Session information last updated: 7-21-2018

Strand 3 Sessions, Monday, April 3 | |||||
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Strand 3: Motivational Mathematics Teaching and Learning | |||||

1022 | Lone Star D-F | General | Keynote Presenter | Motivational Mathematics Teaching and Learning | |

Knocking Down Barriers with Technology | |||||

One-to-one. Accessibility. Personalization. Internationalization. Low floor. High ceiling. What do these all have in common? Each is targeted to making mathematics work for every student. Not just the confident students with engaged parents, not just the struggling students, every student. We will explore the technology and techniques that can open doors, challenge the bored, empower the disempowered, and turn every student into a mathematics student. | |||||

Lead Speaker: Eli Luberoff | |||||

1100 | Lone Star D-F | General | Major Presentation | Motivational Mathematics Teaching and Learning | |

The Mindset Revolution: Teaching Mathematics for a Growth Mindset | |||||

In this major session, Jo will share recent and important research on the brain and mathematics learning that has profound implications for students’ mathematics achievement. | |||||

Lead Speaker: Jo Boaler | |||||

1105 | Republic A-C | Secondary (6—12) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Convergent or Divergent Problem Solving? | |||||

As a teacher, should you converge to a single solution at the end of a lesson or diverge to different thinking with each student? Is an open-middle a better approach to an open-ended type problem? Through activities, you will be able to compare differences and similarities between both strategies. | |||||

Lead Speaker: Jules Bonin-Ducharme | |||||

Handout: NCSM17_1105_Bonin-Ducharme.pdf | |||||

1107 | Travis A-B | General | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

NCTM's Mathematics Education Trust Provides Grants and Scholarships | |||||

As a leader, how can you promote opportunities to receive money through a grant or scholarship? Mathematics Education Trust provides this opportunity. MET supports teachers, students and schools with funds for materials, lesson development, professional development, and action research. Learn what's available. Hear tips for choosing the most appropriate award for your teacher(s) and enhancing their chances to win it. | |||||

Lead Speaker: Richard Seitz Co-Presenter: Fern Tribbey | |||||

Handout: NCSM17_1107_Seitz.pdf | |||||

1114 | Bonham E | General | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Relationships, Rigor, and Relevance in the Mathematics Classroom | |||||

Without positive relationships, you cannot achieve relevance with your students, and without relevance, learning cannot be truly rigorous. This session will examine the importance of relationships and introduce the Rigor/Relevance Framework®, a powerful tool for analyzing curriculum, instruction, activities, and assessments. | |||||

Lead Speaker: Pam Palmer Co-Presenter: Linda Jordan | |||||

Handout: NCSM17_1114_Palmer.pdf | |||||

1302 | Texas D | High School (9—12) | Spotlight Speaker | Motivational Mathematics Teaching and Learning | |

Slow Math: Look for and Make Use of Structure | |||||

We want all students to be able to say, "I can look for and make use of structure." But how do we provide opportunities for students to learn mathematics using structure? What expressions, equations, and diagrams require making what isn’t pictured visible? This session will provide opportunities to engage in tasks for which making use of structure can provide an advantage and to think about how to provide that same opportunity for students. | |||||

Lead Speaker: Jennifer Wilson | |||||

1304 | Crockett C-D | Elementary (K—5) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

This Math Was Made for Talking: Targeting Mathematics Discussions in the K-6 Classroom | |||||

Number talks are powerful tools for building students' mathematical thinking, fluency and discourse, but there's more to them than just show and tell. Leverage your talks: analyze and use student strategies shared during number talks to plan and lead targeted follow-up discussions that reengage students in their mathematical thinking. Engage in a number talk, collaborate with peers, and gain a new planning tool for moving your practice forward. | |||||

Lead Speaker: Christine Newell | |||||

Handout: NCSM17_1304_Newell.pdf | |||||

1305 | Republic A-C | Elementary (K—5) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

