2014 NCSM Annual Conference

Tuesday Sessions

Session information last updated: 3-31-2014

 
Tuesday Sessions, April 8, 2014
 
200  7:30 AM to
8:30 AM
Grand Ballroom C/DGeneralFunctionStrand 4

Tuesday Breakfast: Ticket Required
For nearly 90 years, Scholastic, Inc. has recognized the importance of working with public, private, and nonprofit organizations that share its mission and goals to improve the well-being of children. Scholastic, Inc.'s total commitment to social responsibility and educational outreach is demonstrated by its diverse partnerships, which address today's most critical issues facing communities, with an emphasis on reading and literacy.

 

Lead Speaker: Monica Barbuti

200a  7:30 AM to
8:30 AM
Grand Ballroom C/DGeneralFunctionStrand 4

Painting a Portrait of Math Progress
How are our students progressing along the mathematical path to college and career? Are they edging their way to and through Algebra with rigor, able to do, explain, and apply? Are they developing the practices and attitudes that will propel them to seek and conquer challenges, to persevere in the face of failure? Come see examples of tools that open windows into these elements of student performance, painting a robust picture of students' mathematical progress.

 

Lead Speaker: David Dockterman

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

202  8:45 AM to
9:45 AM
Grand Ballroom AGeneralPresidents ExchangeStrand 4

NCSM Presidents Exchange: Supporting Basic Fact Instruction Through Reasoning and Sense Making
Many K-5 teachers lament their students do not know basic facts! A district-wide program in which all teachers used strategy based protocols and activities, ongoing formative and summative assessments, and games rather than worksheets helped students to develop fluency with the basic facts. See how it happened!

 

Lead Speaker: Linda Gojak

203  8:45 AM to
9:45 AM
Grand Salon 3Intermediate
(3 - 5)
Oral PresentationStrand 4

Do My Teachers Have Curriculum-Content Knowledge for the Common Core?
How many times have you heard or told teachers "the textbook is not your curriculum, it's a guide"? If the textbook was the only resource, do you have what it takes to adapt it to the Common Core State Standards? Explore ways to become critical consumers of new resources and learn strategies to enhance a current curriculum.

 

Lead Speaker: Vernita Glenn-White
Co-Presenter: Kristopher Childs

204  8:45 AM to
9:45 AM
Grand Salon 4GeneralOral PresentationStrand 4

Ross Taylor Past Presidents-Session 2: NCSM Past Presidents Present a Fast-Paced Program on Productive, Practical Solutions to Challenges Confronting Mathematics Leaders: Assessment
Participants interact with former NCSM presidents and peers to address significant challenge and produce a wealth of ideas that benefit leaders at all levels. This session focuses on assessment: 1) What can leaders do to help teachers prepare students for the 2015 Common Core Assessments?; and 2) What assessment practices best support students' learning? This session is designed for new leaders and for experienced leaders who want new ideas.

 

Lead Speaker: Steven Leinwand
Co-Presenter: Diane Briars
Co-Presenter: Timothy Kanold
Co-Presenter: Henry Kepner

205  8:45 AM to
9:45 AM
Grand Salon 6CollegeOral PresentationStrand 2

Creating STEM Teachers-Changes in Pre-Service Programs
We need more mathematics and science teachers! STEM education is one approach to meet the calls for students to do the work of learning, using real world problems. Engage and critique one university's work at putting those two pieces together for pre-service preparation. Comment on the design and the program requirements. Help determine if this design can graduate teachers who can teach mathematics with science through an engineering framework that engage students in the exciting worlds of mathematics.

 

Lead Speaker: Janet Herrelko

206  8:45 AM to
9:45 AM
Grand Salon Suite BGeneralSpecial Interest GroupStrand 4

PARCC Mathematics: An Interactive Progress Update
A representative from The Partnership for the Assessment of Readiness for College and Careers, and 22-state consortium building assessments based on the Common Core State Standards, will share the latest news on the consortium's work around mathematics, allowing ample time for questions and answers.

 

Lead Speaker: Linda Kaniecki
Co-Presenter: Twianie Roberts

207  8:45 AM to
9:45 AM
Grand Salon 9 & 12GeneralOral PresentationStrand 4

Using Number Talks to Develop Fractional Fluency
The use of Number Talks to develop efficient, accurate, and flexible computation strategies with fractions will be explored through the lens of the Common Core State Standards fraction progression. We will look at how Number Talks can be used to build fractional fluency, develop the mathematical practices, and address student misconceptions.

 

Lead Speaker: Sherry Parrish
Co-Presenter: Ann Dominick

208  8:45 AM to
9:45 AM
Grand Salon Suite COral PresentationStrand 3

Project TeAM: Enhancing Content Knowledge Through an Immersion-Reflection-Practice-Based Learning Cycle
The Teaching Algebra and More! Project, or Project TeAM, supports high school mathematics teachers in deepening their mathematical content knowledge. Project teachers participate in a learning cycle that includes an immersion experience, a personal reflection, and a practice-based experience. In this session, participants will examine this learning cycle through video clips and sample professional development plans. Discussion will focus on the learning cycle as a practice for strengthening content knowledge.

