Session information last updated 6-4-2019, subject to change without notice.

Strand 6 Sessions, Monday, April 1 | |||||
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Strand 6: Developing Mathematical Knowledge for Teaching | |||||

| Pacific 14 | Pk-2 Primary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Early Numeracy Partnerships: Blending Professional Development and Research to Enhance Early Numeracy Development | |||||

Explore how a large urban school district partnered with researchers with the University of Alberta to create a professional development series aiming to improve mathematics instruction in Early Learning. Learn how participants worked together to collaboratively plan for rich mathematical experiences, capitalizing on the mathematical opportunities that routinely take place in Early Learning classrooms. | |||||

Lead Speaker: Amy Swinkels Co-Presenter: Stephanie Power | |||||

| Pacific 16 | College | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Exploring Tasks and Assessments to Develop Prospective and In-Service Elementary Teachers' Specialized Content Knowledge of Geometry and Measurement | |||||

This session will focus on the design and use of tasks in content courses for prospective and in-service elementary teachers to develop and assess their specialized content knowledge (SCK) of geometry and measurement. The presenter will share experiences with SCK tasks and participants will evaluate and adapt tasks for their own classrooms. | |||||

Lead Speaker: Betsy Berry | |||||

Handout: NCSM19-746_Berry.pdf | |||||

| Temecula 1 | 6-8 Middle | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Project, Product, Performance: The 3P Approach to Professional Development | |||||

Research studies show that teachers learn best from collaboratively engaging in long-term challenging problems/projects like those for students; exploring key concepts, seeing how they grow and become more robust; identifying multiple contexts for developing the same concept; developing strategies that help students "undress" problems; designing and evaluating problems/projects; and conducting Showcase performances. The 3P approach, focusing on proportional reasoning, was validated with middle school teachers. Attendees will receive copies of several of these studies. | |||||

Lead Speaker: Carole Greenes | |||||

| Pacific 22 | 6-12 Secondary | Spotlight Speaker | Developing Mathematical Knowledge for Teaching | |

Moving Beyond Think-Pair-Share: Routines for Mathematical Discourse | |||||

How might we build shared understanding of mathematical ideas by facilitating meaningful mathematical discourse? How might different discussion routines elicit different types of mathematical reasoning, justification, and analysis? How might we move beyond think-pair-share by adding routines for visible thinking and mathematical discourse to our professional toolboxes? Explore a host of routines for making student thinking visible and creating a classroom culture of discourse, while considering the mathematics specialist's role in moving mathematical discussions forward. | |||||

Lead Speaker: B. Michelle Rinehart Co-Presenter: Daniel Ilaria Presider: Carolyn Briles | |||||

Handout: NCSM19-533_Rinehart-Ilaria.pdf | |||||

| Temecula 2 | General | Presidents Exchange | Developing Mathematical Knowledge for Teaching | |

Presidents Exchange-ASA: Teaching and Assessing Statistics with Simulation - Accessible to All Students | |||||

Simulation, as a tool for teaching statistics at the school level, is greatly needed in the classroom. Simulation provides the opportunity to deliver challenging curricula to all students motivating conceptual understanding once only accessible to students with an advanced mathematical background. This session will investigate using simulation, modeling a statistical problem that traditionally has been approached only using mathematical theory. The session will also explore the use of simulation for assessment at grades 6 - 16 by utilizing past national high stakes exams to demonstrate ways teachers can evaluate student understanding of important statistical concepts. | |||||

Lead Speaker: Christine Franklin | |||||

| Pacific 15 | General | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Adopting New Mathematics Books? Start by Selecting an Effect Textbook Analysis Toolkit to Inform Your Work! | |||||

Explore the updated NCSM/NCTM Curriculum Analysis Toolkit developed under the direction of the Council of Chief State School Officers. In addition to three analysis tools: Content, Practices, and Overarching Considerations (Technology, Equity, and Assessment), we will share two new supporting resources: Look For guides to focus users on critical textbook features, and Textbook Analysis Professional Learning Activities to build a shared vision of effective textbook design among members of review committees. | |||||

Lead Speaker: Valerie Mills Co-Presenter: Diane Briars | |||||

| Temecula 3 & 4 | 6-12 Secondary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Desmo-fy Your Mathematics Lesson: What the Latest Research Shows About How to Bridge the Achievement Gap | |||||

In this session, we will share the latest research in how using and creating Desmos activities helped to make a statistically significant impact for students, especially students of color. Case studies and ready to use example activities will be shared. Participants are encouraged to bring laptops to use in this interactive presentation. | |||||

