical Capacity | |

Understanding Differentiation in a Problem-Based, Mathematics Teaching-Learning Environment | |||||

Explore a new framework for supporting diverse learning needs in rich mathematics problem-solving classroom environments. The differentiation framework highlights five different components needed to enhance how students access and engage with deep mathematical learning. Discussions center on developing students as knowers and doers of mathematics by focusing on students' strengths, backgrounds, and experiences. | |||||

Lead Speaker: Yvonne Slanger-Grant Co-Presenter: Alden Edson | |||||

| Grand Ballroom B | General | Spotlight Speaker | Build Mathematical Capacity | |

Utilizing Math History to Embrace Equity, Failure, and Authentic Problem Solving in Leadership Communities | |||||

In order to move forward in math education with clarity, conviction, and compassion for equity, we need to have a broader lens. Specifically, one that looks back at our past, and the multitude of interwoven stories from thousands of years of global contribution. The thematic development of mathematics, with all its historic struggles, human resilience, and collective journeys, must be braided into our equity goals and mandates for the math leaders of today and tomorrow. | |||||

Lead Speaker: Sunil Singh | |||||

| Michigan 2 | 6-12 Secondary | Regular Presentation | Build Mathematical Capacity | |

Access and Agency: Making the Most of Math Content Routines | |||||

"Notice and Wonder" and "Which One Doesn't Belong" are often used in the Illustrative Mathematics curriculum but they are much more than Warm-Ups. Learn how we use them in Oakland as a key lever for providing access to the learning goals of a lesson. Experience each routine to do a deep dive into the power of each routine in order to provide students access and agency around the critical mathematics of a lesson. | |||||

Lead Speaker: Courtney Ortega Co-Presenter: Keely Machmer-Wessels | |||||

| Randolph 3 | K-5 Elementary | Regular Presentation | Build Mathematical Capacity | |

Building Teacher Capacity to Differentiate Mathematical Tasks That Will Increase Accessibility for English Language Learners | |||||

Many classroom teachers struggle to meet the needs of English Language Learners (ELLs) in the mathematics classroom. During this session we will explore strategies and techniques used by one mathematics coach that helped classroom teachers differentiate tasks to increase access for (ELLs). Walk away with classroom-tested tasks as well as specific strategies and techniques that can be used by classroom teachers to increase ELL access to high quality tasks. | |||||

Lead Speaker: Connie Conroy | |||||

| Roosevelt 3B | K-5 Elementary | Regular Presentation | Build Mathematical Capacity | |

Creating the Capacity for Change: Structures for Empowering Elementary Teachers and Increasing Mathematical Efficacy | |||||

Disrupting the status quo cannot happen without vision, relationships built on trust, and capacity-building. Participants will engage in structures designed to increase purposeful collaboration, support differentiated professional development, and sustain reflective practice in order to bring about systemic change designed to increase access to rigorous, equitable mathematics instruction. Participants will identify ways to leverage their district resources and stakeholders to support sustainable high impact engagement, increase collective efficacy, and to frame equitable mathematics teaching. | |||||

Lead Speaker: Melissa Pearson Co-Presenter: Susan Totaro Co-Presenter: Mary Ann Carnevale | |||||

| Grand Ballroom A & C North | General | Major Presentation | Build Mathematical Capacity | |

How Mathematicians Play: Creating a Culture of Ownership, Rigor, and Joy in Math Class | |||||

Play is one of the most effective ways to explore new contexts and make connections. Still, play without boundaries won't help us to achieve our teaching goals. We need to develop structures and strategies to connect meaningful exploration and develop true mathematical understanding. This session will focus on concrete methods to marry play and rigor in math class. Using conjectures and counterexamples, classroom openers, and other routines, we can build a classroom culture that motivates students to think more deeply and take ownership of their own mathematical learning. | |||||

Lead Speaker: Daniel Finkel | |||||

| Michigan 1B | 6-8 Middle | Regular Presentation | Build Mathematical Capacity | |

Math Class: I belong here! | |||||

Math Intervention: An SFUSD approach to disrupting systems and assumptions of students through building mathematical strengths. In our effort to continue the positive impact of de-tracking our math classes in conjunction with a new middle school redesign, we were tasked to design a math acceleration course through action research. Was there a way to address the opportunity gap that exists for our marginalized students without re-tracking our students and our mindsets? We share our discoveries! | |||||

Lead Speaker: Toni Allen Co-Presenter: Emma Trevino Co-Presenter: Alisa Brown Co-Presenter: Sarah Gleason | |||||

| Roosevelt 3A | 3-8 Upper Elementary / Middle | Regular Presentation | Build Mathematical Capacity | |

Redefining 3-Act Tasks | |||||

Come experience a redefined 3-Act Task lesson through the Desmos Activity Builder and learn how to create your own with an easy-to-use Desmos template. Using the template, participants will experience and learn how to show an image or video clip, gather student responses to their noticings/wonderings, questions and estimates, as well as sequence student work in an organized and purposeful way to facilitate meaningful class discussions. | |||||

Lead Speaker: Suzie Craig Co-Presenter: Nova Katz | |||||

| Michigan 1A | K-5 Elementary | Regular Presentation | Build Mathematical Capacity | |

Scaling Up "Math for All": Going Broader AND Deeper to Provide Access to Cognitively Demanding Mathematics for ALL Students | |||||

Math for All (MFA) is a professional learning program designed to help elementary school teachers make cognitively demanding mathematics instruction accessible to ALL students, including diverse learners. Join us to engage with a panel of teachers, district leaders and program developers reflecting on how MFA changed their thinking, their practice, and improved their students' success. Learn how we are building on our work in Chicago to broaden and deepen participation in Chicago and other districts. | |||||

Lead Speaker: Matt McLeod Co-Presenter: Gavin Creaden Co-Presenter: Megan Kelley Co-Presenter: Teresa Duncan Co-Presenter: Nicole Constantinidis | |||||

| Columbus KL | K-5 Elementary | Regular Presentation | Build Mathematical Capacity | |

The Fundamental Five: Five Essential Strategies That Transform the Teaching of Mathematics K-5 | |||||