 

Lead Speaker: Angela Barlow
Co-Presenter: Charles Milligan
Co-Presenter: Angeline Gaddy

209  8:45 AM to
9:45 AM
Grand Salon 15 & 18Oral PresentationStrand 1

Collaborative Coaching: Working Together to Support Meaningful Teacher Collaboration and Reflective Teaching
Collaborative coaching provides support for transferring careful planning and preparation to high-quality practice. It combines collaborative planning, teaching, observing, and debriefing with a focus on collecting and analyzing evidence of student learning. In this session, participants will be introduced to the collaborative coaching model and various tools and strategies to support teacher leaders as they facilitate conversations among teachers focused on student learning.

 

Lead Speaker: Alison Whittington
Co-Presenter: Denise Porter

210  8:45 AM to
9:45 AM
Grand Salon 21 & 24Middle
(6 - 8)
Oral PresentationStrand 5

Moving Towards Consistent Conceptual Mathematics Instruction Across the Grades
Repeated, facilitated practice talking about/presenting mathematical concepts has shown us how difficult it is for teachers to translate the conceptual knowledge made visible with manipulatives to the symbolic representations of the very same concepts. In this session, the mathematical concept of unit will be presented and the work of teachers will be shared to demonstrate progress towards supporting teachers in providing consistent conceptual mathematical instruction across the grades.

 

Lead Speaker: Ellen Clay

211  8:45 AM to
9:45 AM
JasperwoodOral PresentationStrand 4

Beyond Graphing Calculators: Using Technology to Facilitate Classroom Discussions in the Common Core Era
In this session, we will investigate available technologies outside of handheld graphing calculators, including spreadsheets, GeoGebra, and relatively new technology (iPad apps, Desmos) with emphasis on connecting to the Common Core State Standards for Mathematical Practice using appropriate tools strategically. The purpose of this session is to help teachers become aware of and be strategic in using technological tools that can be used to help facilitate classroom discussions about important topics in algebra.

 

Lead Speaker: Kevin Lawrence
Co-Presenter: Nicholas Gilbertson

212  8:45 AM to
9:45 AM
MagnoliaGeneralTechnology ShowcaseStrand 2

Are Your Students on the Path to College and Career?
How can you help your teachers understand where their students are and what they are ready to learn? With the new SMI College & Career, teachers and leaders can measure students' proficiency and mathematics trajectory from Kindergarden to Algebra II. Get the first sneak peak into the NEW adaptive assessment with read aloud and Spanish support and interact with class and data analytics that will make critical instructional decisions easier for teachers and leaders.

 

Lead Speaker: Haris Papamichael
Co-Presenter: Lea Ozeri

213  8:45 AM to
9:45 AM
Oak AlleyOral PresentationStrand 5

Visual Models for Fractions: Which Models? Which Standards? How Does It All Come Together to Maximize Student Growth?
The Common Core State Standards emphasize the use of visual models to help students develop an understanding of fraction concepts. Some teachers may not be familiar with this content shift or how to use models and other fraction representations effectively with students. This session informs leaders about the use of visual models in a professional development institute for K-5 teachers that immersed them in learning first-hand about the fractions progression.

 

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

214  8:45 AM to
9:45 AM
RosedownSponsor ShowcaseStrand 4

Hands-On Geometry
Participants will have an opportunity to explore geometry using hands-on manipulatives that encourage children to discover concepts and facts independently.

 

Lead Speaker: Kevin Simms

215  8:45 AM to
10:15 AM
MelroseGeneralOral PresentationStrand 3

Measuring Teacher Effectiveness AND Supporting Teacher Growth: Using the Tools of Polarity Thinking to Leverage This Tension
No one is born with a deep understanding of best practices in mathematics instruction; all of us continue to learn throughout our careers. Thus, evaluation practices need to inform and support professional development goals. Come and experience a tool for identifying polarity thinking that will help your team balance measuring teacher effectiveness AND using that information to support all teachers in mastering the art of teaching mathematics.

 

Lead Speaker: Jane Kise

216  8:45 AM to
9:45 AM
ElmwoodGeneralOral PresentationStrand 3

Defining Effective Research-Based Learning Experiences for Educators That Support Quality Instruction
Effective learning experiences for educators developing their capacity for effective mathematics instruction begins with learning environments that build their pedagogical base. Such capacity building requires a focus on three elements: content knowledge; understanding how students learn; and instructional practices that support student learning. This session highlights the kinds of research-based experiences needed in a Professional Learning Community to transform instruction and support quality instruction.

 

Lead Speaker: Marji Freeman
Co-Presenter: Patty Clark

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

218  10:00 AM to
11:00 AM
Grand Ballroom AGeneralOral PresentationStrand 4

High-Leverage Actions to Ensure All Students are "Common-Core Ready"
Students will need to demonstrate proficiency in both the Standards for Mathematical Content and Practice on the Common Core State Standards Assessments beginning in 2014-2015. What should mathematics leaders do now to help teachers prepare students for these assessments? This session highlights key content and mathematical practices that students need to know, and research-based instruction and assessment practices and strategies that teachers can use to build students' proficiency in both.