Lead Speaker: Ivan Cheng Co-Presenter: Matthew Kim Co-Presenter: Jaspreet Sandha | |||||

Handout: NCSM19-742_Cheng-Kim.pdf | |||||

| Pacific 26 | 6-8 Middle | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Over Thirty Years of Teaching Through Open Problem Activities: Going Deep with Mathematics | |||||

This session focuses on teaching through open problem activities. Defined as sources of classroom activity devoted to the developing mathematical ideas, open problems refer to contextual situations involving multiple access points, methods/pathways, and solutions. Teaching through open problems is pivotal for fostering equity-based teaching practices. We will discuss the practice of "going deep with mathematics," particularly around helping students to solve an open problem, unpack the embedded mathematics, and connect learning to prior and future knowledge. | |||||

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

| Pacific 24 | 6-12 Secondary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Help Teachers Develop Growth Mindset in Students to Increase Their Perseverance, Engagement, and Success in Mathematics | |||||

Teachers now understand the principles of growth mindset, but what does it mean to teach with those principles? Come learn concrete examples to support your teachers and empower their students through proven mathematical planning and instruction techniques. We will also experience powerful strategies that change students' attitudes to maximize learning experiences; you will leave with activities to immediately bring back to your teachers. | |||||

Lead Speaker: Matthew Beyranevand | |||||

| Pacific 19 | General | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Ross Taylor/Glenn Gilbert Speaker Series: High-Leverage Actions for Mathematics Education Leaders | |||||

Learn about high-leverage actions-those that produce the greatest benefits for your efforts-to improve mathematics teaching and learning, and ensure that each and every student is mathematically prepared for his or her future. We will discuss the research that demonstrates the effectiveness these actions and give practical suggestions for effectively implementing them in your setting. | |||||

Lead Speaker: Diane Briars Presider: Connie Schrock, NCSM President | |||||

| Temecula 1 | General | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Using Student Questions to Determine the Health of a Mathematics Learning Environment | |||||

Students ask a variety of questions during mathematics lessons. Some questions focus on procedures or formal notation, while others focus on ideas, connections, or representations. Student questions are important as they provide vastly different learning opportunities for students. This session explores the types of questions students ask while learning mathematics and discusses how analyzing student questions can help teachers work towards promoting more conceptual and curious questions from students. | |||||

Lead Speaker: Melissa Kemmerle | |||||

| Pacific 22 | 3-5 Intermediate | Spotlight Speaker | Developing Mathematical Knowledge for Teaching | |

Embolden Your Inner Mathematician | |||||

How can we strengthen and deepen understanding, confidence, and efficacy in the learning and teaching of mathematics? We will discuss, sketch, and solve tasks that promote flexibility, critical reasoning, and problem solving. Learning mathematics should be anchored in depth of understanding and built on conceptual understanding as well as procedural fluency. | |||||

Lead Speaker: Jill Gough Presider: Mona Toncheff | |||||

| Pacific 17 | General | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Developing a Positive Error-Climate: Action Steps from Research and Practice | |||||

Researchers and practitioners both discuss the benefits of using errors as a learning tool in a mathematics classroom, albeit sometimes from different perspectives. Additionally, students' experiences and perceptions of using mathematical errors for learning may align or diverge from what teachers and leaders predict. Join us to help unify these perspectives towards the goal of developing a positive and productive error-climate for both teachers and students. | |||||

Lead Speaker: Karin Lange Co-Presenter: Christina Barbieri Co-Presenter: Julie Booth Co-Presenter: Tim Fukawa-Connelly | |||||

Handout: NCSM19-741_Lange.pdf | |||||

| Temecula 3 & 4 | 3-8 Upper Elementary/Middle | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

How to Deepen Teachers' Mathematical Understanding, Facilitate Rich Student Thinking, and Improve Achievement by Leveraging Interactive Digital Technologies | |||||

Digital mathematics tools can provide rich opportunities to engage with mathematical concepts in ways that aren't possible without technology. Since many teachers didn't experience these tools when they were K-12 students, digital resources provide a unique new approach to improving mathematical knowledge for teaching while also helping teachers empathize with how students develop their own mathematical conceptions. Participants will explore free digital mathematics tools and hear research about their use in professional development models. | |||||