How do we ensure that our students develop a deep understanding of mathematical concepts? How do we help them think like mathematicians? How we teach is as important as what we teach. Join us to identify five instructional practices that deepen students' conceptual understanding and mathematical reasoning. Examine some simple investigations that highlight these five teaching practices and gather ideas to help your teachers embrace these strategies as a part of their everyday instruction. | |||||

Lead Speaker: Susan O'Connell | |||||

Strand 1 Sessions, Tuesday, March 31 | |||||

Strand 1: Build Mathematical Capacity | |||||

| Columbus IJ | 6-12 Secondary | Regular Presentation | Build Mathematical Capacity | |

Ross Taylor/Glenn Gilbert Speaker Series: Why Teach Mathematics? How Do We Help Teachers Convince Students that Learning Mathematics is Important? | |||||

Much of the focus on what students should know in mathematics has been on college and career readiness. NCTM's Catalyzing Change suggests there is more to mathematics. What does this mean for teachers? Is knowing what factors are and how they connect to the roots of a function more important than being able to factor? Let's consider how we can help teachers make choices that will engage all students in the mathematics in meaningful ways | |||||

Lead Speaker: Gail Burrill | |||||

| Michigan 2 | 6-12 Secondary | Regular Presentation | Build Mathematical Capacity | |

Facilitating Purposeful, Productive, and Powerful Discourse in Secondary Classrooms | |||||

We focus on meaningful mathematical discourse through the exploration of two cases of teaching. Particular research-based moves for facilitating rich discourse and the kinds of tasks that foster meaningful discourse will be considered. We argue that discourse is a tool for: formative assessment, creating opportunities for all students to learn mathematics content, supporting students to gain facility with increasingly precise mathematical communication, and positioning students as people who are capable of making sense of mathematics. | |||||

Lead Speaker: Michelle Cirillo Co-Presenter: Michael Steele | |||||

| Roosevelt 3A | K-5 Elementary | Regular Presentation | Build Mathematical Capacity | |

Math-Positive Mindsets: How to Leverage Family Engagement to Extend Growth Mindsets Beyond Classroom Walls | |||||

Elementary teachers are tasked with building students' math-positive mindsets but are sometimes undermined by parents' fixed attitudes. Learn how to grow familial mindsets by leveraging traditional family engagement structures--parent conferences, school newsletters, and family math night--as well as innovative approaches like take-home math literacy bags. We'll share how we've adapted Stanford's Project for Education Research that Scales (2015) to teach families the malleability of intelligence and growth mindset beliefs, actions, and language. | |||||

Lead Speaker: Carrie Cutler | |||||

| Randolph 3 | K-5 Elementary | Regular Presentation | Build Mathematical Capacity | |

Mathematizing Spaces: Making our Schools Math Curious Places | |||||

Math is all around us, but often goes unnoticed. How can we use playful provocations in and around our schools to fuel math thinking, talk, and wonder among students and adults? Learn simple strategies teachers or parents can use to invite more students to do more math in more places. | |||||

Lead Speaker: Molly Daley | |||||

| Columbus KL | 6-8 Middle | Regular Presentation | Build Mathematical Capacity | |

Observing for Quality Opportunities to Interact with Peers: A Framework and Tools | |||||

Session participants will learn about three key characteristics of quality peer interactions: sustained talk, reciprocal interactions, and substantive mathematical focus. Participants will use observable indicators of practice to characterize whether students have equitable opportunities to talk with peers about mathematics. District leaders will describe how they use these data, and participants will also be introduced to a toolkit that offers a suite of options for coaches to offer teachers to enhance their practice. | |||||

Co-Presenter: Lizzy Hull Barnes Lead Speaker: Haiwen Chu | |||||

| Columbus CD | K-5 Elementary | Regular Presentation | Build Mathematical Capacity | |

Putting Representation at the Center: Students Acting as Mathematicians | |||||

Through making connections between visual representations and mathematical abstractions, elementary students dig below the surface of computation to construct mathematical explanations. By interacting with each other's representations, they grapple with foundational ideas about the properties and behaviors of the operations. Video clips, including examples from urban public schools, illustrate depth and rigor of student thinking, how teachers focus on conceptual understanding of the operations, and how the brilliance of all students is respected and supported. | |||||

Lead Speaker: Susan Jo Russell | |||||

| Michigan 1C | 6-12 Secondary | Regular Presentation | Build Mathematical Capacity | |

Students' voices matter: Supporting teachers in building equity and literacy with math language routines | |||||

Student discourse is important so how do we foster meaningful opportunities to discuss math? Come engage in strategies such as 5 practices, which one doesn't belong, and other language and instructional routines that provide access for all students. We will experience the strategies while discussing how we as coaches and specialists can create buy-in, emphasizing coaching moves in and out of the classroom. Examples from the new Illustrative Mathematics curriculum will be used. | |||||

Lead Speaker: Sean Nank | |||||

| Columbus H | 6-12 Secondary | Regular Presentation | Build Mathematical Capacity | |

The Concepts-Procedures-Application Unit Progression | |||||

In order to fully understand mathematics, students need to experience math topics in a progression that begins with conceptual understanding, then continues to procedural fluency, and moves onto application of the skills. Experience a journey of an actual unit of study that embraces this C-P-A progression and see the phenomenal results that occurred with students. | |||||

Lead Speaker: Chris Shore | |||||

| Michigan 3 | K-5 Elementary | Regular Presentation | Build Mathematical Capacity | |

Using MathCuts Videos for Just-in-Time Professional Learning about how to Spark Interest and Engage Students through Meaningful Mathematics Strategies | |||||

Are you looking to enhance your math instruction and engage diverse learners? MathCuts are open-access videos made for teachers that showcase research-based mathematics teaching strategies in a quick, accessible, and immediately applicable way. The strategies shown spark interest through visual approaches perfect for number talks that support diverse learners in your classroom! Come talk to the creators about building routines around collaboratively exploring strategies presented in MathCuts, identifying key takeaways and planning for classroom use. | |||||

Lead Speaker: Michael Greenlee Co-Presenter: Katey Arrington | |||||

| Grand Ballroom A & C North | General | Major Presentation | Build Mathematical Capacity | |