 

Lead Speaker: Diane Briars

219  10:00 AM to
11:00 AM
Grand Salon 3GeneralOral PresentationStrand 3

Enabling Principals to Support High-Quality Mathematics Instruction
This presentation will explore how classroom observation tools and professional development (PD) can enable principals to support ambitious mathematics instruction. We will share results from a PD initiative where principals analyzed mathematical tasks and lesson vignettes, using an observation tool focused on aspects of mathematics instruction empirically associated with improved student performance. Participants will be engaged in considering additional supports and pedagogies of enactment in PD for principals.

 

Lead Speaker: Melissa Boston
Co-Presenter: Erin Henrick
Co-Presenter: Lynsey Gibbons

220  10:00 AM to
11:00 AM
Grand Salon 4Oral PresentationStrand 4

Seeking an Alternative to One-Size-Fits-All Professional Development (PD)? Learn Ways to Differentiate PD for Teachers on Rational Numbers (Common Core State Standards Grades 4-6)
Learn about a powerful approach to differentiating PD to meet teachers' wide range of prior mathematics knowledge and professional learning needs. Experience differentiated activities for building teachers' understanding of fraction and decimal concepts in the Common Core State Standards and their practices for teaching students who struggle with these topics. Explore ways to create "Choice Points" that allow teachers to individualize their learning and "Reflection Opportunities" that promote self-assessment and growth.

 

Lead Speaker: Amy Brodesky
Co-Presenter: Emily Fagan
Co-Presenter: Cheryl Tobey

221  10:00 AM to
11:00 AM
Grand Salon 6Secondary
(9 - 12)
Oral PresentationStrand 1

Are Assessments Telling Teachers What They Need to Know?
In many districts, teachers are now using periodic benchmark tests to identify gaps in student understanding and to plan remediation. Do these tests provide enough of the right information to adequately plan instruction? Examples of misleading assessment results will be reviewed, and strategies for developing appropriate diagnostic tests will be discussed.

 

Lead Speaker: Janet Caldwell

222  10:00 AM to
11:00 AM
Grand Salon Suite BOral PresentationStrand 1

Using a Virtual Learning Community for Customized Professional Development
The Everyday Mathematics Virtual Learning Community (http://cemseprojects.org/vlc) is a free website for teachers. The site includes resources, lesson videos, and conversations related to teaching elementary mathematics. This presentation will introduce the website and its usefulness for instructional leaders, mathematics coaches, and professional learning communities to help teachers focus on key aspects of practice, student thinking, and the Common Core State Standards.

 

Lead Speaker: Megan Schleppanbach
Co-Presenter: Cheryl Moran

223  10:00 AM to
11:00 AM
Grand Salon 9 & 12GeneralOral PresentationStrand 4

Promoting Mathematical Reasoning with the NCSM Great Tasks for Mathematics
Classroom examples will illustrate how the NCSM Great Tasks for Mathematics have been used to promote the level of mathematical reasoning conveyed in the Common Core State Standards for Mathematics. Problems from both elementary and secondary levels will be highlighted with focused discussion on unpacking the activity to promote students' mathematical reasoning. Student artifacts and video clips will demonstrate the effective classroom implementation of the tasks.

 

Lead Speaker: David Pugalee
Co-Presenter: Connie Schrock
Co-Presenter: Kit Norris
Co-Presenter: Richard Seitz

224  10:00 AM to
11:00 AM
Grand Salon Suite CIntermediate
(3 - 5)
Oral PresentationStrand 4

A Constellation of Common Core Content and Standards for Mathematical Practice Around Comparing, Multiplying, and Dividing with Fractions
Video cases will be presented to illustrate how Mathematical Practices 2 (reason abstractly and quantitatively) and 3 (construct viable arguments and critique the reasoning of others) can be integrated into work on comparing, multiplying, and dividing with fractions.

 

Lead Speaker: Deborah Schifter
Co-Presenter: Virginia Bastable

225  10:00 AM to
11:00 AM
Grand Salon 15 & 18Intermediate
(3 - 5)
Oral PresentationStrand 4

Balancing Conversations in Mathematics Classrooms: Incorporating Purposeful Talk Moves to Justify Ideas and Solutions
When should students talk in mathematics class, and about what? Mathematical Practice 3 (construct viable arguments and critique the reasoning of others) emphasizes using mathematical reasoning to justify ideas and solutions. Implementing this standard moves beyond asking students, "Why do you think so?" and "Do you have another way?" Come and learn a process to move the balance of classroom conversations from teacher-led to student centered.

 

Lead Speaker: Melissa Hedges
Co-Presenter: Beth Schefelker
Co-Presenter: Connie Laughlin

226  10:00 AM to
11:00 AM
Grand Salon 21 & 24GeneralOral PresentationStrand 4

It's TIME-Great Tools to Begin the Process
It's TIME (Themes and Imperatives for Mathematics Education), a companion to PRIME, is a "call to action" for systemic change in curriculum, instruction, assessment, and professional culture in order to raise achievement in mathematics for every student in every classroom. Participants will walk through NCSM's newest publication to determine its correlation to PRIME and also where current position papers can be an added resource. A limited number of booklets containing current NCSM position papers will be available.