Lead Speaker: Tim Hudson | |||||

Handout: NCSM19-289_Hudson.pdf | |||||

| Temecula 2 | 3-5 Intermediate | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Learning to Use Visual Models to Make Connections For Procedural Fluency in Multiplication Through the Lens of a PLC | |||||

This hands-on session emphasizes the vital role of exploration using visual models and manipulatives to develop a foundation for procedural fluency with multiplication. A glimpse into the work of one district's professional learning community involving four diversely populated schools highlights the effects of teacher learning through the principles posed in Teaching Student-Centered Mathematics and Principles to Actions. Work samples and video clips illustrate the impact of using visual models on teacher and student learning. | |||||

Lead Speaker: Denise Porch | |||||

| Pacific 23 | 6-12 Secondary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Recommendations for Statistics and Probability in the Secondary Curriculum: Implications for Teacher Leaders | |||||

NCTM's Catalyzing Change recommends essential statistical concepts that should be part of the curriculum for every high school graduate, building on the foundation laid in the middle grades. The challenge: statistics is very different from mathematics. What do teachers need to know to teach statistics well? How can we, as instructional leaders, help teachers learn this content and how to teach it? | |||||

Lead Speaker: Gail Burrill Co-Presenter: Tom Dick | |||||

| Pacific 15 | Pk-2 Primary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

The Long and Short of It-Primary Non-Standard Measurement | |||||

Journey with students as they experience and reason about non-standard measurement. Students engage in activities and participate in debrief discussions. Video cases and student work bring this presentation to life. Engage in discussions about activities, videos, and student work to address best practices, insights into students learning, and next steps, based on the trajectory of student learning and performance assessment results. Receive a Non-Standard Measurement unit of study to stregthen your own practice. | |||||

Lead Speaker: Tracy Sola | |||||

| Pacific 22 | K-5 Elementary | Spotlight Speaker | Developing Mathematical Knowledge for Teaching | |

Avoiding the Ineffective Key Word Strategy! | |||||

Join us in a passionate conversation about avoiding the use of the ineffective Key Word strategy when solving word problems. In this session, we present five limitations that explain the reasoning why this strategy should be avoided. We also share more than 10 effective strategies to use in place of ineffective and harmful Key Word strategies. Leave with a plan to eliminate the use of Key Words in your school or district. | |||||

Lead Speaker: Karen Karp Co-Presenter: Sarah Bush Co-Presenter: Barbara Dougherty Presider: Shelly Jones | |||||

| Pacific 21 | K-5 Elementary | Major Presentation | Developing Mathematical Knowledge for Teaching | |

Teaching on the Edge of Understanding and at the Speed of Learning | |||||

There are many things to consider when we engage students in mathematics. Why do we choose one task over another, how do we know which ones work, and what drives our decision-making? The purposeful use and sequence of the right tasks can unlock what students know and inform our next move in the progression of learning. | |||||

Lead Speaker: Graham Fletcher Presider: Pat Baltzley | |||||

| Pacific 25 | 3-8 Upper Elementary/Middle | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Building Precise Mathematical Language Through Routines | |||||

How do we support students in our mathematics classes who say nothing because they are afraid they won't say the perfect thing? Mathematics Language Routines (MLR) provide opportunities and scaffolding for all students to engage in meaningful discussions by intentionally and systematically developing the language of mathematics. Experience MLRs and see them in action in classrooms as we explore how to build students' precision by honoring and amplifying their emerging language and ideas. | |||||

Lead Speaker: Christine Newell | |||||

| Pacific 14 | General | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Building Reasoning Through Addition Structures and Strategies from Kindergarten Through High School | |||||

Can your teachers recognize and build from students' earliest experiences with structures and strategies related to addition? Understanding where students are coming from and where they are going allows educators to provide multiple access points to increase all students' conceptual understandings. Come explore tasks from kindergarten through high school you can use with your teachers to engage them in meaningful discourse about students' overall mathematical development. Let's quit leaving their prior knowledge at the door. | |||||

Lead Speaker: Janet Tomlinson Co-Presenter: Stephanie Doran | |||||

| Rancho Santa Fe 1 | 6-12 Secondary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Coaching Teachers Through the Process of Secondary Mathematics Vertical Articulation | |||||

Do teachers look to you for guidance on which standards, topics, or depth they should be teaching? How much would your teachers benefit from learning how to work collaboratively to make these decisions as a team? In this session, we will explore ways to develop teacher teams' abilities to interpret and vertically articulate the CCSSM standards. | |||||