Why Are There Still Elephants in the (Mathematics Class-) Room? | |||||

Why are there still elephants in the mathematics classroom? These "elephants" often present roadblocks to students' engagement and learning. Such elephants might include the following: 1. Inaccurate and unfounded conceptions about girls learning mathematics 2. Inaccurate and unfounded conceptions about students of color learning mathematics 3. Missed opportunities for secondary students to learn from hands-on experience 4. Reliance on memorization and procedures to "do" mathematics 5. Using "let me show you how to do it" as a primary method of teaching The presenter will integrate experiences, research, and classroom video to examine related points and provide challenges for changing the narrative to release the elephants from the mathematics classroom. | |||||

Lead Speaker: Thomasenia Adams | |||||

| Columbus H | K-5 Elementary | Regular Presentation | Build Mathematical Capacity | |

Building Capacity to Increase Student Achievement in a High-Poverty Elementary School: A Blueprint of Commitment and Collaboration | |||||

Learn how one high-poverty elementary school has committed to building its mathematical capacity since 2015 by connecting and collaborating with the mathematics education staff at a local university at several different levels. Participants in this session will learn how the partnership evolved, what intentional steps were taken to increase mathematics achievement, and how teachers now lead the process. | |||||

Lead Speaker: Keith Krone Co-Presenter: Chance Whitmore | |||||

| Michigan 1B | General | Regular Presentation | Build Mathematical Capacity | |

Developing an Instructional Routine to Develop Students' Capacity to Model with Mathematics: A Window into the Process | |||||

Modeling with mathematics requires development and application of thinking that needs to be fostered in explicit, inclusive ways. Instructional routines are the most powerful lever to do so. In this session, we will share a draft instructional routine as an example and explore how to design an instructional routine with specific math practice goals and repeatable designs for interaction that provide access and engagement for all students and equitable teaching practices in buildings and districts. | |||||

Lead Speaker: Amy Lucenta Co-Presenter: Grace Kelemanik | |||||

| Randolph 1A | General | Regular Presentation | Build Mathematical Capacity | |

Hope, Belonging, and Curiosity: The Keys That Open the Door to Sense Making | |||||

This hands on session will both inspire and challenge you. You'll engage in rich mathematical tasks that spark curiosity, foster belonging, and require sense making of core mathematical ideas. We'll spend time examining structures that nurture hope or crush it, practices that build a culture of equity and belonging or block them; and tasks that force sense making for each and every member of the learning community. | |||||

Lead Speaker: Lisa Bush Co-Presenter: Le Vada Gray | |||||

| Columbus G | 3-5 Intermediate | Regular Presentation | Build Mathematical Capacity | |

Preparing Mathematical Thinkers for the Future Using Structured Discourse | |||||

According to the World Economic Forum, 65% of students entering elementary schools today will end up in jobs that don't yet exist. As jobs shift to more ‘non-routine' work that is reliant on critical thinking skills, we need to ensure our students are ready for the future. How? Come join us as we share ways to support teachers in implementing meaningful tasks to challenge students' thinking and deepen their learning through structured discourse. | |||||

Lead Speaker: Kit Norris Co-Presenter: Hilary Kreisberg | |||||

| Grand Ballroom B | Pk-2 Primary | Regular Presentation | Build Mathematical Capacity | |

See it, Move it, Grasp it: Math with Virtual Manipulatives | |||||

Manipulatives are important tools that help young mathematicians make sense of complex mathematical ideas. Technology provides opportunities for students to engage with virtual manipulatives alongside or in place of concrete ones, but what changes and what stays the same when students "drag and drop" instead of pick up and place? In this session, we will discuss opportunities and limitations of virtual manipulatives using a free virtual manipulatives app - bring your own device! | |||||

Lead Speaker: Christine Newell | |||||

| Michigan 1A | 6-12 Secondary | Regular Presentation | Build Mathematical Capacity | |

Using Instructional Routines to Support Teachers Using Dynamic Digital Representations | |||||

Dynamic digital representations of mathematical ideas have the potential to allow children to see mathematical ideas more easily than ever before. However, novices do not see mathematical representations the same way as more experienced mathematicians so in this session I will share some ways we can support teachers in using dynamic representations of mathematics in ways that increase the odds that all children understand the key mathematical ideas communicated by the representation. | |||||

Lead Speaker: David Wees | |||||

| Columbus AB | 6-12 Secondary | Regular Presentation | Build Mathematical Capacity | |

Where Is the Language Love? Content Objectives Are Not Enough. | |||||

Examining math tasks through a language lens allows us to identify key demands students need to understand to engage in productive math discourse. As leaders, we can help our teachers develop a common understanding of effective language objectives in order to write targets that will be beneficial for not only English Learners, but all students. Participants will leave with professional development strategies and structures that can be implemented in their own schools. | |||||

Lead Speaker: Heather Kohn | |||||

| Columbus KL | 3-8 Upper Elementary / Middle | Regular Presentation | Build Mathematical Capacity | |

Be Both Author and Illustrator of Mathematical Understanding | |||||

How migh we redirect the focus of teaching and learning to center on empowering each and every student as sense-makers and doers of mathematics as they develop their mathematical identities and become agents of their own learning? We want every learner in our care to be BOTH the author and illustrator of their mathematical understanding. Explore how to deepen understanding, promote productive struggle, and increase flexibility by using and connecting mathematical representations. Providing multiple pathways to success invites diverse learners' ideas to the conversation. We will sketch and compute to develop a visual, vertical understanding of numeracy and how to connect learning between grades and courses. | |||||

Lead Speaker: Jill Gough | |||||

| Columbus EF | 3-5 Intermediate | Regular Presentation | Build Mathematical Capacity | |

Build Mathematical Capacity: Develop Understanding of the Attributes of Polygons | |||||

Many of the attributes of polygons: side length, angle measure, symmetry, perimeter, and area, can be explored using paper folding, perimeter pieces, square tiles, and grid paper. We'll work through a series of tasks that help students make sense of these attributes. Tasks are designed to have entry levels for all students. | |||||

Lead Speaker: Laurie Boswell | |||||

| Randolph 1B | K-5 Elementary | Regular Presentation | Build Mathematical Capacity | |