 

Lead Speaker: Linda Fulmore

227  10:00 AM to
11:00 AM
JasperwoodOral PresentationStrand 4

Algebraic Reasoning and Sense Making: Using Instructional Technology to Meet New Common Core State Standards
Participants will engage in a hands-on look at lessons and assessment techniques with a focus on algebraic reasoning and sense making for all middle and high school students. Real world applications, including Music, Fashion Design, Videogaming, Basketball, Restaurants, and Special Effects Performance Tasks come alive through multimedia digital, research-based resources from WNET Thirteen/PBS to engage students and support teachers in preparing to meet the new Common Core State Standards.

 

Lead Speaker: Deborah Ives

228  10:00 AM to
11:00 AM
MagnoliaGeneralSponsor ShowcaseStrand 4

Introducing PearsonRealize
Pearson's online destination for Common Core State Standards curriculum, flexible management tools, and embedded assessments. Learn about this new online learning management system and how to register for a review account.

 

Lead Speaker: Dave Ware

229  10:00 AM to
11:00 AM
Oak AlleyOral PresentationStrand 1

We've Discussed the Data: So What? Now What?
We know what the data say ... but what does it mean? And what do we do now? Join us as we explore tools that encourage teachers to move beyond what happened to why it happened and what actions are needed to support the diverse needs of students in the classroom and discuss how these same tools can assist leaders in providing support for individual teachers or teams of teachers.

 

Lead Speaker: Janet Dodd

230  10:00 AM to
11:00 AM
RosedownSponsor ShowcaseStrand 4

Probability Simulation in the Palm of Your Hands
Take a look at our latest application that allows for Probability Experimentation in a flexible, streamlined environment. See how technology employed appropriately can enhance understanding and assist us in reaching the Common Core State Standards. All in attendance will receive our color fx-CG10 Casio Prizm graphing calculator.

 

Lead Speaker: Mike Reiners

231  10:00 AM to
11:00 AM
ElmwoodGeneralOral PresentationStrand 3

Fostering High-Quality Instruction: A Framework for Evaluating How Mathematics Curriculum Supports Teacher Learning
This presentation reports on an investigation of the support of teacher learning provided by mathematics curricula. The researchers expanded an existing framework for evaluating curricula by adding teacher learning variables acknowledging the importance of educative curricula which foster student and teacher learning. The use of the framework with two mathematics curricula will be shared, and participants will have the opportunity to consider their district curricula with respect to teacher learning.

 

Lead Speaker: Sarah Quebec Fuentes
Co-Presenter: Jingjing Ma

232  10:45 AM to
12:15 PM
MelroseOral PresentationStrand 3

Developing Deep Conceptual Understanding? Start with the Teacher!
The Common Core State Standards (CCSS) require teachers to assist students in developing a deep conceptual understanding of mathematics. Unfortunately far too many teachers of mathematics do not have this understanding themselves. This session will explore job-embedded digital resources that serve to improve teachers' pedagogical and content knowledge of the CCSS, including the eight Standards for Mathematical Practice.

 

Lead Speaker: Rob Nickerson

233  10:15 AM to
11:00 AM
Exhibit HallGeneralMeetingStrand 4

Hot Topics
Francis (Skip) Fennell - Number Sense - what is it AND where is it - in the CCSS-M and, in what we do everyday in K-5 mathematics? Uri Treisman - Developing Students' Grit and Academic Resilience Mona Toncheff - Common Core in a Collaborative Culture Deborah Loewenberg Ball - Mathematics Teaching as Professional Practice

 

Lead Speaker: Connie Schrock
Co-Presenter: Francis (Skip) Fennell
Co-Presenter: Uri Treisman
Co-Presenter: Mona Toncheff
Co-Presenter: Deborah Ball

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: www.joboaler.com http://ed.stanford.edu/faculty/joboaler

 

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

236  11:15 AM to
12:15 PM
Grand Ballroom AIntermediate
(3 - 5)
Oral PresentationStrand 5

The Common Core State Standards: Operations & Algebraic Thinking (CCSS:OA) Learning Progression-Coherent Visual Models That Support Problem Solving and the Standards for Mathematical Practice
The CCSS:OA specify a learning progression of situational problem types. Participants will discuss and use a set of coherent research-based visual models that show the different problem situations and the varying unknowns. They then will discuss and share how student drawings of these models support the CCSS for Mathematical Practice, summarize particular difficulties in problem solving, and share how leaders can support the OA progression.

 

Lead Speaker: Karen Fuson

237  11:15 AM to
12:15 PM
Grand Salon 3Oral PresentationStrand 5

Connecting Fractions and Number Lines Through Length Measurement Models
Participants will engage in a variety of manipulative-based tasks to better understand how length measurement models can support understanding of fraction operations and the number line. As part of a broader research project on spatial measurement, we will share resources we have developed to support our elementary level professional development efforts in connecting measurement to other mathematical strands such as number and operations.

 

Lead Speaker: Nicholas Gilbertson
Co-Presenter: Jack Smith

238  11:15 AM to
12:15 PM
Grand Salon 4GeneralOral PresentationStrand 3

Supporting Teachers to Enact Three Principles of Effective Mathematics Instruction
Session participants will learn about three principles of effective mathematics instruction, strategies for designing and implementing mathematics lessons using the principles, and how to support teachers to use these three principles in mathematics instruction. The session includes interactive participant discussions guided by classroom video clips, student work examples, textbook tasks, and research findings.