Lead Speaker: Cassie Sisemore Co-Presenter: Breanne Phillips Co-Presenter: Laurie Duerksen | |||||

Handout: NCSM19-215_Sisemore-Duerksen-Phillips.pdf | |||||

| Pacific 16 | K-5 Elementary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Mathematics Workshop: Developing Mathematical Knowledge Through Guided Mathematics, Learning Stations, Student Reflection, and More | |||||

Participants will learn about the different structures of mathematics workshop and explore ways to increase student engagement and decrease mathematics anxiety. Come learn tips to begin and maintain this successful model that creates a classroom environment that includes deep discourse, meaningful learning stations, rich problem-solving tasks, and guided mathematics. You will learn how valuable a mathematics workshop can be for teachers and students and learn how to start a mathematics workshop in your school/school system. | |||||

Lead Speaker: Jennifer Lempp | |||||

Handout: NCSM19-265_Lempp.pdf | |||||

| Torrey Pines 2 | College | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Meaningful Mathematical Tasks for Teacher Development | |||||

This presentation shares five tasks designed to increase the mathematical understanding of PK-8 mathematics teachers. Through these tasks, teachers develop their Strands of Mathematical Proficiency (NRC, 2001) so they are more equipped to support students' mathematical identities (Aguirre, Mayfield-Ingram, & Martin, 2013). Teachers engage in the Standards for Mathematical Practice, preparing them to lead their learners in deep mathematical exploration through implementing teaching practices to support high-quality mathematics education for all students (NCTM, 2014). | |||||

Lead Speaker: Kimberly White Co-Presenter: Nathan Rosin | |||||

| Pacific 18 | 6-12 Secondary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

NCSM Situations: Using Classroom-Based Scenarios to Build Mathematical Knowledge for Teaching | |||||

Daily, teachers use their mathematical knowledge to ask purposeful questions, facilitate discussions, explain ideas, generate examples, create counter-examples, and more. How can we develop this mathematical knowledge for teaching? In this session, participants will explore ready-to-use professional development cases from the NCSM Facilitator's Guidebook for Use of Mathematics Situations in Professional Learning. Cases build on authentic secondary mathematics classroom episodes. Implications for design of similar learning experiences for teachers in your setting will be discussed. | |||||

Lead Speaker: M. Kathleen Heid Co-Presenter: Diane Briars Co-Presenter: Suzanne Mitchell Co-Presenter: Steven Viktora Co-Presenter: Rose Mary Zbiek | |||||

Strand 6 Sessions, Tuesday, April 2 | |||||

Strand 6: Developing Mathematical Knowledge for Teaching | |||||

| Pacific 21 | General | Major Presentation | Developing Mathematical Knowledge for Teaching | |

The Importance of Play in Mathematics Education | |||||

To play is a universal human desire. It's also an important component of what it means to do mathematics at any level. Through examples, we'll discuss why we play, what's distinctive about mathematical play, what benefits it has for students, its connection to college and careers, and how we can incorporate play into our teaching. | |||||

Lead Speaker: Francis Su Sue Vohrer | |||||

Handout: NCSM19-855_Su.pdf | |||||

| Torrey Pines 2 | 3-5 Intermediate | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Deconstructing Reasoning: Leveraging Its Multifaceted Nature To Build Student Proficiency | |||||

Reasoning is one of the hallmarks of mathematical proficiency. But what does it really mean for all students to become proficient with mathematical reasoning? Engage in a professional development model that explores a variety of tasks to identify the full range of reasoning experiences. Collaborate to determine focused instructional implications that provide all students with ongoing access to rich opportunities for mathematical reasoning, productive struggle, and discourse around the various types of reasoning tasks. | |||||

Lead Speaker: Larry Sizemore Co-Presenter: Jennifer Hilberg Co-Presenter: Nikki Snier | |||||

| Pacific 25 | 6-12 Secondary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Developing Conceptual Understanding for High School Students | |||||

This session will use instructional materials for comparing and contrasting conceptual understanding with procedural skill and application and developing conceptual understanding of mathematics within high school students. Coherence with mathematical content from grades 6-8 will be discussed, and the intersection of the standards for mathematical practice with conceptual understanding will be explored as well. The exploration of conceptual understanding for high school students will also touch upon analyzing materials without using depth of knowledge scales. | |||||

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

Handout: NCSM19-597_Truitt-Daro.pdf | |||||

| Temecula 2 | 6-8 Middle | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Leading Learners to Level Up: Deepening Understanding of Mathematical Practices | |||||