Connecting Computational Thinking to Current Curriculum Content | |||||

Computational Thinking is the recognized prerequisite to coding and computer science in general. However, current references to "computational thinking" can be difficult to interpret. This session will examine the four recognized key aspects of computational thinking as they relate to elementary school mathematics - decomposition, patterning, algorithm thinking, and the process of abstracting. Practical activities from the current content of typical K-5 mathematics curricula will be used to demonstrate the four aspects. | |||||

Lead Speaker: James Burnett | |||||

| Randolph 3 | 3-8 Upper Elementary / Middle | Regular Presentation | Build Mathematical Capacity | |

Design Features of Mathematics Lessons that Support Emergent Bilingual Students | |||||

Integrating support for language access and language production into mathematics instruction is essential for emergent bilingual students. This session will explore lesson design features used during a study of fraction division lessons that support student use of visual representations, pairs work and discussion, and mathematical problem-solving and communication. Ideas for how to develop teachers' use of these design features will be discussed. | |||||

Lead Speaker: Johannah Nikula | |||||

| Randolph 2 | General | Regular Presentation | Build Mathematical Capacity | |

Productive Strategies to Support Students' Engagement in Productive Struggle | |||||

Engaging students in tasks that involve reasoning and problem solving is essential for developing the conceptual understanding, procedural fluency, and productive habits of mind they need for their futures. Yet, these tasks are the most difficult to implement effectively. Learn strategies to increase students' willingness to engage in challenging tasks and to promote their positive mathematics identities, along with common pitfalls to avoid. We'll also discuss how you can support teachers in using these strategies. | |||||

Lead Speaker: Diane Briars | |||||

| Columbus G | 3-8 Upper Elementary / Middle | Regular Presentation | Build Mathematical Capacity | |

Relating Decimals, Fractions, and Ratios for Deeper Understanding: How Are They Alike and How Are They Different? | |||||

This presentation and participant discussion of connections within and across decimals, fractions, and ratios focuses on how leaders can help students and teachers build conceptual webs of understandings from Grades 2 to 6. We together will articulate and relate learning paths in these domains, describe common student errors that arise from confusions among these concepts, and discuss how to overcome such errors. I will share and participants will discuss research-based approaches in these domains. | |||||

Lead Speaker: Karen Fuson | |||||

| Grand Ballroom B | General | Regular Presentation | Build Mathematical Capacity | |

Where Am I in My Equity Walk? Where will you be in 2025? | |||||

How might we improve the teaching and learning of mathematics for each and every student? Mathematics Education Through the Lens of Social Justice: Acknowledgment, Actions, and Accountability (NCSM/TODOS, 2016), calls for "mathematics teachers and leaders to take multiple actions to create and sustain institutional structures, policies, and practices that lead to just and equitable learning opportunities, experiences, and outcomes for children." Join us as we reflect and discuss key actions to deepen and sustain your equity work. | |||||

Lead Speaker: John Staley Co-Presenter: Julia Aguirre | |||||

| Columbus IJ | General | Regular Presentation | Build Mathematical Capacity | |

Why Study Algebra, and When? | |||||

Why is algebra so important that it is required of all students and occupies such a large part of the school mathematics curriculum? And why has there been pressure to move that study into earlier and earlier grades? | |||||

Lead Speaker: Zalman Usiskin | |||||

| Columbus AB | General | Regular Presentation | Build Mathematical Capacity | |

Coaching to Illuminate Effective (and Ineffective) Ways to Support Diverse Learners | |||||

Effective mathematics teaching includes supporting and challenging students. Yet, many strategies for supporting emergent multilingual students and students with special needs fall short of this goal (e.g., pre-teach vocabulary). We will explore research-based effective (and ineffective) mathematics teaching strategies for these learners, then investigate professional learning activities and coaching tools that help teachers become more effective in supporting their diverse students. | |||||

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

| Randolph 2 | General | Presidents Exchange | Build Mathematical Capacity | |

Discover Grants and Scholarships Availability to Build Innovation in Mathematics Education | |||||

Do you want to improve your mathematical knowledge and your leadership, collaboration, and professional development skills in order to grow your influence in the mathematics education world? The Mathematics Education Trust (MET) provides grants, scholarships, and awards that support teachers, mathematics leaders, and mathematics researchers with funds for materials, lesson development, conference travel, coursework, professional development, technology, in-service, and action research. Come join us for an interactive session on grant writing! | |||||

Lead Speaker: Suzanne Mitchell | |||||

| Randolph 3 | 3-8 Upper Elementary / Middle | Regular Presentation | Build Mathematical Capacity | |

Hope for Teachers: Developing Emergent Bilinguals' Language in Mathematics Class | |||||

This motivating, research-based session reveals how you can easily develop emergent bilinguals' language in mathematics. There is a myth that mathematics is straightforward for emergent bilinguals because it is a universal language and yet these students are struggling (Author, 2018). Committed educators understand that emergent bilinguals will not improve unless we develop students' language in every subject. Attend this event to obtain foolproof strategies that your teachers can implement immediately to develop mathematical language. | |||||

Lead Speaker: Jim Ewing | |||||

| Randolph 1B | 6-12 Secondary | Regular Presentation | Build Mathematical Capacity | |

Identify and Capitalize on Students' Interests and Hidden Mathematical Talents with STEM Projects | |||||

Results of five externally-funded programs for middle and high school students demonstrated the power of long-term projects to identify and develop students' hidden mathematical talents, and sustain their interest in studying more mathematics and the sciences. All projects were developed based on assessments of students' interests, use of technologies (particularly phone apps), and include assessment techniques. Participants will receive copies of several examples. | |||||

Lead Speaker: Carole Greenes | |||||

| Columbus IJ | General | Regular Presentation | Build Mathematical Capacity | |

Leveraging the Principles of Number Talks to Promote Change in the Mathematics Classroom | |||||

How can the underlying principles of Number Talks be used to support student agency, reach a diverse population of learners, and encourage best teaching practices? Through video analysis, mathematics tasks, and discussions, we will explore how to leverage four essential principles of Number Talks as integral components of all aspects of the mathematics classroom. | |||||

Lead Speaker: Sherry Parrish | |||||

| Grand Ballroom B | General | Regular Presentation | Build Mathematical Capacity | |

Powerful Moments in Math Class: Why Certain Experiences Stand Out and How We Create More of Them | |||||

