Session information last updated: 7-21-2018

Major Sessions -- Monday, April 7, 2014
103  8:00 AM to
9:00 AM
Grand Ballroom C/DGeneralKeynote SpeakerStrand 4

FOCUS: First Things First for the 21st Century
In this session, participants will learn precisely where to focus their precious time, efforts, and resources to ensure that all students are prepared for the 21st century demands of college, careers, and citizenship. They will learn about the three most essential elements of good schooling and how to implement them immediately, successfully, and on a very clear, straightforward model. The three elements are: coherent curriculum; authentic literacy; and soundly-structured lessons. Despite their unrivalled power for improving performance in any and every school, these elements continue to be misunderstood-and grossly under-implemented. For this reason, these simple, familiar elements should be our first and highest priority. Participants will leave this session knowing both what to do and how to do it, in ways that will yield immediate and significant results.

BIO: Dr. Mike Schmoker is a former administrator, English teacher and football coach. He has written five books and dozens of articles for educational journals and newspapers, TIME magazine and as a regular columnist for Phi Delta Kappan. His most recent book is the best-selling FOCUS: Elevating the Essentials to Radically Improve Student Learning. His previous bestseller is RESULTS NOW, which was selected as a finalist for "book of the year" by the Association of Education Publishers. He is also a featured author in ASCD's Master Class DVD series. Dr. Schmoker has keynoted at hundreds of state, national and international events and has consulted for school districts and state and provincial education departments throughout the US, Canada, Australia and Jordan. He now lives in Tempe, Arizona with his wife Cheryl.


Lead Speaker: Mike Schmoker

104  9:30 AM to
10:30 AM
Grand Ballroom BGeneralMajor SpeakerStrand 4

It Really is TIME to Get It Right: Thoughts on Our Individual and Collective To-Do Lists to Turn Imperatives into Reality
This fast-paced and provocative presentation is designed to help NCSM members use NCSM's newest call to action, It's TIME, to move mathematics education forward and to finally make mathematics work for every student in every classroom. We'll look at how this means a new, more intense focus on instructional quality and on the collaborative structures, coaching, and leadership needed to ensure the social justice we profess.

Steve Leinwand is a Principal Research Analyst at the American Institutes for Research and has over 35 years of leadership positions in mathematics education. He currently serves as mathematics expert on a wide range of AIR projects that evaluate programs, develop assessments and provide technical assistance. Leinwand's work at AIR has included developing specifications and an Algebraic Reasoning item pool for the NCES High School Longitudinal Study; serving as Implementation Task Leader for the IES Mathematics Professional Development Impact Study; co-authoring "What the United States Can Learn from Singapore's World-Class Mathematics System (and what Singapore can learn from the United States"; and co-authoring a comparison of the 2007 Grade 3 assessments administered in Hong Kong and in Massachusetts. In addition, Leinwand has provided school and district-level support and technical assistance for the General Electric Foundation's Ensuring Futures in Education project, the Microsoft Math Partnership, and the School Improvement Program work at Hazelwood East Middle School in Missouri and East St. Louis High School in Illinois. As part of AIR's assessment program, Leinwand has overseen the development and quality review of multiple-choice and constructed response items for AIR's contracts with Ohio, Hawaii, Delaware, Minnesota, South Carolina and the Smarter Balanced Assessment Consortium.


Lead Speaker: Steven Leinwand

119  10:45 AM to
11:45 AM
Grand Ballroom BGeneralMajor SpeakerStrand 4

Mathematical Goals, Formative Assessment, and the Common Core: Connections and implications for classroom and leadership practice
Research on the use of formative assessment suggests that it has the potential to lift student achievement in classrooms and school systems. During this session participants will explore critical shifts in practice needed to effectively employ formative assessment and generally strengthen daily instruction. In addition, we will consider opportunities for leaders to begin shifting practices in advance of the 2014 -15 PARCC and SBAC assessments.

Valerie L. Mills is a Supervisor and Mathematics Education Consultant for Oakland Schools, and the current President of the National Council of Supervisors of Mathematics. Oakland Schools is an educational resource center serving 28 school districts and approximately 230,000 students. During her 35+ years in education she taught high school mathematics, served as Mathematics Department Chair, K-12 Mathematics Coordinator, and Director of Curriculum for the Ypsilanti and Ann Arbor school districts in Michigan. In addition she was the Principal Investigator on five Mathematics and Science Partnership projects working with high needs districts, was a teacher author on the Core Plus Mathematics Project, President of the Michigan Council of Teachers of Mathematics, past chair of NCTM's Academy Services Committee and has published scholarly articles and professional development resources. Mills was awarded the Michigan Mathematics Education Service Award, the Presidential Award for Excellence in Mathematics and Science Teaching, and the Milken National Educator Award.