We say: Persevere! Express regularity in repeated reasoning! Be precise! Show your work! But what if students can't yet? How might we make our thinking visible to empower our young learners to become self-correcting, self-reliant, and independent? How do we coach-what strategies do we use-to help learners to embrace the Standards for Mathematical Practice? | |||||

Lead Speaker: Jill Gough | |||||

| Temecula 3 & 4 | 6-12 Secondary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Teaching Strategies for Success in a Mathematics Classroom | |||||

This session will focus on current best practices and research for effective teaching strategies. The goals of the session will include: analysis of how visual and open tasks contribute to the implementation of effective teaching practices in mathematics, identification of teaching strategies that deepen a teacher's understanding of effective teaching practices in mathematics, and an exploration of how students' responses can be used to advance the understanding of the class as a whole. | |||||

Lead Speaker: Linda Griffith Co-Presenter: Kyle Atkin Co-Presenter: Linda Antinone | |||||

Handout: NCSM19-182_Griffith-Atkin-Antinone.pdf | |||||

| Rancho Santa Fe 1 | 6-12 Secondary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

What Do they Know and What Can they Do: Digging Deeper into Assessment | |||||

What do we communicate to students when we assess them, and does it help their learning progress? Too often teachers actually inform students about what they're not doing or not understanding, especially when it comes to summative assessment. What if assessment focused on what students CAN do? We will dig deeper into assessment so that as leaders we can help teachers in terms of what they assess, how they assess, and when they assess. | |||||

Lead Speaker: Marc Garneau | |||||

Handout: NCSM19-681_Garneau.pdf | |||||

| Pacific 26 | 6-8 Middle | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Leveraging Learning Trajectories to drive data discussions in Professional Learning Communities | |||||

How can professional learning communities (PLCs) make meaningful use of formative data? We report on how PLCs engage in grade-level discussions of data from Learning Trajectory-based formative assessments. We share how interactions overcame data-sharing nerves into data-driven norms of shared responsibility for improvement. We provide examples of data analysis focused on learning from each other (joint coaching/mentoring), from trouble-shooting curricular weakness (joint diagnosis), and on jointly deciding to make modifications based on the results (joint planning). | |||||

Lead Speaker: Jere Confrey Co-Presenter: Meetal Shah | |||||

| Pacific 24 | K-5 Elementary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Raise the Ceiling, Lower the Floor: Teaching Problem Solving for ALL Students | |||||

Is problem solving something your students struggle with daily? This session is designed to clarify expectations for teaching problem solving coupled with research on best practice for removing language barriers so that all students can engage in the mathematics. Strategies for providing engaging problem-solving experiences with appropriate scaffolding such as the Three-Act Math task, Three Reads, and Numberless word problems will be shared and will revolutionize the teaching of problem solving in your schools and districts. | |||||

Lead Speaker: Susan Loveless | |||||

Handout: NCSM19-480_Loveless.pdf | |||||

| Pacific 15 | General | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

The Tool You've Been Waiting For Is Here! the Brand New High School Coherence Map. | |||||

Do you want to learn more about the high school CCSSM standards-how they connect to each other and how they connect to middle school? Participants will experience a free digital map of the high school standards built by one of the authors of CCSSM that can be used to plan lessons, develop high school courses and assessments, and see connections between standards. | |||||

Lead Speaker: Barbara Beske Co-Presenter: Jason Zimba | |||||

| Pacific 25 | General | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Learning to Listen: Supporting Elementary Preservice Candidates in Building Capacity for Effective Use of Number Talks | |||||

The preparation and support beginning teachers receive influence their effectiveness and their students' achievement. We will share and examine number talks our preservice candidates practice at San Jose State University as they prepare to work in diverse elementary classrooms. We will discuss strengths and challenges encountered while critiquing strategies used to deeply listen for students' developing understandings and misconceptions. We will facilitate discussion of implementation that could be used in your department, school, and district. | |||||

Lead Speaker: Patricia Rogers | |||||

Handout: NCSM19-141_Rogers.pdf | |||||

| Temecula 3 & 4 | K-5 Elementary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Coaching for Content: The Top 3 Elementary Math Topics That Must be Taught Differently | |||||

Since states committed to college- and career-ready standards, we have seen instructional shifts that get to the heart of many mathematical topics. There are particular topics, however, where our approaches have not changed to match the intent of the standards. This session provides insight into common alignment issues for three important elementary mathematics topics, the intent of the standards, and ways to support teachers in developing the mathematical content knowledge necessary to shift their instruction. | |||||