As teachers, we want our lessons to leave a long-lasting impression on students. When we understand the psychology behind memories, we can use that knowledge to design powerful moments for our students. According to Heath and Heath (2018) memorable positive experiences contain one or more of the following elements: elevation, insight, pride, and connection. We will learn how to leverage each of these elements in math class to create meaningful and memorable experiences for all students. | |||||

Lead Speaker: Mike Flynn | |||||

Strand 1 Sessions, Wednesday, April 1 | |||||

Strand 1: Build Mathematical Capacity | |||||

| Roosevelt 3A | K-5 Elementary | Regular Presentation | Build Mathematical Capacity | |

Allies, Bridges, Creations: The ABC's of Making Math Fun | |||||

How do you start a movement within your community to make math fun and engaging for parents, students, and teachers? Follow our journey to increase parental engagement in elementary mathematics, provide equitable opportunities, decrease the achievement gap and eradicate the fixed mindset about mathematics. Experience the process and leave with captivating ideas for creating and implementing an effective program that builds an avalanche of engagement for learning mathematical concepts in your school, classroom, and district. | |||||

Lead Speaker: Karin Lee Co-Presenter: Jordan Smith Jr | |||||

| Randolph 1B | Pk-2 Primary | Regular Presentation | Build Mathematical Capacity | |

Building a Community of Mathematical Thinkers in K-2 Classrooms | |||||

It is vital that primary teachers set the foundation for how students perceive mathematics. This session will highlight the intentional decisions teachers make throughout the year to foster a community of mathematical thinkers and doers. We will discuss how leaders can encourage teacher reflection to capitalize on instructional moments in order to build rich learning communities within primary classrooms and support young students in developing their mathematical identities. | |||||

Lead Speaker: Susie Katt Co-Presenter: Lacey Eddy Co-Presenter: Megan Fleischman | |||||

| Michigan 3 | 9-12 High School | Presidents Exchange | Build Mathematical Capacity | |

Presidents Exchange - AMTE The Five Practices in Practice: Successfully Orchestrating Mathematics Discussions in your High School Classroom | |||||

There are many challenges that teachers face when facilitating productive mathematics discussions in high school, including identifying meaningful mathematical goals and rich tasks, launching a task in ways to provide students with a path to success, and supporting students as they individually and collaboratively make sense of the mathematical ideas. This session will provide teachers and leaders with strategies for orchestrating productive discussions in high school classrooms in ways that support all students' mathematical learning. | |||||

Lead Speaker: Michael Steele Co-Presenter: Margaret Smith Co-Presenter: Miriam Sherin | |||||

| Michigan 1A | 6-12 Secondary | Regular Presentation | Build Mathematical Capacity | |

Supporting Success in Algebra for Underprepared Ninth Graders | |||||

Learn about resources designed for algebra support classes that provide underprepared students with additional instructional time and a curriculum to help students succeed in algebra by building the logic of algebra, and connecting arithmetic pattern and algebraic structure. This session will also share the work of an NSF-funded implementation study that is collaborating with over 25 districts to examine the effects of the algebra support curriculum on ninth grade students' attitudes and achievement in mathematics. | |||||

Lead Speaker: June Mark Co-Presenter: Deborah Spencer | |||||

| Grand Ballroom A & C North | General | Major Presentation | Build Mathematical Capacity | |

Talk Number 2 Me: Mathematics & Mindfulness | |||||

What is school for? To educate? Do we draw out students' talents and passion for mathematics? Social-Emotional Intelligence is the key component to engendering formidable mathematical learning. Dynamic Mindfulness is a trauma-informed mindfulness program that strengthens students' identities as sense-makers and problem solvers. Let's examine how the TRU Framework and Emotional Intelligence will build powerful mathematical identities and master the Standards of Mathematical Practice. | |||||

Lead Speaker: Christina Lincoln-Moore | |||||

| Columbus EF | 6-12 Secondary | Regular Presentation | Build Mathematical Capacity | |

The Beauty of Movement: Increasing Discourse in Mathematics Classrooms | |||||

The joyful sound of every student engaging in rich mathematical discourse is possible with a commitment to MOVEMENT. We will share why movement in your classroom is a non-negotiable and model practical ideas of how to make movement a professional development and classroom norm. Be prepared to move and speak about mathematics during this session. | |||||

Lead Speaker: Sara VanDerWerf Co-Presenter: Chris Luzniak | |||||

| Randolph 2 | 6-12 Secondary | Regular Presentation | Build Mathematical Capacity | |

Unpacking the Mathematics Needed for Proportional Reasoning | |||||

Let's build our capacity to help teachers and students develop deep understandings of proportionality. Understanding proportional relationships is critical for mathematical proficiency in mathematics. But what does it mean to develop a deep understanding of proportionality? How can we make proportional reasoning more visible in number, algebra, measurement, geometry, probability, and statistics? Bring your ideas as we look at what it takes to support teachers in developing student proportional reasoning in deep and flexible ways. | |||||

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

| Randolph 1A | General | Regular Presentation | Build Mathematical Capacity | |

Using an Instructional Routine to Inform Choices in Discretionary Spaces | |||||

A problem string is a multiple-entry, purposefully designed sequence of related problems that helps students mentally construct mathematical relationships and nudges them toward major, efficient strategies, models, or big ideas. I show how problem strings can be leveraged for changing student perceptions of the nature of mathematics and doing mathematics. Because facilitating problem strings requires teachers to showcase student strategies, this instructional routine provides excellent opportunities to disrupt notions of who can do mathematics. | |||||

Lead Speaker: Pamela Harris | |||||

| Columbus IJ | College | Regular Presentation | Build Mathematical Capacity | |

Youcubed Study of Algebra 1 in San Francisco's De-tracked Mathematics Sequence | |||||

A common pattern in urban school systems is that students repeatedly take, fail, and repeat algebra. San Francisco is disrupting this pattern by moving to heterogenous classrooms and delaying mathematics acceleration until after Algebra 1. Youcubed at Stanford has partnered with SFUSD to study this change. Through classroom observations and interviews with students and teachers, youcubed is building an understanding of what equitable Algebra 1 teaching looks like in SFUSD. Come hear our early findings. | |||||