Lead Speaker: Valerie Mills

134  12:15 PM to
1:15 PM
Grand Ballroom BGeneralMajor SpeakerStrand 4

Number Necessities-Fluency and Number Sense
Fluency and Number Sense? This session will consider issues important to developing fluency and number sense involving the content domains of operations and algebraic thinking, number and operations in base ten, number and operations, fractions, ratios and proportional relationships, and the Standards for Mathematical Practice of the Common Core State Standards.

Francis (Skip) Fennell, PhD, is the L. Stanley Bowlsbey professor of education and Graduate and Professional Studies at McDaniel College in Maryland, where he directs the Brookhill Foundation supported Elementary Mathematics Specialists and Teacher Leaders Project. A mathematics educator who has experience as a classroom teacher, principal, and supervisor of instruction, he is a past president of the Association of Mathematics Teacher Educators (AMTE), the Research Council for Mathematics Learning (RCML), and the National Council of Teachers of Mathematics (NCTM). Widely published in professional journals and textbooks related to PreK-8 mathematics education, Dr. Fennell has also played key leadership roles for the Mathematical Sciences Education Board, National Science Foundation, and the U.S. National Commission on Mathematics Instruction. He served as a writer for the Principles and Standards for School Mathematics (NCTM, 2000), the Curriculum Focal Points (NCTM, 2006) and for the Common Core State Standards (CCSSO, 2010). He also served on the National Mathematics Advisory Panel (2006-2008). Dr. Fennell served as a member of the Council for the Accreditation of Educator Preparation (CAEP) Commission (2012-2013) and was recently appointed to the inaugural CAEP Board of Directors. He is also currently serving as the mathematics advisor for the PBS television show Peg + CAT. Dr. Fennell has received numerous honors and awards, including


Lead Speaker: Francis (Skip) Fennell

135  12:15 PM to
1:15 PM
Grand Salon Suite CGeneralMajor SpeakerStrand 2

Navigating the Waters of Change and the Role of our Professional Organizations
The mathematics education profession is once again navigating the turbulent waters of change. Everywhere and all the time, mathematics educators are wresting with the demands of new curricular expectations, new outcome goals for K-12 schools, new teacher accountability systems, substantive changes in the design of gateway postsecondary mathematics pathways-and all in an environment in which the forces shaping local education decisions are changing profoundly. How can mathematics supervisors and mathematics leaders manage the modernization of our profession so that it serves national needs and the needs of our ever more diverse student population? What are the implications of reform and modernization on the everyday life of local mathematics supervisors? How might professional organizations balance the commercial and political forces shaping our daily work? My hope is to trace a path for NCSM grounded in its historical commitments to networking with key education stakeholders, communicating research and craft knowledge to the field, sustaining student achievement, and motivating our commitment to equity.

Philip "Uri" Treisman is professor of mathematics and of public affairs at The University of Texas at Austin, where he is the founder and director of the University's Charles A. Dana Center. He is a senior advisor to the Aspen Institute's Urban Superintendents' Network and serves on the boards of the New Teacher Project, Education Resource Strategies, The Math Teachers' Circle, and the Center for Community College Student Engagement. He recently served on the STEM working group of the President's Council of Advisors on Science and Technology and on the Carnegie Corporation--Institute for Advanced Study Commission on Mathematics and Science Education. He served on the AACC 21st -Century Commission on the Future of Community Colleges and serves on the AACC Implementation Team. Uri serves as a senior advisor to the trustees of the Noyce Foundation and regularly advises the directors of family foundations interested in supporting educational improvement. He served as the Vice Chair of the TX Commission on Volunteerism under two governors and, for nine years, as the president of the board of COMAP. In 2013 he gave the Iris M Carl Equity Address at NCTM's annual meeting and a plenary address at the annual meeting of the Society for Research on Child Development on advances in the psychological sciences and their applications to education. Uri was named a MacArthur Fellow (1992-1997) for his work on nurturing minority student high achievement in college mathematics and 2006 Scientist of the Year by the Harvard Foundation of Harvard University for his outstanding contributions to mathematics.


Lead Speaker: Uri Treisman

150  1:30 PM to
2:30 PM
Grand Ballroom BGeneralMajor SpeakerStrand 1

Improving Teaching and Learning Through Effective Formative Assessment
When implemented effectively, formative assessment practices can improve student learning. But what does effective formative assessment in the classroom entail? The presentation will provide answers to this question and illustrate how teachers and their students can engage in formative assessment day-by-day in the classroom.