 

Lead Speaker: Fran Arbaugh

239  11:15 AM to
12:15 PM
Grand Salon 6Secondary
(9 - 12)
Oral PresentationStrand 1

Using Formative Assessment to Engage Student's Reasoning
Do you struggle to find problems that assess student understanding, are engaging, and teach "real" mathematics content? Come learn about formative assessment lessons that provide the information needed to increase and sustain student learning, and at the same time spark student curiosity and engage them in problems that are aligned to the Common Core State Standards.

 

Lead Speaker: Michael Gould
Co-Presenter: Lisa Bush

240  11:15 AM to
12:15 PM
Grand Salon Suite BOral PresentationStrand 4

Understanding the Meaning of the Operations: How Discourse Can Support the Construction of Meaning for All Learners
In a 4th-grade class, a particularly articulate student protests to her teacher, "You never call on me!" In the same class, one of the most hesitant students begins to offer something, then stops, "I forgot what I was going to say." How can we include all students in substantive mathematical discourse? Why does it matter? How can discourse support the construction of meaning? Participants will examine written and video cases.

 

Lead Speaker: Susan Jo Russell

241  11:15 AM to
12:15 PM
Grand Salon 9 & 12GeneralMeetingStrand 4

Coaching Corner: Resources for Mathematics Coaches
Coaching Corner has been redesigned! The improvements include reorganization of the materials and much greater accessibility. This session will help participants familiarize themselves with the new design and features. In addition to books, articles, and tools, several ready-to-go professional learning modules for use by coaches have been added. The session will also explore possible uses of the new materials.

 

Lead Speaker: Laura Godfrey

242  11:15 AM to
12:15 PM
Grand Salon 15 & 18Intermediate
(3 - 5)
Oral PresentationStrand 5

Build Teachers' Fraction Schema for Teaching Anywhere Along the Common Core State Standards Fraction Progressions
Teachers struggle to teach fractions conceptually because they themselves frequently lack the schema for how fractions can be represented and how these various representations behave among the four arithmetic operations. Experience a hands-on professional development sequence that illustrates moving from understanding unit fractions all the way through fraction division using interactive, virtual courseware. Access to online resources will be available to all participants.

 

Lead Speaker: Erich Zeller

243  11:15 AM to
12:15 PM
Grand Salon 21 & 24Oral PresentationStrand 5

Deepening Content Knowledge Through Progressions-Based Professional Development
Leaders will investigate a content-focused professional development (PD) structure that supports development of teaching and learning mathematics. Participants will examine engaging activities from one of Howard County's (MD) 10 PD courses. Participants will gain access to PD resources and a collaborative network designed to enhance our "Common" efforts to improve mathematics instruction.

 

Lead Speaker: Jennifer Novak
Co-Presenter: Bill Barnes

244  11:15 AM to
12:15 PM
JasperwoodIntermediate
(3 - 5)
Oral PresentationStrand 5

Just Invert and Multiply... Can I ask WHY?
Coach your teachers on how to extend their understanding of whole number multiplication and division to multiply and divide fractions. Participants will explore various visual models that develop strong conceptual understanding of multiplying and dividing fractions, as well strategies that build fraction number sense and fluency. Everyone will leave with a framework and activites to provide professional development to thier staff.

 

Lead Speaker: Joan Tellish
Co-Presenter: Melissa Gotard

245  11:15 AM to
12:15 AM
MagnoliaTechnology ShowcaseStrand 4

Meeting the Common Core's Mathematical Fact Fluency Challenge with Reflex
What is mathematical fact fluency? Why is it critical in secondary as well as elementary education? What method for developing fluency will promote automaticity across a broad range of students? What if we could solve the problem of mathematical fact fluency in 10 minutes per day? See the latest results of ongoing research into fact fluency and how students attain it over time, based on longitudinal performance data being continuously collected by an online research platform developed under National Science Foundation grants. Come and see Reflex-an online product from ExploreLearning, makers of Gizmos.

 

Lead Speaker: Pam Berry

246  11:15 AM to
12:15 PM
Oak AlleyOral PresentationStrand 1

Helping Teachers Listen and Respond: An Assessment Framework
Developers from the Teaching Integrated Math and Science Project share what they have learned about developing an assessment framework and tools to help teachers define clearer expectations, provide useful feedback, and respond to various students' needs in grades 1-5.

 

Lead Speaker: Jennifer Leimberer

247  11:15 AM to
12:15 PM
RosedownGeneralSponsor ShowcaseStrand 4

STEM Contexts: Authentic Applications of Mathematics That Engage and Inspire Continued Learning
Please join us as we share how a unique partnership with Stanford University is yielding significant advances in personalized learning. President Matthew Mugo Fields (Co-Founder of Rocket Group-a mission-driven suite of companies that have served over 250,000 students world-wide), Vice President of Curriculum Janet Pittock (renowned speaker, author, and publisher), and Dr. Rafe Mazzeo (Co-founder, Stanford University Math Camp) will showcase how to harness the power of technology, research, and innovation to help young minds achieve their ultimate potential. Aligned to NCSM Program Strand: #3 STEM & Career/College Readiness. The focus is on increased attention to career and college readiness in the Common Core State Standards as related to the fields of science, technology, engineering, and mathematics. Consider the responsibilities of administrators and teachers in their efforts to work collaboratively with the school community to increase support for STEM-related courses and preparation for the future of today's learners.