What Every Math Leader Needs to Know and Be Able to Model to Support the Classroom Development of Numerical Fluency | |||||

This presentation will describe 10 pivotal ideas for developing numerical fluency and empower leaders to model and support these ideas. Participants will leave with a viable plan for developing numerical fluency in their schools without relying on timed tests. | |||||

Lead Speaker: Patsy Kanter Co-Presenter: Steve Leinwand | |||||

Handout: NCSM17_1305_Kanter-Leinwand.pdfHandout: NCSM17_1305_Kanter-Leinwand.pptx | |||||

1309 | Presidio A | Secondary (6—12) | Sponsor Showcase | Motivational Mathematics Teaching and Learning | |

What's New at Casio: Our Latest Innovations to Support the Changing Landscape of Mathematics Education | |||||

1985: Students want a tool faster and more accurate than drawing. Casio releases the first graphing calculator. 2004: Teachers are concerned that calculator input/output doesn’t match the language of mathematics. Casio develops Natural Display technology. 2010: High-res LCD technology becomes scalable and affordable. Casio releases the first full-color graphing calculator. 2017: Don’t worry we’ve innovated again. You won’t want to miss this. | |||||

Lead Speaker: Mike Reiners | |||||

1501 | Texas E-F | General | Major Presentation | Motivational Mathematics Teaching and Learning | |

Misconceptions and Students Who Struggle in Mathematics | |||||

Students carry misconceptions with them across multiple grades and may apply them inappropriately. Some misconceptions begin in the early grades when students make generalizations that are not always true. Other misconceptions develop when rules that expire are given to students to help them perform a process. This session explores misconceptions that impact student performance particularly in algebra in middle and high school grades. Alternative ways to consider the content and instruction will be included with an emphasis on understanding variables, working with generalized quantities, and multiple representations. | |||||

Lead Speaker: Barbara Dougherty | |||||

1502 | Texas D | General | Spotlight Speaker | Motivational Mathematics Teaching and Learning | |

"Noticing and Wondering" as a Vehicle to Understanding the Problem | |||||

The practices of Noticing and Wondering can help all students generate mathematical ideas and make connections between them. Noticing and Wondering pave the way for the development of other problem solving strategies and support a classroom culture that gives every student a way to contribute mathematically and treats mathematics as a creative process. | |||||

Lead Speaker: Annie Fetter | |||||

Handout: NCSM17_1502_Fetter.pdf | |||||

1509 | Presidio A | Middle (6—8) | Sponsor Showcase | Motivational Mathematics Teaching and Learning | |

Seeing Things Differently: What Visual Mathematics Adds to the Equation | |||||

How do the visuals we provide students support their understanding of math? This session focuses on motivating deeper mathematical thinking by encouraging teachers to draw upon visuals and classroom discourse to support learning. We will use materials that support a vertical progression of concepts through the middle grades to solidify our own understanding and push our thinking about practices in the classroom. | |||||

Lead Speaker: Michelle Rinehart | |||||

Handout: NCSM17_1509_Rinehart.pdf | |||||

1515 | Independence | General | Technology Showcase | Motivational Mathematics Teaching and Learning | |

Going Blended: The Power of Teaching and Learning in a Personalized Classroom | |||||

A blended classroom presents a host of unique challenges and opportunities. This workshop will present essential strategies to help educators transition to an effective blended classroom. Combining teacher-led instruction with computer-delivered instruction, blended instruction provides teachers with data to plan and implement practices that best meet the needs of English language learners, while providing students with personalized content. | |||||

Lead Speaker: Peter Cipkowski | |||||

1601 | Texas E-F | Elementary (K—5) | Major Presentation | Motivational Mathematics Teaching and Learning | |

Three-Act Tasks: Filling the Void of Mathematical Modeling in the Elementary Grades | |||||