Margaret Heritage is the Assistant Director for Professional Development at the National Center for Research on Evaluation, Standards and Student Testing (CRESST) at UCLA. She also leads the curriculum and instruction strand of the federally funded Center on Standards and Assessment Implementation. Prior to joining CRESST, Heritage had many years of teaching and leadership experience in schools in the United Kingdom and the United States, including periods serving as a County Inspector of Education in the United Kingdom, and as the principal of UCLA's Graduate School of Education Laboratory School. Heritage has also taught graduate courses on reading development and instruction for diverse learners at the Department of Education at the University of Warwick, England, and the University of California, Los Angeles, and courses on assessment use at Stanford University. While at CRESST, in addition to work on data use, formative assessment and the assessment of English language learners, Heritage has worked extensively with states in the area of standards and assessment. Current professional activities include membership of the advisory boards for several IES and NSF funded projects on formative assessment and leading the Formative Assessment State Collaborative of the Council of Chief State School Officers.


Lead Speaker: Margaret Heritage

166  2:45 PM to
3:45 PM
Grand Ballroom BGeneralMajor SpeakerStrand 1

Beyond Teaching for Understanding: The Elements of Authentic Formative Assessment!
This motivational and engaging session examines how K-12 teachers, collaborative teams, school site leaders, and district leaders create classroom learning environments essential to effective and successful student learning in mathematics. Participants will understand how to develop effective in-class formative assessment processes on a unit and daily basis and examine criteria and tools for effective high cognitive demand classroom tasks aligned to the spirit of the Common Core State Standards.

Dr. Timothy Kanold served as the Director of Mathematics and Science and as Superintendent at Adlai E. Stevenson HSD 125 in Illinois. He is an author for Houghton Mifflin Harcourt and Solution Tree Publishing. Their Common Core - PLC professional development team provides support for school leadership development as well as K-12 mathematics program success.


Lead Speaker: Timothy Kanold

Major Sessions -- Tuesday, April 8, 2014
201  8:45 AM to
9:45 AM
Grand Ballroom BMajor SpeakerStrand 1

Linking Formative Assessments, the Common Core, and Instructional Decisions
This session responds to key questions about how assessment can inform classroom instruction: What determines students' success with number and operations? What indicators should teachers look for when assessing students' understanding and skills? How can teachers use formative assessment for addressing the Common Core Content and Practice Standards? Assessment strategies will be presented that integrate reasoning, computation, and number sense.

Marilyn Burns is one of today's most highly respected mathematics educators. For more than 50 years, Marilyn has taught children, led inservice sessions, been a major speaker at conferences, written children's books, and created a variety of professional development resources for teachers and administrators. She is the founder of Math Solutions, an organization dedicated to the improvement of math instruction in Kindergarten through grade 8. For 30 years, Math Solutions courses have been attended by thousands of teachers and administrators nationwide, and Math Solutions publications include more than 80 professional development books and DVDs.


Lead Speaker: Marilyn Burns

217  10:00 AM to
11:00 AM
Grand Ballroom BGeneralMajor SpeakerStrand 4

Teaching Practices That Support Student Learning in the Common Core Era
This session will focus on a set of seven research-based teaching practices that constitute a vision of effective teaching that will support enactment of the Common Core State Standards. During the session participants will have the opportunity to discuss descriptions and examples of each of the practices and consider ways to help teachers learn and refine practices.

Peg Smith is a Professor in the Department of Instruction and Learning in the School of Education and a Senior Scientist at the Learning Research and Development Center, both at the University of Pittsburgh. Over the past 2 decades she has been developing research-based materials for use in the professional development of mathematics teachers and studying what teachers learn from the professional development in which they engage. She is currently the principle investigator of the NSF-funded CORP (Cases of Reasoning and Proving in Secondary Mathematics) Project that is creating materials intended to develop teachers' knowledge related to reasoning and proof and their ability to support students' engagement in these mathematical practices. She is co-author of the recently published 5 Practices for Orchestrating Productive Mathematics Discussions, which provides a model intended to make student-centered instruction more manageable by moderating the degree of improvisation required by teachers during a discussion.