Co-Presenter: Shelbi Cole Co-Presenter: Kristin Gray Co-Presenter: Marni Greenstein Co-Presenter: Dionne Aminata Samb | |||||

| Torrey Pines 2 | 3-8 Upper Elementary/Middle | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Solving Language Barriers by Solving Mathematical Word Problems | |||||

Participants in this session will build on the principle that the use of code switching supports learning. While moving within the roles of teacher and student, participants will engage in large and small group activities demonstrating mathematical word problem writing as well as word problem solving. Conventional and alternative deliveries of displaying work (such as student production of a podcast) will be discussed. | |||||

Lead Speaker: Billie Mathews | |||||

| Temecula 1 | 9-12 High School | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

The Spy Listening Device and the Beautiful Practical Geometry of Parabolas | |||||

Begin with meaning to better understand mathematics. The geometry of solar parabolic cookers, satellite dishes, and spy listening devices is rarely explored by students in upper grade mathematics classes. Context often helps students (and their teachers) understand better the mathematics of reflection, congruent triangles, the distance formula, and modeling while the geometry helps students understand the context. Play and understand through activities including paper folding, building solar cookers, and Geogebra exploration. | |||||

Lead Speaker: Bruce Grip | |||||

| Temecula 1 | K-5 Elementary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

What counts as evidence of student learning? | |||||

An essential component of formative assessment lies in collecting and using evidence of student learning to inform instructional decision making. Focusing on collecting and using evidence of student mathematical thinking deepens teachers' mathematical content knowledge. We will share resources we have used across many districts which helped teachers purposefully plan and reflect on the most important tenets of student mathematical thinking that supports their own learning and the learning of their students. | |||||

Lead Speaker: Margaret Pligge Co-Presenter: Joanne Baker Co-Presenter: Nancy Mueller | |||||

Handout: NCSM19-374_Pligge.pdf | |||||

| Temecula 2 | 6-12 Secondary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

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 | |||||

Handout: NCSM19-504_Lemon.pdf | |||||

Strand 6 Sessions, Wednesday, April 3 | |||||

Strand 6: Developing Mathematical Knowledge for Teaching | |||||

| Pacific 26 | 6-12 Secondary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Eliciting and Examining Mathematical Knowledge for Teaching: A Framework to Support Teacher Growth | |||||

How can we support teachers in examining their personal mathematical knowledge for teaching (MKT) to identify both strengths and opportunities for growth? This session features activities appropriate for high school mathematics that use simulated student thinking to elicit MKT in authentic yet structured ways. Participants will engage in a process that facilitates self-reflection on their personal MKT using a research-based framework that provides specific ways to think about how to improve in this area. | |||||

Lead Speaker: Alyson Lischka Co-Presenter: Cynthia Anhalt | |||||

| Torrey Pines 1 | K-5 Elementary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Leveraging Powerful Models to Promote Deep Learning | |||||

Learn how to best leverage the use of, and connection among, visual models to promote deep learning. Come explore the perceptual features of various models and consider their strengths and weaknesses. We'll discuss how well a model fits (or doesn't fit) the intended mathematical idea and consider how models support (or interfere with) student understanding. | |||||

Lead Speaker: Debi DePaul | |||||

| Pacific 19 | K-5 Elementary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Who Can Do "Abstract" Mathematics? Mathematical Argument in an Urban Elementary School | |||||

Who can think mathematically? An overly simplified view of a progression from "concrete" to "abstract" can restrict access to cognitively demanding tasks for students seen as "not yet ready" for work on regularity and structure. This talk, illustrated with classroom examples, focuses on how one school committed to a focus on mathematical argument. | |||||

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

| Pacific 21 | K-5 Elementary | Major Presentation | Developing Mathematical Knowledge for Teaching | |

Creating an Elementary Curriculum with Play and Rigor to Broaden Mathematical Understanding | |||||

In order to implement sound pedagogical practices in the critical early years of mathematics education, teachers need to increase their content knowledge through a combination of self-directed initiatives and robust professional development opportunities. In this session, teachers will explore all current resources-manipulatives, books, online resources, and technology-to support and sustain blended learning classrooms that challenge emerging student curiosities in safe and equitable spaces. | |||||

Lead Speaker: Sunil Singh Presider: Cheryl Cantin | |||||

| Temecula 1 | K-5 Elementary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Reading too Much into Assessments | |||||