As elementary educators we’ve misinterpreted the term "model" as simply the use of manipulatives. This is causing our students to miss the mark when it comes to the Standards for Mathematical Practice, in particular Model with Mathematics. Through the use of Three-Act Tasks we will explore what mathematical modeling is, what it looks like, and how we can support this work in our elementary classrooms. | |||||

Lead Speaker: Graham Fletcher | |||||

1602 | Texas D | Secondary (6—12) | Spotlight Speaker | Motivational Mathematics Teaching and Learning | |

Mathematics as Telescope: Applying Concepts to Explore Our World | |||||

The CCSSM require that teachers include "real-world applications" in their instruction, but what does this mean? Many educators assume an application task is simply one that involves a context. In this presentation, we'll distinguish between conceptual understanding and applications tasks, and model two lessons in which students apply mathematical concepts to explore the world around them. | |||||

Lead Speaker: Karim Ani | |||||

1605 | Republic A-C | Middle (6—8) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Fostering Proportional Reasoning: From Fractions, Decimals and Percents to Ratios, Rates and Special Linear Functions | |||||

Proportional reasoning (PR) is a milestone in students’ mathematical development. It's both a capstone of elementary mathematics and a foundation for advanced mathematics, including algebra and geometry. Guided by the research on proportional reasoning, the talk unpacks the components of PR, addresses common misconceptions, and discusses pedagogical approaches—supported by powerful examples, challenging tasks, and computer apps. | |||||

Lead Speaker: Monica Neagoy | |||||

1608 | Travis C-D | High School (9—12) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Making the Most of a Double Block: Early Lessons from a Rigorous Study of Intensified Algebra | |||||

This session presents early findings from the Double-Dose Algebra Study, a rigorous experimental evaluation of Agile Mind's Intensified Algebra program. The blended program is designed to maximize extended instructional time for at-risk students and their teachers. The study team will share implementation findings from the first study cohort of 25 high schools as part of a larger discussion with participants on this topic. | |||||

Lead Speaker: Kirk Walters Co-Presenter: Rachel Garrett Co-Presenter: Jessica Heppen | |||||

Handout: NCSM17_1608_Walters.pdf | |||||

1616 | Lone Star A | Secondary (6—12) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Showcasing Mathematics Tasks for Coherence | |||||

When instruction follows the sequence and depth of mathematics itself, students’ success with increasingly abstract and complex mathematics is enhanced. In this session, participants will engage with tasks that illustrate a progression in the concept of proportional reasoning from middle school through high school, and will explore how using a set of tasks can contribute to depth of understanding for both teachers and students. | |||||

Lead Speaker: Joanie Funderburk Co-Presenter: Karen McPherson | |||||

Handout: NCSM17_1616_Funderburk.pdfHandout: NCSM17_1616_Funderburk-McPherson.pdf | |||||

1617 | Lone Star B | Secondary (6—12) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

A Framework for Thinking Through a Unit: Implications for Tasks, Instructional Practices and Student Outcomes | |||||

The Comprehensive Mathematics Instruction Framework developed by the Brigham Young University Public School Partnership informs teachers in making decisions regarding the selection and sequencing of tasks, in implementing instructional practices that intentionally align with the nature and purpose of the tasks, and in assessing expected student outcomes. Classroom video and student work will be used to illustrate the Framework. | |||||

Lead Speaker: Scott Hendrickson Co-Presenter: Sterling Hilton | |||||

Handout: NCSM17_1617_Hendrickson.pdf | |||||

1619 | Bowie A-C | Secondary (6—12) | Presidents Exchange | Motivational Mathematics Teaching and Learning | |

Building Discourse to Foster Equity and Excellence in Mathematics | |||||

This session will engage participants in discussion and activities that foster equity and excellence in mathematics. As the role of the teacher moves from talker to listener the nature of classroom interactions change. Collaboration among students in language rich environments begins to become the norm. We will use the idea of proportional thinking to illustrate this change as we read, write, listen and speak about mathematics. | |||||