Lead Speaker: Margaret Smith
Co-Presenter: DeAnn Huinker

234  11:15 AM to
12:15 PM
Grand Ballroom BGeneralMajor SpeakerStrand 4

Cutting Through the Smoke Screen: Erasing Mathematics Inequality Through Research and Action
In this presentation I will consider the big picture of mathematics inequality in the United States. In doing so I will draw from decades of research and classroom work to present my analysis of classroom inequalities as well as the reasons for general low interest and achievement in mathematics in the U.S. I will consider such issues as: the pervasive beliefs about who belongs in mathematics education; outdated ideas about student ability; and teaching and grouping practices which cater only to privileged members of the population. I will end with some promising evidence of positive change and a call to action for us all.

Dr Jo Boaler is a Professor of Mathematics Education at Stanford University, the editor of the Research Commentary Section of The Journal for Research in Mathematics Education (JRME), and a mathematics advisor to NovoEd. Former roles have included being the Marie Curie Professor of Mathematics Education at the University of Sussex, England, a mathematics teacher in London comprehensive schools and a lecturer and researcher at King's College, London. Her PhD won the national award for educational research in the UK and her book: Experiencing School Mathematics won the Outstanding Book of the Year award for education in Britain. She is an elected fellow of the Royal Society of Arts (Great Britain), and a former president of the International Organization for Women and Mathematics Education (IOWME). She is the recipient of a National Science Foundation Early Career Award. She is the author of eight books and numerous research articles. Her latest books What's Math Got To Do With It? (2009) published by Penguin, USA and The Elephant in the Classroom (2010) published by Souvenir Press, UK, both aim to increase public understanding of the importance of mathematics, and the nature of effective teaching approaches in the USA and the UK. Websites:


Lead Speaker: Jo Boaler

235  11:15 AM to
12:15 PM
Grand Salon Suite CGeneralMajor SpeakerStrand 4

What Characteristics of Mathematics Teachers and Teaching Predict Student Outcomes? Results from a Three-Year Study of Elementary Mathematics Instruction
Scholars have described, measured, and correlated hundreds of variables representing key characteristics of mathematics teachers and teaching, and linked many of these key characteristics to student outcomes. While this activity has generated substantial information regarding the characteristics of effective mathematics teachers and classrooms, this research has traditionally taken place within silos, meaning scholars have rarely tested multiple aspects of teachers or teaching within a single study. Without testing multiple variables, it is difficult to identify specific aspects of mathematics teachers and teaching that may be particularly impactful on student learning; to identify how much these characteristics together contribute to explaining student outcomes; and to understand the degree to which these characteristics are related to one another. This talk investigates these issues, drawing on data from a three-year study measuring multiple components of teacher and teaching quality in 4th- and 5th-grade mathematics classrooms. Results suggest that among mathematics-specific variables, teachers' knowledge of their students' mathematical capability appears especially correlated with improved student outcomes.

Heather C. Hill is a professor at the Harvard Graduate School of Education. Her primary work focuses on developing measures of Mathematical Knowledge for Teaching (MKT) and the Mathematical Quality of Instruction (MQI), and using these measures to evaluate public policies and programs. Her other interests include the measurement of instruction using novel techniques, and the application of measurement methodologies to evaluate the quality of data yielded by mathematics-specific instruments. She is co-director of the National Center for Teacher Effectiveness and also principal investigator of a five-year study examining the effects of Marilyn Burns Math Solutions professional development on teaching and learning. She received a Ph.D. in political science from the University of Michigan in 2000 for work analyzing the implementation of public policies in law enforcement and education. She has served on the editorial boards of Educational Researcher, Elementary School Mathematics, Journal of Research in Mathematics Education and the American Educational Research Journal. She is the co-author, with David K. Cohen, of Learning policy: When state education reform works (Yale Press, 2001).


Lead Speaker: Heather Hill

251  2:30 PM to
3:30 PM
Grand Ballroom BGeneralMajor SpeakerStrand 4

Teaching and Learning in the Era of the Common Core State Standards (CCSS) and Assessments
The shifts and redesigns prompted by the CCSS require attention to where students are at the start of each lesson. During this session we will discuss how we can help teachers shift to a focus on moving students from the prior knowledge they bring along with the progressions of concepts and proficiencies in number. Variation in language proficiency takes on more urgency with the close link between language and knowledge in the CCSS as we design and implement mathematics lessons. What are the challenges and opportunities facing students as schools shift to the CCSS? Starting from the 8 Standards for Mathematical Practice (pages 6-8, CCSS), the session will examine implications for ALL students and instructional strategies. Participants will engage in interactions with each other, the session leaders, classroom videos, mathematics, and language.