 

Lead Speaker: Matthew Mugo Fields
Co-Presenter: Janet Pittock
Co-Presenter: Rafe Mazzeo

248  11:15 AM to
12:15 PM
ElmwoodMiddle
(6 - 8)
Oral PresentationStrand 4

Using Complex Problems, Rich Media, and Rubrics to Develop the Standards for Mathematical Practice
With a focus on rigor and connections, the Common Core State Standards require our students in middle grades to learn to solve complex problems. The session introduces a set of 36 complex problems linked to specific clusters of standards and practices that teach middle grade students to successfully solve complex problems, often in groups, and to use rubrics to guide their submission and evaluation of their responses and performances.

 

Lead Speaker: Jere Confrey
Co-Presenter: Michael Belcher

249  11:30 AM to
12:15 PM
Exhibit HallGeneralMeetingStrand 4

Hot Topics
Steve Leinwand - Supporting Engagement of English Language Learners Timothy Kanold - Professional Learning Communities Diane Briars - Effective teaching practices to implement CCSSM? Kit Norris - Addition and Subtraction: Engaging Students in Grade 2 and 3

 

Lead Speaker: Connie Schrock
Co-Presenter: Steven Leinwand
Co-Presenter: Timothy Kanold
Co-Presenter: Diane Briars
Co-Presenter: Kit Norris

250  12:30 PM to
2:15 PM
Grand Ballroom C/DGeneralFunctionStrand 4

Tuesday Lunch: Ticket Required
The lunch is sponsored by Texas Instruments

 

Lead Speaker: Catherine Page

250a  1:00 PM to
2:00 PM
Grand Ballroom C/DGeneralFunctionStrand 4

Creating a Classroom Climate that Fosters Mathematical Thinkers
In today's changing educational landscape, supporting teachers as they balance new standards, increased rigor in the classroom, and the implementation of technology is critical. Teachers must now ask better questions - but how does this affect instructional practices? They must teach students to reason, solve problems, and think critically - but how do they do that effectively? Katie England will share instructional strategies that encourage students to develop a deeper understanding of mathematics and take an active role in their learning.

 

Lead Speaker: Katie England

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

252  2:30 PM to
3:30 PM
Grand Ballroom AOral PresentationStrand 4

Agents of Change in the Era of the Common Core State Standards (CCSS)
To meet the high expectations of the CCSS, students need effective instruction. To meet this goal, many teachers will need to profoundly change their understanding of mathematics content and pedagogy. One way to support change of this magnitude is through content coaching focused on the instructional core. In this session, we will use a case study to demonstrate how planning, co-teaching, and debriefing can radically shift teacher practice in a few coaching sessions.

 

Lead Speaker: Lucy West
Co-Presenter: Antonia Cameron

253  2:30 PM to
3:30 PM
Grand Salon 3Intermediate
(3 - 5)
Oral PresentationStrand 4

Examining and Developing Practice Through Live Laboratory Teaching
A summer school laboratory class for upper elementary students provides a unique opportunity for teachers and other stakeholders to engage in the close study of public teaching. This setting provides a shared context for investigating the complexity of classroom instruction. We will share video and artifacts to illustrate the benefits of this unique professional learning experience.

 

Lead Speaker: Deborah Ball
Co-Presenter: Nicole Garcia
Co-Presenter: Julie McNamara

254  2:30 PM to
3:30 PM
Grand Salon 4GeneralOral PresentationStrand 4

NCSM Web Communications Meeting
The NCSM Website is packed with information that can help you in your leadership work if you know where to look. Come learn about the wide range of NCSM resources and where to find them on the website. Bring your questions and suggestions for the future of the website.

 

Lead Speaker: Charlene Chausis

255  2:30 PM to
3:30 PM
Grand Salon 6GeneralOral PresentationStrand 3

Well-Structured Questions ... Where Will They Take You?
Fostering a culture of collaboration leads to high-quality instructional practices focused on student achievement. Using well-structured questions during instructional leader/teacher post-lesson conversations promotes deeper thinking and reflection to move beyond "I followed my plan very well" to "My students met their mathematical goal of ... because ..."

 

Lead Speaker: Renee Everling
Co-Presenter: Diane Reynolds

256  2:30 PM to
3:30 PM
Grand Salon Suite BPrimary
(PK - 2)
Oral PresentationStrand 4

Supporting High-Quality Instruction: Engaging Young Learners in a Collaborative, Technology-Rich Mathematics Environment
Observe carefully selected video segments of young learners in primary common core classrooms engaged in discourse, assessment, collaboration, and questioning structured to enhance skills in number sense, computation, and estimation. Experience a variety of technology tools used to support the learning experience for children. Identify critical aspects of high-quality mathematics instruction and consider ways to deliver meaningful professional learning opportunities.