Lead Speaker: Diane Kinch | |||||

1620 | Mission B | Secondary (6—12) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Examining the Role of Mathematical Content Knowledge in Using Dynamic Technology to Explore Meaningful Tasks | |||||

Engaging in purposeful explorations and tasks that connect algebraic and geometric concepts and representations provides valuable opportunities for students to enhance their conceptual understanding of mathematics. In this interactive presentation, participants will explore technology-enhanced tasks that emphasize the content and coherence of mathematics and highlight strategies to empower students as they delve into meaningful mathematics. | |||||

Lead Speaker: Farshid Safi | |||||

1704 | Crockett C-D | Primary (PK—2) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Picture Books to Invite Purposeful Math Talks | |||||

Explore strategies that mathematics coaches can use in professional development and classrooms for structuring and guiding young learners in discourse with children’s literature as the springboard. Participants will examine strategies such as PEER, Wh-prompts, CROWD, and a Reader’s Guide to engage children in purposeful discussions. Preparing for student participation, making discursive moves and holding students accountable will be discussed. | |||||

Lead Speaker: Lynn Columba | |||||

Handout: NCSM17_1704_Columba.pdf | |||||

1705 | Republic A-C | Middle (6—8) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Rethinking Expressions and Equations: Implications for Teacher Leaders | |||||

How are one- and two-variable expressions, one- and two-variable equations, and the standard form of a line connected in a powerful way? How might this progression support student learning of these "tough-to-teach/tough-to-learn" ideas? Explore the underlying theme that unifies these seemingly disparate topics using a technology-leveraged approach. Consider research and the role of teacher leaders in developing real understanding of these topics. | |||||

Lead Speaker: Michelle Rinehart | |||||

Handout: NCSM17_1705_Rinehart.pdf | |||||

1707 | Travis A-B | Elementary (K—5) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

What Are You Asking? Six Questions to Transform Mathematics Teaching | |||||

We have focused attention in recent years on asking more questions in class, yet it can still be hard for many mathematics teachers to decide which questions to ask and how to ask them. What are the questions that should be routinely asked in class? How can these questions be built into lessons across all mathematics content? Discover six questions that spur insights, challenge students’ thinking, and produce proficient mathematicians. | |||||

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

Handout: NCSM17_1707_OConnell.pdf | |||||

1713 | Bonham D | Middle (6—8) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Principles for Technology Integration and Adaptation that Promote Student Engagement and Learning | |||||

To effectively guide student learning with online technology resources, teachers must find ways to integrate these resources so that students have opportunities to discuss, reflect and make sense of the mathematics concepts they are exploring. Using several examples of online mathematics activities and related classroom vignettes, we will exemplify key principles that should be considered when supporting teacher use of technology. | |||||

Lead Speaker: David Webb Co-Presenter: Susan Miller | |||||

Handout: NCSM17_1713_Webb-Miller.pptx | |||||

1715 | Independence | Elementary (K—5) | Technology Showcase | Motivational Mathematics Teaching and Learning | |

Students Love Mathematics with a Transition to Student-Centered Learning | |||||

Lee’s Summit R7 School District rolled out growth mindset and TenMarks Math as they shifted to standards-based grading over the last two years. This fundamental shift also included a one-to-one rollout. Join Julie Kubiak, Elementary Mathematics Curriculum Coordinator, to learn about the steps they took, the professional development involved, the shift in student and teacher thinking, and the hurdles they overcame. | |||||

Lead Speaker: Julie Kubiak | |||||

1716 | Lone Star A | High School (9—12) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

College Ready or Not? Opportunities in the 12th Grade Mathematics Transition Course | |||||

States are seeing an opportunity in twelfth grade to finish preparing students for college mathematics through "transition courses." Come learn about the modernization of mathematics in higher education, how the move to multiple mathematics pathways affects this key transition point, recommended content for transition courses, and strategies for engaging twelfth graders who have struggled in mathematics. | |||||