Phil Daro served on the writing team of the mathematics Common Core State Standards. He is the lead designer, mathematics, for the Common Core System of Courses being developed by the Gates Foundation and the Pearson Foundation. He also leads the partnership of University of California, Stanford and others with the Oakland and San Francisco Unified School Districts for the Strategic Education Research Partnership (SERP), with a focus on mathematics and science learning among students learning English or developing academic English, develops research agenda and projects that address priorities identified in the school district. Previously, Mr. Daro was a Senior Fellow for Mathematics for America's Choice, where he focused on advancing the design and use of leadership tools for improving mathematics instruction at every 
level of the educational system. Prior to this, he was executive director of the Public Forum on School Accountability, directed the New Standards Project, and managed research and development for the National Center on Education and the Economy. Daro has directed large-scale teacher professional development programs for the University of California, including the California Mathematics Project and the American Mathematics Project.


Lead Speaker: Phil Daro

Major Sessions -- Wednesday, April 9, 2014
301  8:45 AM to
9:45 AM
Grand Ballroom BGeneralMajor SpeakerStrand 4

Teaching Instead of Requesting: What Is Involved in Making Complex Mathematical Work Explicit?
As our aspirations increase for students' learning of complex mathematics, we must consider what is involved beyond good problems and a positive learning environment. Too often we do little more than "request" that students do something mathematically challenging (e.g., "explain why your solution is correct") but do not make visible to them what it takes to do it well. In the wake of our commitment to "student engagement" and the importance of students constructing their own understanding, we may leave students struggling to learn. This session investigates explicit instructional practices that can support all students in learning to engage in complex mathematical reasoning and problem-solving, without reducing the crucial cognitive demand of their work.

Deborah Loewenberg Ball is the William H. Payne Collegiate Professor in Education at the University of Michigan. She currently serves as dean of the School of Education and as director of TeachingWorks, an organization whose mission it is to improve students' learning by transforming how we support the development of skillful teaching practice. She taught elementary school for over 20 years, and continues to teach mathematics to fifth and sixth graders every summer. Ball's work focuses on the practice of mathematics instruction, and on the improvement of teachers' professional training and development.


Lead Speaker: Deborah Ball

333  11:15 AM to
12:15 PM
Grand Ballroom BGeneralMajor SpeakerStrand 4

Mathematical Modeling in Three Acts
Teachers make enormous promises to students that mathematics models the world they live in. We undercut their promises by giving them curricula that look nothing like the world and nothing like modeling as it's practiced by mathematicians. In this session, we'll look at a framework for modeling called Three-Act Math and the challenges of implementing it with teachers.

Dan Meyer taught high school math for six years to students who in many cases did not like high school math. He's currently a doctoral candidate at Stanford University in the field of math education. He speaks internationally and works with textbook publishers, helping them transition from print to digital media. He was named one of Tech & Learning's 30 Leaders of the Future and an Apple Distinguished Educator. He lives in Mountain View, CA.


Lead Speaker: Dan Meyer

349  2:30 PM to
3:30 PM
Grand Ballroom BGeneralMajor SpeakerStrand 5

Jazz Fusion: Uniting Curriculum, Pedagogy, Assessment, and Teacher Support in a Tablet-Based Environment
Digital system for teaching and learning acts as a curriculum for middle grades. It can have a transformative effect on classrooms by integrating engaging challenges and complex problems that excite and engage the students in the practice of mathematics using rich media elements, offering carefully structured conceptual sequences explicitly built around learning trajectories, providing dynamic tools and interactive applets drawing on affordances of tablets, and being combined with individualized sequences of practice and remediation based on prior data. Tying these together with formative and diagnostic assessments and just-in-time teacher support can help teachers successfully implement the Common Core State Standards. Progress towards these goals is shared.

Dr. Jere Confrey is the Chief Mathematics Officer at Amplify Learning leading the development of the digital middle grades mathematics curriculum. She is on leave as the Joseph D. Moore Distinguished Professor of Mathematics Education at North Carolina State University. She served on the National Validation Committee on the Common Core Standards. She was Vice Chairman of the Mathematics Sciences Education Board, National Academy of Sciences (1998-2004). She chaired the NRC Committee, which produced On Evaluating Curricular Effectiveness, and was a coauthor of NRC's Scientific Research in Education. She was a co-founder of the UTEACH program for Secondary Math and Science teacher preparation program at the University of Texas in Austin, and was the founder of the SummerMath program for young women at Mount Holyoke College and co-founder of SummerMath for Teachers. She is the first author of Function Probe, Precalculus Interactive Diagrams, Graphs N Glyphs and LPP-Sync software and led the development of, a website dedicated to unpacking the Common Core. Dr. Confrey received a Ph.D. in mathematics education from Cornell University.


Lead Speaker: Jere Confrey

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