Participants will review students' performance data on fractions gathered from assessment databases and engage in conversations around three practices recommended by NCTM (2014): elicit and use evidence of student thinking; pose purposeful questions; and build procedural fluency from conceptual understanding. Participants will examine evidence of students' conceptual understanding and procedural fluency, and formulate assessing and advancing questions relevant to students. At the end, we will share data showing long-term benefits of conceptually focused learning. | |||||

Lead Speaker: Funda Gonulates Co-Presenter: Daniel McGee Co-Presenter: Dee Crescitelli | |||||

Handout: NCSM19-795_Gonulates-McGee-Crescitelli.pdf | |||||

| Pacific 15 | 6-12 Secondary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

The Language Spectrum in Mathematics Classrooms: Supporting Instruction that Empowers Students in Multiple Contexts | |||||

Mathematical language is used differently in different contexts (e.g., small-group work, whole-class presentations, written explanations), but many students are not aware of the subtle shifts in language expectations. It is imperative to make these shifts explicit if we wish to increase access to mathematical success. This session presents the research-based idea of the Language Spectrum and shares strategies for supporting teachers in navigating the Language Spectrum in their own classrooms. | |||||

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

Handout: NCSM19-560_Otten.pdf | |||||

| Pacific 25 | K-5 Elementary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Using Critical Areas of Focus in Mathematics to Strengthen Instruction Towards Deeper Mathematical Understanding | |||||

The CCSSM provide critical areas of focus for each grade, however, schools deemphasize standards that seem beyond these critical areas, thereby abandoning parts of the curriculum that are essential for conceptual learning. In this session, participants will explore the importance of the critical areas of focus for each grade and how they drive instruction of all standards in order to meet the full intent under the major work for the grade. | |||||

Lead Speaker: Bobbie Greenlee Co-Presenter: Michael Greenlee | |||||

| Pacific 15 | K-5 Elementary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

A New Angle on Problem Solving | |||||

Successful approaches to routine word problems require making sense of the actions and relationships within a problem situation, and translating these understandings into meaningful mathematics. The process is called "mathematizing," and it also includes selecting the appropriate operation. In this session, learn about Operation Sense and explore strategies for building stronger Operation Sense in students and teachers. Routine word problems serve as a platform for building the skills needed to engage in robust mathematical modeling. | |||||

Lead Speaker: Kimberly Morrow-Leong Co-Presenter: Sara Moore Co-Presenter: Linda Gojak | |||||

| Torrey Pines 2 | K-5 Elementary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Deepening and Connecting Geometry, Geometric Measurement, and Operations and Algebraic Thinking (OA) Within and Across the Grades | |||||

This presentation and participant discussion of connections within and across the CCSS domains of Geometry, Geometric Measurement, and Operations and Algebraic Thinking focuses on how leaders can help students and teachers build conceptual webs of understandings from grades PK-6. Together we will articulate and relate learning paths in these domains, describe common student errors, and discuss how to overcome such errors. I will share and participants will discuss research-based approaches in these domains. | |||||

Lead Speaker: Karen Fuson | |||||

Handout: NCSM19-180_Fuson.pdf | |||||

| Pacific 23 | 6-12 Secondary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Extending Math Talks: Intentional Talk Structures in Secondary Mathematics | |||||

Math Talks have adapted the effective Number Talks routine to meet the needs of secondary classrooms by providing opportunities for students to communicate and justify mathematical ideas, reasoning, and arguments. However, these talks often overuse open-strategy sharing approaches. How can other purposeful discussion structures be overlaid on Math Talks to elicit different kinds of student thinking and discourse? Consider a coach's role in fostering a wealth of mathematical habits of mind through additional discourse structures. | |||||

Lead Speaker: Amy Hoelscher Co-Presenter: B. Michelle Rinehart | |||||

Handout: NCSM19-115_Hoelscher-Rinehart.pdf | |||||

| Torrey Pines 1 | K-5 Elementary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Investigating Content Professional Development For New Elementary Teachers | |||||

You have hired new teachers, now where does the content professional development (PD) begin? In this session, we investigate data related to pre-service teachers' content knowledge, after instruction in content and/or methods courses, as a means of informing where PD should begin. The content foci of the PD as well as strategies for engaging the new teachers in PD, including use of released items from CCSSM-type assessments, will be explored. | |||||

Lead Speaker: Mike Long Co-Presenter: Judy Werner | |||||

| Pacific 17 | 6-12 Secondary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Modeling Mathematics and Mathematical Modeling: The Salt and Pepper of True Mathematics | |||||