 

Lead Speaker: Angela Waltrup
Co-Presenter: Dr. Christopher Horne

257  2:30 PM to
3:30 PM
Grand Salon 9 & 12Oral PresentationStrand 4

Math Labs: Designing High-Quality School-Embedded Mathematics Professional Learning
Referred to as mathematics studios or mathematics labs, this form of job-embedded professional learning centers on creating opportunities for teachers to make their practice public and form a shared vision for high-quality mathematics instruction. Participants will learn how a typical studio or lab is structured, including attention to: 1) lesson planning, enactment, and debriefing; 2) analysis of student work and students' mathematical ideas; and 3) in-the-moment coaching and co-problem solving.

 

Lead Speaker: Elham Kazemi
Co-Presenter: Allison Hintz
Co-Presenter: Lynsey Gibbons

258  2:30 PM to
3:30 PM
Grand Salon Suite COral PresentationStrand 5

Helping Teachers See the Bridge from Numbers and Patterns to Algebra and Functions
In 2000, NCTM made algebra a PK-12 content standard, a way of thinking that cuts across all areas of mathematics. In 2010, the Common Core State Standards followed suit with algebraic thinking starting in kindergarten. But today, many elementary teachers still don't see clearly the sequence from early, concrete mathematics to later, abstract mathematics. Come experience some powerful K-8 bridges that connect the dots-pattern, number, operation, expression, equation, ratio, proportion, and function-to algebra.

 

Lead Speaker: Monica Neagoy

259  2:30 PM to
3:30 PM
Grand Salon 15 & 18GeneralMeetingStrand 5

NCSM It's TIME Committee Meeting
It's TIME: Themes and Imperatives for Mathematics Education-A Leadership Framework for Common Core Mathematics

 

Lead Speaker: Steven Leinwand
Co-Presenter: Suzanne Mitchell
Co-Presenter: Gwen Zimmermann
Co-Presenter: Linda Fulmore

260  2:30 PM to
3:30 PM
Grand Salon 21 & 24Middle
(6 - 8)
Oral PresentationStrand 1

Focus on Contextual Tasks and Standards for Mathematical Practice: How to Transform Instruction, Assessment, and Student Understanding
The Common Core State Standards for Mathematical Practice provide a powerful tool for engaging and motivating students to deepen their understanding of mathematics. Robust tasks allow students to collaborate, problem solve, and communicate about contextual problems addressing proportionality. Participants will consider how the practice standards are manifested differently in instructional and assessment tasks. Investigate tasks that are transforming instruction, assessment, and student understanding in Tennessee.

 

Lead Speaker: Andrea Sukow
Co-Presenter: Virginia Mayfield

261  2:30 PM to
3:30 PM
JasperwoodOral PresentationStrand 3

Project IMPACT: Supporting Elementary Teachers' Understanding of the Common Core State Standards Through Demonstration Lessons
The Implementing Mathematical Practices And Content into Teaching Project, or Project IMPACT, utilizes demonstration lessons for enhancing teachers' vision of instruction and the Standards for Mathematical Practice. In this session, participants will examine teachers' perceptions of and reflections on demonstration lessons. Video clips of a lesson briefing, demonstration lesson, and lesson debriefing will be featured. Lessons learned will be highlighted.

 

Lead Speaker: Angela Barlow
Co-Presenter: Sarah Bleiler
Co-Presenter: Chris Stephens
Co-Presenter: Natasha Gerstenschlager
Co-Presenter: Wesley Baxter

262  2:30 PM to
3:30 PM
MagnoliaGeneralTechnology ShowcaseStrand 4

Problem Solving and Assessment for the Common Core State Standards-K-5
Exemplars will demonstrate its new online resource for assessment and instruction featuring engaging and open-ended performance tasks uniquely created for the Common Core State Standards. Material includes differentiated tasks for instruction, exploration and formative assessment, as well as corresponding summative assessments with anchor papers and assessment rationales. Rubrics and Preliminary Planning Sheets are included as well as alignments to the Standards for Mathematical Content and Mathematical Practice. Participants may explore our library of tasks.

 

Lead Speaker: Ross Brewer

263  2:30 PM to
3:30 PM
Oak AlleyGeneralOral PresentationStrand 4

Using "Situations" to Improve Teachers' Mathematical Content Knowledge
NCSM has completed the facilitators guide to accompany the Mathematical Situations. Come see how to use this with your staff to facilitate content learning.

 

Lead Speaker: Steve Viktora
Co-Presenter: Connie Schrock
Co-Presenter: Suzanne Mitchell
Co-Presenter: Mike Hall
Co-Presenter: Rebecca Angus

264  2:30 PM to
3:30 PM
RosedownOral PresentationStrand 1

From PARCC and SMARTER Balanced (SBAC) to Your Classroom-Creating, Aligning, and Learning from Formative Assessments-EVERY DAY
This session will consider PARCC and SBAC sample assessment items and then back-map to a variety of formative assessment tasks and related classroom opportunities. These will address prerequisite concepts and skills and engage the Standards for Mathematical Practice, all within an instructional model that values a consistent and varied approach to formative assessment.