Lead Speaker: Lindsay Fitzpatrick Co-Presenter: Kathi Cook | |||||

Handout: NCSM17_1716_Fitzpatrick.pdf | |||||

1717 | Lone Star B | Elementary (K—5) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

I Have Selected a Challenging, Open-Response Mathematics Task—Now What? | |||||

Selecting high-quality tasks is important, but implementing them effectively can be challenging. In this session we will explore ways to support productive struggle with open-response tasks. We will plan a sample task by previewing embedded mathematics content and practices and brainstorming students' strategies, misconceptions, and challenges. We will also discuss collaborative groupings that encourage students to articulate their reasoning. | |||||

Lead Speaker: Ellen Dairyko Co-Presenter: Kathryn Flores Co-Presenter: Denise Porter Co-Presenter: Jean Capper | |||||

Handout: NCSM17_1717_Dairyko.pdf | |||||

1801 | Texas E-F | Elementary (K—5) | Major Presentation | Motivational Mathematics Teaching and Learning | |

Talk Less and Listen More | |||||

It’s a simple, and very complex, idea that great teachers do and do well. Genuinely listening to students can yield incredible opportunities for teachers to not only know and connect with their students, but also increase the quality of teaching and learning that happens in the classroom. Join us as we explore the power of listening to students and using that information to inform our instruction. We'll also explore strategies to help provide the supportive conditions and frameworks to help leaders support teachers in doing this work. We’ll do this through examining video clips of students sharing their mathematical ideas and consider what listening affords and what questions could be asked to further their mathematical thinking. | |||||

Lead Speaker: Zachary Champagne | |||||

1807 | Travis A-B | Secondary (6—12) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Be Careful What You Ask For! Questions That Probe for Conceptual Understanding | |||||

Conversations for learning are crucial for developing understanding. Students who can verbalize their own mathematical ideas and interact with their classmates' ideas are building a sure foundation for their mathematical understanding. This session will outline the types of questions teachers can pose to tease out rich classroom discussions that begin with conceptual understanding but lead to procedural fluency. | |||||

Lead Speaker: Janet Sutorius Co-Presenter: Mike Spencer Co-Presenter: Travis Lemon | |||||

Handout: NCSM17_1807_Sutorius.pdf | |||||

1813 | Bonham D | Intermediate (3—5) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Engaging Strategies to Grow Student Learning | |||||

Students learn most deeply when they grow the habits of mind needed to be mathematical thinkers and problem solvers. This means lessons need to include purposeful tasks and strategies to maximize student involvement. Which strategies best support student interactions, perseverance, and logical reasoning? In this session, explore strategies to easily incorporate in lessons that promote student learning of content through purposeful engagement. | |||||

Lead Speaker: Sarah Schuhl Co-Presenter: Kit Norris | |||||

Handout: NCSM17_1813_Schuhl-Norris.pdf | |||||

1816 | Lone Star A | General | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Global Math Stories: A Tool for Engaging Teachers and Students in Relevant Mathematics | |||||

Global Math Stories is a website that brings the world into the mathematics classroom giving students the opportunity to solve rich problems with countries worldwide and social justice issues as the context. We will explore how leaders and coaches can use this site with teachers to pique student interest in doing mathematics, and how teachers and their students can use these stories as a model for creating their own global math stories. | |||||

Lead Speaker: Linda Gojak Co-Presenter: Chadd McGlone | |||||

1818 | Lone Star C | Secondary (6—12) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Making Sense of Algebra: A Mathematical Habits-of-Mind Approach to Preparing All Students for Success in Algebra | |||||

Learn about resources that help all students succeed in algebra by building the logic of algebra, interconnecting arithmetic pattern and algebraic structure. Engage with activities that develop Standards for Mathematical Practice 7 (seeking and using structure) and 8 (describing regularity in repeated reasoning). Mathematical puzzles and dialogues from Transition to Algebra, an algebra support course for underprepared students, will be used. | |||||