Lead Speaker: Jo Boaler Co-Presenter: Tanya LaMar Co-Presenter: Lizzy Hull Barnes Co-Presenter: Miriam Leshin | |||||

| Grand Ballroom A & C North | General | Major Presentation | Build Mathematical Capacity | |

Building Thinking Classrooms | |||||

We know that problem solving is an effective way for students to learn to think mathematically and to acquire deep knowledge and understanding of the mathematics they are learning. Simply problematizing the mathematics curriculum, however, does not help constitute the practice that teachers want or students need. Equally, infusion of problem-based learning into the mathematics curriculum does not help with the transformations we want to see in our classrooms. What we need are a set of practices that, along with good problems, can build thinking classrooms. In this presentation, Dr. Peter Liljedahl looks at a series of such practices, emerging from 15 years of research, that can help to build an environment conducive to problem-based learning. He will unpack his research that has demonstrates that a problem-based learning environment and culture can quickly be established, even in classrooms where students resist change. | |||||

Lead Speaker: Peter Liljedahl | |||||

| Randolph 2 | Pk-2 Primary | Regular Presentation | Build Mathematical Capacity | |

Comprehension is a Two-Way Street! Supporting Teachers who are Teaching the English Language and Mathematics Simultaneously | |||||

How can we support mathematics teachers of emergent bilinguals to teach content, everyday language and specialized academic vocabulary? Students need language to think and to express their own understanding. To this end, language and math goals are critical to deep understanding. Leaders and coaches will learn how to identify the linguistic demands of a lesson in order to support teachers in selecting instructional strategies that allow learners to share their thinking and develop deep understanding. | |||||

Lead Speaker: Le Vada Gray | |||||

| Grand Ballroom D North | 6-12 Secondary | Regular Presentation | Build Mathematical Capacity | |

Cultivating Agency, Mathematical Understanding, and Conversation through Mathematical Language Routines | |||||

How do we prepare learners to take an active role in their own sense-making of mathematics? How might we support all students in developing mathematical language to communicate their thinking through writing and speaking? Let's consider how Mathematical Language Routines both create a need for students to converse with others about mathematics and empower students to share their ideas around mathematical problems in ways that foster understanding. | |||||

Lead Speaker: Jennifer Wilson Co-Presenter: Vanessa Cerrahoglu | |||||

| Columbus CD | 3-8 Upper Elementary / Middle | Regular Presentation | Build Mathematical Capacity | |

Gaining Clarity In The Muddy Waters Of Proportional Reasoning | |||||

This session will explore tasks that address one of the most challenging and misunderstood concepts from K through Grade 8, with accessible entry points for diverse learners. Let's unpack the necessary mathematical understandings students must develop before they are able to begin thinking proportionally as well as the many nuances that exist through the exploration of ratio and rate as we build a Roadmap to Proportional Relationships. | |||||

Lead Speaker: Kyle Pearce Co-Presenter: Yvette Lehman | |||||

| Roosevelt 3B | K-5 Elementary | Regular Presentation | Build Mathematical Capacity | |

Improving Elementary Teachers' Mathematics Discourse Practices: A Success Story of One 40-hour Professional Development Program | |||||

This session will highlight a year-long professional development program focused on supporting productive mathematics discourse in early elementary grades, and share findings from design and development research, and effectiveness studies of the program. It will emphasize professional development design features that have positively influenced elementary teachers' knowledge and practices and students' engagement in discourse. Participants will engage with an activity from the professional development, discuss research findings, and consider opportunities and implications for their work. | |||||

Lead Speaker: Paola Stzajn Co-Presenter: Kristen Malzahn Co-Presenter: Daniel Heck Co-Presenter: Reema Alnizami | |||||

| Columbus KL | K-5 Elementary | Regular Presentation | Build Mathematical Capacity | |

It's A Wrap: Making Sense of Lesson Closure | |||||

One of the most challenging aspects of instruction is in being able to provide lesson closure that is consistent, doable, and productive for both students and teachers. Participants will be provided with a framework that identifies key elements of lesson closure that will help teachers wrap lessons with consistency, quality, and purpose, leading them to believe that the "trade off" of time from instruction is beneficial and will aid in building mathematical capacity for all. | |||||

Lead Speaker: Christine Moynihan | |||||

| Randolph 1B | 3-8 Upper Elementary / Middle | Regular Presentation | Build Mathematical Capacity | |

Making the Right Choice: Aligned Instructional Materials, K-8 Mathematics | |||||

High quality and equitable mathematics instruction begins with instructional materials aligned to College and Career Ready Standards. Now, schools and districts have choices for aligned instructional materials, but how do they know what to use? In this session we will explore how to prioritize local needs and use EdReports.org to make informed decisions about which materials to use, with attention to the coherence of the K-8 content standards. | |||||

Lead Speaker: Lynn Smith Co-Presenter: Stephanie Fisher | |||||

| Columbus EF | 6-8 Middle | Regular Presentation | Build Mathematical Capacity | |

Teaching Standards-Based Lessons for Social Justice: How to Adapt Traditional Textbook Activities to be Culturally Relevant | |||||

If math is a tool, what is it a tool for? For math to be accessible and equitable, students need to use mathematics as tools for understanding the world around them while developing competencies in grade-level content standards. Come see how we modified textbook activities to engage students in culturally relevant lessons that focused on issues of social justice while staying aligned to content standards. Practical tips for implementation and ready-to-use activities will be shared. | |||||

Lead Speaker: Ivan Cheng Co-Presenter: Lucy Rodriguez | |||||

| Columbus G | 3-5 Intermediate | Regular Presentation | Build Mathematical Capacity | |

The Concrete-Representation-Abstract Trajectory: Moving All Students from Sense-Making to Algorithms | |||||

There is a trajectory of development that all students follow as they build fluency and proficiency. The learning trajectory moves from models to strategies and, finally, to algorithms. Struggles for students often arise when instruction begins with algorithms. In this session we are going to examine and deepen our understanding of this trajectory and how the trajectory supports access and equity in the classroom. | |||||

Lead Speaker: Treve Brinkman | |||||

| Columbus IJ | 9-12 High School | Regular Presentation | Build Mathematical Capacity | |