 

Lead Speaker: Francis (Skip) Fennell
Co-Presenter: Beth Kobett
Co-Presenter: Kay Sammons
Co-Presenter: Jonathan Wray

265  2:30 PM to
4:00 PM
MelroseOral PresentationStrand 4

Empowering Secondary Administrators to Become Agents of Change in Mathematics Instruction
How can we empower our administrators to become mathematical leaders in their buildings? Learn how the mathematics leadership team in one large suburban district of more than 60,000 students conducted professional development for secondary administrators and provided an instructional model incorporating the Standards for Mathematical Practice to guide classroom observations.

 

Lead Speaker: Melody Bushley
Co-Presenter: Michael Traylor
Co-Presenter: Michele Giglio
Co-Presenter: Sharon Hoffert

266  2:30 PM to
3:30 PM
ElmwoodOral PresentationStrand 4

Developing Exemplary Mathematics Teachers Through a Professional Development Model Focusing on the Standards for Mathematical Practice
In order to shift classroom instruction from an emphasis on "answer getting" to engaging students in the Standards for Mathematical Practice, we need more than a 1-day workshop. Teachers cannot simply study the standards. They need to embody the standards. Learn how one district developed a framework consisting of in-class modeling, co-teaching, just-in-time instructional supports, and feedback tools to improved content and pedagogical skills for teachers, leading to improved student learning.

 

Lead Speaker: Connie Laughlin
Co-Presenter: Melissa Hedges
Co-Presenter: Lauri Susi

267  3:45 PM to
4:45 PM
Grand Salon 4GeneralCaucusStrand 4

NCSM Past Presidents Caucus
The Caucuses provide opportunities for all NCSM members' voices to be heard! Your NCSM Regional Director, as the Caucus facilitator, will share information on NCSM initiatives, national issues, and future events. Come network and celebrate regional success with fellow mathematics leaders. This is your chance to ask questions. There will also be drawings for door prizes and information on an opportunity to participate in a committee meeting. We look forward to seeing you at your caucus.

 

Lead Speaker: Suzanne Mitchell

268  3:45 PM to
4:45 PM
Grand Salon 6GeneralCaucusStrand 4

Canadian Regional Caucus
Alberta, British Columbia, Manitoba, New Brunswick, Newfoundland, Northwest Territories, Nova Scotia, Nunavut, Ontario, Prince Edward Island, Quebec, Saskatchewan, Yukon

 

Lead Speaker: Carol Matsumoto

268  3:45 PM to
4:45 PM
Grand Salon 6GeneralCaucusStrand 4

International Attendee Caucus
Anyone fro outside the United States and Canada

 

Lead Speaker: Connie Schrock

269  3:45 PM to
4:45 PM
Grand Salon Suite BGeneralCaucusStrand 4

Eastern 1 Regional Caucus
Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode Island, Vermont, Military State AF (Armed Forces Africa, Canada, Europe, and Middle East)

 

Lead Speaker: Suzanne Libfeld

270  3:45 PM to
4:45 PM
Grand Salon 9 & 12GeneralCaucusStrand 4

Western 2 Regional Caucus
California, American Samoa, Federated States of Micronesia, Guam, Marshall Islands, Northern Mariana Islands, Palau, Hawaii, Oregon, Washington, Military State AP (Armed Forces Pacific)

 

Lead Speaker: Hope Bjerke

271  3:45 PM to
4:45 PM
Grand Salon Suite CGeneralCaucusStrand 4

Southern 2 Regional Caucus
Alabama, Arkansas, Louisiana, Mississippi, Oklahoma, Tennessee, Texas

 

Lead Speaker: Linda Griffith

272  3:45 PM to
4:45 PM
Grand Salon 15 & 18GeneralCaucusStrand 4

Western 1 Regional Caucus
Alaska, Arizona, Colorado, Idaho, Montana, Nevada, New Mexico, Utah, Wyoming

 

Lead Speaker: Mona Toncheff

273  3:45 PM to
4:45 PM
Grand Salon 21 & 24GeneralCaucusStrand 4

Eastern 2 Regional Caucus
Delaware, District of Columbia, Maryland, New Jersey, Pennsylvania, West Virginia

 

Lead Speaker: Eric Milou

274  3:45 PM to
4:45 PM
Oak AlleyGeneralCaucusStrand 4

Central 1 Regional Caucus
Illinois, Indiana, Kentucky, Michigan, Ohio

 

Lead Speaker: Gwen Zimmermann

275  3:45 PM to
4:45 PM
RosedownGeneralCaucusStrand 4

Southern 1 Regional Caucus
Bermuda, Florida, Georgia, North Carolina, Puerto Rico, South Carolina, Virginia, Virgin Islands, Military State AA (Armed Forces America)

 

Lead Speaker: Wanda Jean Audrict

276  3:45 PM to
4:45 PM
ElmwoodGeneralCaucusStrand 4

Central 2 Regional Caucus
Iowa, Kansas, Minnesota, Missouri, Nebraska, North Dakota, South Dakota, Wisconsin

 

Lead Speaker: Laura Godfrey

277  5:30 PM to
7:00 PM
Grand Ballroom C/DGeneralFunctionStrand 4

Tuesday Reception: Ticket Required
The reception is sponsored by Origo Math

 

Lead Speaker: Stephanie Hayes