Lead Speaker: June Mark Co-Presenter: Deborah Spencer Co-Presenter: E. Paul Goldenberg | |||||

Handout: NCSM17_1818_Spencer.pdf | |||||

Strand 3 Sessions, Tuesday, April 4 | |||||

Strand 3: Motivational Mathematics Teaching and Learning | |||||

2022 | Lone Star D-F | General | Function | Motivational Mathematics Teaching and Learning | |

Conceptual Understanding and Exploration in Mathematics Via Desmos | |||||

Learn how to engage middle and high school students via collaboration and technology and help them build conceptual understanding of mathematics. Attendees will examine how Desmos, a powerful online tool set, can be incorporated to help showcase multiple representations of concepts, provide students and teachers with instantaneous feedback on the accuracy of their work, and enhance the learning of mathematics. | |||||

Lead Speaker: Eric Milou | |||||

2108 | Travis C-D | Secondary (6—12) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Using STEM Activities to Motivate Mathematical Discussions | |||||

Experience a STEM activity that can help students make mathematics and science connections as they plan an experiment and interpret their data in a real context. We’ll explore how this type of activity can provide opportunities for teachers to use students' thinking to guide mathematics discussions and make mathematics more understandable. | |||||

Lead Speaker: Betty Gasque Co-Presenter: Judy Hicks | |||||

2118 | Lone Star C | General | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

I Figured It Out! Student Discovery and Ownership in an Online Environment | |||||

What is the right balance between discovery and structure in mathematics? What roles do gamification and mathematical communication play? See what the research on virtual manipulatives, guided discovery, gamification, and self-explanation shows. Engage in sequenced online activities to discover a big idea, and discuss how technology can help transform student ownership and authorship through interactivity, targeted feedback, and choice. | |||||

Lead Speaker: Amy Jensen-LeHew Co-Presenter: Victoria Longley | |||||

Handout: NCSM17_2118_LeHew.pdf | |||||

2120 | Mission B | High School (9—12) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Teaching High School Students to Speak the Language of Mathematics | |||||

Teaching kids to speak the language of mathematics can seem daunting, but high school students can learn to participate in meaningful discussion when they have the instructional support they need. Come see "math talk" in real classrooms and explore a set of principles that provide support for young mathematicians as they learn to articulate their own ideas, consider the perspectives of peers, and construct mathematical understandings. | |||||

Lead Speaker: Mary Davis Co-Presenter: Denise Thornton | |||||

2202 | Texas D | General | Spotlight Speaker | Motivational Mathematics Teaching and Learning | |

10 Instructional Tweaks Every Mathematics Leader Needs to Advocate for and Be Able to Model | |||||

In so many lessons the difference between good and great is only a matter of thoughtful and intentional shifts or tweaks. In this session we will discuss and model a set of these instructional actions including ratcheting up the depth of our questioning, more deliberately conducting review, shifting how we expect students to "practice" and how we gather evidence of learning in every lesson. | |||||

Lead Speaker: Steve Leinwand | |||||

Handout: NCSM17_2202_Leinwand.pdfHandout: NCSM17_2202_Leinwand.pptx | |||||

2204 | Crockett C-D | Middle (6—8) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Taking Student Work Seriously: Facilitating Development of Mathematical Practices and Collaborative Learning | |||||

We will explore ways to use student work from computer-supported collaborative contexts to orchestrate effective discussions and design empowering interventions that help students get better at mathematical practices. We will investigate tasks and online collaborative learning environments that facilitate a focus on thinking. Participants will engage in research that informs the new PISA assessment of collaborative mathematics problem solving. | |||||

Lead Speaker: Stephen Weimar | |||||

Handout: NCSM17_2204_Weimar.pdf | |||||

2207 | Travis A-B | Primary (PK—2) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Using One-to-One (1-1) Mobile Technology to Promote Mathematical Discourse, Reasoning, and Engagement in K-2 Classrooms | |||||