What is Really Equivalent to Algebra II? | |||||

As colleges increasingly employ pathways that offer an alternative to the algebra to calculus route, the definition of what it means to be college-ready is changing. This change will necessitate rethinking the mathematics that students experience in high school. Come engage in a discussion around course design principles and student leanring outcomes for Algebra II equivalent pathways, based on current work at the Charles A. Dana Center. | |||||

Lead Speaker: Ted Coe Co-Presenter: Josh Recio Co-Presenter: Kathi Cook | |||||

| Columbus H | Pk-2 Primary | Regular Presentation | Build Mathematical Capacity | |

Discourse and Mathematical Argumentation in Primary Grades: Building Capacity through Instructional Routines | |||||

Do you support elementary teachers through professional development in the area of discourse and mathematical argumentation? This session focuses on leveraging instructional routines to open opportunities for argumentation, which consists of the layers of noticing and wondering, conjecturing, justifying, and sharing. Participants will learn about the connection between the layers and instructional routines, how to support teachers as they incorporate instructional routines and argumentation, and guiding questions to ask at each layer of argumentation. | |||||

Lead Speaker: Chepina Rumsey Co-Presenter: Jody Guarino | |||||

| Randolph 3 | 3-8 Upper Elementary / Middle | Regular Presentation | Build Mathematical Capacity | |

How Do I Support Diverse Student Thinking? Differentiating Instruction to Support Productive Struggle in Elementary and Middle School Classrooms | |||||

Most teachers are familiar with the concept of differentiated instruction (DI) (Tomlinson & Imbeau 2010)-a process through which teachers can increase access to content by considering unique characteristics of students as they plan instructional experiences. Even though differentiation is clearly needed to ensure that all students have access to their own ways of making sense, it is not always clear how to differentiate in ways that maintain mathematical goals. We unpack how teachers can differentiate instructional tasks using knowledge of student thinking and productive struggle. | |||||

Lead Speaker: Jessica Hunt Co-Presenter: Sararose Lynch | |||||

| Grand Ballroom B | K-5 Elementary | Regular Presentation | Build Mathematical Capacity | |

Lost in Translation: From Writers' Workshop to Leveled Math Groups | |||||

In K--5, we often take ideas from literacy and apply them to math. Sometimes that works well, e.g., sensemaking strategies for story problems. Sometimes, however, we oversimplify an approach, losing its power and purpose. In this session, we'll look at grouping formats used in elementary math today (such as math workshop or guided math) through this lens. What were the original ideas? What have they morphed into? What does that transformation mean for students? | |||||

Lead Speaker: Tracy Zager | |||||

| Columbus AB | 6-12 Secondary | Regular Presentation | Build Mathematical Capacity | |

Not Your Grandparents' Algebra: Connecting Mathematical Content and Mathematical Practices Through Rich Algebraic Tasks | |||||

This talk will examine some algebraic tasks from a contextual, problem-based curriculum. Evidence of students' mathematical understanding and sense making will be discussed through classroom videos, student work, and longitudinal research data. This discussion will focus on deepening understanding by how teachers can support student use of the mathematical practices as they build on prior knowledge and make visible new concept connections. | |||||

Lead Speaker: Elizabeth Phillips Co-Presenter: Yvonne Slanger-Grant | |||||

| Randolph 1A | K-5 Elementary | Regular Presentation | Build Mathematical Capacity | |

One District's Successful Journey to Solve the Number Sense Struggle | |||||

Come learn how Springfield Public School (MO) implemented instructional change to improve student scores and math mindsets. Explore number strings and math talks as tools to teach and reinforce mental math strategies. Move from theory to action in instructional change and see results in test scores and engagement. We will walk through our process, tools and data so that you can implement and succeed. | |||||

Lead Speaker: Brittany Goerig Co-Presenter: Catherine Castillo Co-Presenter: Tabitha Eutsler Co-Presenter: Cary Sikes | |||||

| Randolph 1B | 6-8 Middle | Regular Presentation | Build Mathematical Capacity | |

Teach them to Fish: How Model Lessons Promote the Use of Manipulatives, Representations, and Algorithms and Increase Access for All. | |||||

Why did middle schools throw manipulatives out with the bath water? Anne Arundel County Public Schools [AACPS] demonstrates bold leadership with the action of purchasing manipulatives for every middle school student and writing over 75 Model Lessons that show case conceptual understanding of the Common Core State Standards through a trajectory of learning. Join AACPS as they share their district designed non-negotiable Model Lessons in their curriculum that foster conceptual development at the highest level. | |||||

Lead Speaker: Nicole Howard Co-Presenter: Mary Rathlev | |||||

| Grand Ballroom A & C North | General | Major Presentation | Build Mathematical Capacity | |

This is Us! Connecting Mathematics to Life Experiences | |||||

The tiniest events in our lives impact who we become. Each of us has a story - a story that could be used to facilitate the teaching of mathematics with real-world application. To nurture the desire for students to learn and educators to diversify mathematics instruction, we have to think outside of the box. Participants will learn how to support the design of clear, well-organized mathematical tasks reflective of best practices and appropriate for diverse learners. | |||||

Lead Speaker: Brea Ratliff | |||||

| Michigan 2 | 3-8 Upper Elementary / Middle | Regular Presentation | Build Mathematical Capacity | |

Using Instructional Routines to Create Classrooms Where Everyone Believes They Can Learn | |||||

Learn what makes an instruction routine and how implementing them can impact the culture of teaching and the culture of the classroom. We will explore routines such as Which One Doesn't Belong, Number Talk Images, and Same/Different as ways to allow all students access to math. With these routines, we will explore why they provide access and equity in the classroom and how they can help change teacher perceptions of students. | |||||

Lead Speaker: Samantha Wuttig Co-Presenter: Kristina Roehrig | |||||

| Michigan 1C | 6-12 Secondary | Regular Presentation | Build Mathematical Capacity | |

What Does it Mean to Take a Transformational Perspective with Secondary Geometry? Helping Teachers Understand this Approach | |||||

Taking a transformational approach to geometry is much different than teaching transformations. What does it mean to take a transformational perspective? How can we help teachers develop mathematical knowledge for teaching geometry when transformations are to be used as the main approach? We will look at tasks that embrace CCSS geometry standards and promote thinking with transformations. Rich connections between transformations, symmetry, constructions, congruence, and proof will be shared. | |||||