What is the difference between modeling mathematics and mathematical modeling? Is one more sophisticated than the other? Come engage in both and explore how each is used in developing student understanding of mathematics. We will expand our thinking about these two different uses of the word "modeling" and examine implications related to curriculum and professional development. | |||||

Lead Speaker: Whitney Evans | |||||

| Pacific 18 | 3-8 Upper Elementary/Middle | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Rigor: What Is It and Why ALL Kids Need It! | |||||

Are rigorous problems the key to ALL students becoming better problem-solvers? Familiar problems encourage procedural thinking. Rigorous problems encourage reasoning and creativity. Join us as we explore what makes a problem rigorous and worth solving, and what skills and models students need at each grade level to solve them. | |||||

Lead Speaker: Gregory Tang Co-Presenter: Greg Tang Jr. | |||||

| Pacific 24 | General | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Three Words I Have Never Heard in a Mathematics Classroom | |||||

Certain phrases have power to unlock mathematics, yet they seem rare in classrooms. Which of them have you observed your teachers using? Which ones would you like to see more of? We'll consider several of these powerful phrases and examine how they open up aspects of mathematics that too often go without saying. | |||||

Lead Speaker: Jason Zimba | |||||

| Pacific 15 | 3-5 Intermediate | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

No More "Menacing Multiplication" and "Laborious Long Division" - Understanding Procedures through Number Sense in Grades 3-5 | |||||

As a mathematics leader, how many times have you heard teachers ask, "My students are struggling, can't I just teach them a procedure?" Teachers recognize the need for students to develop both procedural fluency and conceptual understanding but are often unsure of how to do so. Explore strategies focused on numeracy, sense-making, and fostering a conceptual understanding that help even the most struggling student understand the abstract algorithms for multiplication and division. | |||||

Lead Speaker: Cassandra Turner Co-Presenter: Beth Curran | |||||

| Torrey Pines 2 | K-5 Elementary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Teaching Elementary Students to Speak the Language of Mathematics through Mathematical Discourse | |||||

Teaching students to speak the language of mathematics can be daunting. In this session we will discuss instructional supports for students to articulate their own ideas and consider the perspective of their peers while constructing important mathematical understandings. We will introduce a new tool that will help teachers anticipate and monitor student responses to mathematical tasks while providing a framework for selecting and sequencing in order to make deep mathematical connections. | |||||

Lead Speaker: Michael Greenlee Co-Presenter: Joseph McNaughton | |||||

| Rancho Santa Fe 3 | 6-12 Secondary | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Using Dynamic Mathematics Simulations to Disrupt and Promote Classroom Discourse | |||||

The availability of online mathematics tools has increased dramatically over the past decade. Yet, how can these instructional resources be used to effectively guide and support teacher practice and student learning? Using several examples of free and publicly available online mathematics simulations, we will discuss instructional design principles that mathematics leaders should consider to promote student-centered mathematics classrooms as teachers use technology. Bring your laptop or tablet so you can explore these resources, too! | |||||

Lead Speaker: David Webb | |||||

| Pacific 21 | General | Major Presentation | Developing Mathematical Knowledge for Teaching | |

Mathematical Modeling Can Make You Filthy Rich | |||||

Mathematical modeling is the closest we can come to giving our students HUGE potential to make them filthy rich. So much of what we teach is instantly irrelevant because of devices we carry in our pockets. I'll share an intuitive structure that will help you develop a common language with your teachers to separate fake mathematical modeling from what will really help students become complex problem solvers. | |||||

Lead Speaker: Robert Kaplinsky Presider: Bernard Frost | |||||

| Pacific 17 | General | Regular Presentation | Developing Mathematical Knowledge for Teaching | |

Number Talks and Preservice Teachers: How Planning and Enacting Number Talks had a Ripple Effect in our Mathematics Methods Coursework | |||||

Planning and enacting number talks prepares preservice teachers (PSTs) to do more than just number talks in their classrooms. Learn how we used spiraled number talk assignments with our elementary preservice teachers to: 1) develop the PSTs' mathematical knowledge for teaching; 2) support PSTs in learning to conduct whole class discussions grounded in student thinking; and 3) enhance PSTs' abilities to accurately represent student thinking using pictures, diagrams, symbols, and words. | |||||

Lead Speaker: Christy Pettis Co-Presenter: Aran Glancy | |||||