Lead Speaker: Travis Lemon | |||||

| Roosevelt 3A | K-5 Elementary | Regular Presentation | Build Mathematical Capacity | |

Who Said Talk is Cheap? Structures and Strategies to Engage Learners with Mathematics and Foster Mathematical Literacy for All | |||||

In order for every student to become mathematically literate, they must be fully engaged in mathematics every day. Daily mathematics discourse provides an opportunity to build students' reasoning and apply mathematical language and syntax, key components of mathematical literacy. In this interactive session, participants will explore structures and strategies to help every student engage in meaningful mathematical discourse and leave with concrete ideas for supporting teachers in building mathematical literacy in every student. | |||||

Lead Speaker: Dennis McDonald Co-Presenter: Michele Glenn | |||||

| Michigan 3 | Pk-2 Primary | Regular Presentation | Build Mathematical Capacity | |

A Deeper Look: Re-Engagement for Primary Learners | |||||

Re-Engagement gives all learners the chance to look at past work from a different angle. By examining and responding to actual student work samples, students who struggled the first time around get another chance to consider the mathematics and successful students get the chance to make sense of solution paths different from their own. Strategies for analyzing student work, choosing and ordering student work samples, and facilitating rich re-engagement lessons will be highlighted. Authentic student work will be featured. | |||||

Lead Speaker: Tracy Sola | |||||

| Columbus AB | 3-8 Upper Elementary / Middle | Regular Presentation | Build Mathematical Capacity | |

Changing the Story: Using Math Workshop to Help Teachers and Students Reach Their Full Potential | |||||

How can we ‘change the story' for students who don't participate or suffer from math anxiety? Math workshop allows teachers to differentiate for the varying needs in classrooms and creates an environment where students feel less anxious, take risks, engage in discourse, and aren't afraid to participate. This session explores how moving to a workshop model is best for teachers and students by creating a space for small group instruction, meaningful learning tasks, and reflection. | |||||

Lead Speaker: Jennifer Lempp Co-Presenter: Skip Tyler | |||||

| Columbus IJKL | General | Major Presentation | Build Mathematical Capacity | |

Creating Interesting Ways for Students to be Right and Wrong | |||||

Correct math depends on right answers. But meaningful math celebrates both right and wrong answers, allowing students to intrepidly explore and express their reasoning in varied and interesting ways. In this session, we'll examine high- and low-tech ways for teachers to celebrate diverse work and build on student thinking in every form. | |||||

Lead Speaker: Eli Luberoff | |||||

| Randolph 3 | General | Regular Presentation | Build Mathematical Capacity | |

Ensuring High-Quality Mathematics Instruction for Students with Disabilities | |||||

Providing high-quality mathematics instruction to ALL students means including those with special needs and IEPs too! Join us as we share best practices for adapting common mathematics routines to support sense-making in students with learning challenges and consider how administrators and leaders can guide the process for doing so. This session is appropriate for teachers and mathematics leaders of ALL grade levels. | |||||

Lead Speaker: Jamie Garner Co-Presenter: Duane Habecker | |||||

| Michigan 1C | 6-8 Middle | Regular Presentation | Build Mathematical Capacity | |

Great Curriculum is Not Enough: Strategies for Overcoming Implementation Challenges | |||||

New curricula are often seen as magic bullets: giving teachers the right tool should lead to student learning, right? However, many schools face unexpected challenges when they begin using a new curriculum. This session will present research into why better curricula don't necessarily lead to increased achievement, and what leaders can do about it. | |||||

Lead Speaker: Stephen Sebelski Co-Presenter: Rolanda Baldwin | |||||

| Roosevelt 3B | Pk-2 Primary | Regular Presentation | Build Mathematical Capacity | |

Meeting the Needs of Diverse Learners: Identifying Language Demands and Instructional Goals to Design Math Lessons | |||||

To meet the needs of English language learners in developing their mathematical understanding and communication of thinking, teachers need to determine the linguistic demands of their lessons. Participants engage in a method for doing this as they experience a lesson designed for native English speakers and reflect on the language they had to understand and use for success. Participants learn that determining linguistic demands of a math lesson helps identify barriers for English language learners. | |||||

Lead Speaker: Brenda Konicke Co-Presenter: Brandon Harms | |||||

| Randolph 1A | 6-12 Secondary | Regular Presentation | Build Mathematical Capacity | |

Sense-making, the Ultimate Intervention | |||||

A common but misguided intervention for struggling students is to remove the mathematics from a context and focus on procedures. This practice prevents students from relying on logic and using their own reasoning abilities to do math. Struggling students need a contextual framework the most. Students work and video will suppofrt this assertion. | |||||

Lead Speaker: Janet Sutorius | |||||

| Columbus H | 3-8 Upper Elementary / Middle | Regular Presentation | Build Mathematical Capacity | |

Using Manipulatives to Assess Student Understanding of Geometry | |||||

Mathematics leaders will engage in meaningful tasks, which provide opportunities to sort, classify, and organize geometric shapes into a concept matrix. They will defend their reasoning and justify their responses, while using the five practices of productive discussion. This session supports diverse learners by building their mathematical literacy through defining geometric figures by their sides and angles, finding similarities and congruence, and using precise terminology. | |||||

Lead Speaker: Barbara Post Co-Presenter: Nita Walker | |||||

| Roosevelt 3A | K-5 Elementary | Regular Presentation | Build Mathematical Capacity | |

When Content is Not Enough: Clarity in Learning Intentions | |||||

Learners are included when they truly understand what success looks like. Join us to learn to craft learning intentions which provide clarity & direction for learners. It's about the math AND about how we help students interact with the math. | |||||

Lead Speaker: Andrea Kotowski Co-Presenter: Sara Moore | |||||

| Columbus AB | 6-12 Secondary | Regular Presentation | Build Mathematical Capacity | |

How to Help Students Become Problem Solvers, Not Math Robots | |||||

If your teachers' students seem like they understand… until teachers see their test scores, then you should introduce teachers to problems with open middles. They help teachers clearly see what their kids know, unlock student thinking, and have them begging for more. | |||||

Lead Speaker: Robert Kaplinsky | |||||