For two years, a partnership of teachers, school leaders, and researchers, implemented Design-Based Implementation Research to co-investigate how 1-1 mobile technology combined with best practices in teaching mathematics improves K-2 students’ learning. Viewing video clips of lessons and student work using screen-casting apps, we will engage the audience in a discussion around how teachers use this technology to support students’ learning. | |||||

Lead Speaker: Pamela Buffington Co-Presenter: Lisa Coburn Co-Presenter: Laura Shaw Co-Presenter: Shannon Larsen Co-Presenter: Kelly McCormick | |||||

2208 | Travis C-D | General | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Is Motivating Students a Productive Struggle for Your Teachers? | |||||

Teachers often ask how they can motivate their students. This is a difficult question to answer because we cannot force students to be motivated. However, by creating classrooms that are conducive to learning (Blanstein & Noguera, 2016), "we can provide a learning environment that encourages students to be curious, persistent, and confident" (Gojak, 2013). How do you encourage and motivate your teachers to create this kind of environment? | |||||

Lead Speaker: Comfort Akwaji-Anderson Co-Presenter: Janice Krouse | |||||

2209 | Presidio A | General | Sponsor Showcase | Motivational Mathematics Teaching and Learning | |

Exploring Rich Problems with Technology and Online Resources | |||||

What’s the maximum product for a set of numbers with a constant sum? Not just how far, but how much, can you see with a telescope? Which basketball player would you choose to take a free throw at the end of a game? When technology is used to tackle rich problems like these, the mathematical insights that can be gained are extraordinary. Come have fun while you investigate Discovery Education, Math TechbookTM, and a variety of mathematics tools. | |||||

Lead Speaker: Patrick Vennebush | |||||

2214 | Bonham E | High School (9—12) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

STEM Comes Alive Through Interdisciplinary Problem-Based Learning | |||||

This session will feature an innovative STEM project in which school-based teams of mathematics and science teachers design and implement interdisciplinary problem-based lessons in a lab setting. Mathematics teachers learn science, science teachers learn mathematics, and students experience an authentic engagement in the STEM practices. Examples of lessons include the design of microbial fuel cells and a spectroscopic analysis of sunscreens. | |||||

Lead Speaker: Jon Manon | |||||

2219 | Bowie A-C | Elementary (K—5) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Mathematics Games That Build the Brain Matter | |||||

Teachers use games all the time but often struggle with how to have students do meaningful response activities and may have difficulty selecting appropriate activities. As mathematics leaders our role is to model lessons that show the potential for using games. Participants will receive coaching tools to use with staff for using games throughout a weekly cycle and ideas for how to differentiate activities to meet the needs of all students. | |||||

Lead Speaker: Jane Felling | |||||

Handout: NCSM17_2219_Felling.pdf | |||||

2304 | Crockett C-D | Middle (6—8) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Implementing Growth Mindset in Summer School to Prepare Students for Future Coursework | |||||

How can the design of a summer school based on Jo Boaler's work on growth mindset impact the preparation of middle school students? How can students learn to value mistakes and still feel comfortable presenting ideas in front of peers? What happens the next year, and how can leaders support these efforts? Experience, watch, hear about and glean results based on different efforts of NCSM W1 leaders who worked directly with Jo and/or her materials. | |||||

Lead Speaker: Sandie Gilliam Co-Presenter: Samantha Wuttig Co-Presenter: Annette Zook | |||||

Handout: NCSM17_2304_Gilliam-Wuttig-Zook.pdf | |||||

2308 | Travis C-D | General | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Using Authentic Performance Tasks Effectively in the Mathematics Classroom | |||||

How does Authentic Performance Assessment fit into the mathematics classroom? How can we make performance tasks with rigorous connections to standards? Do we have time to do performance tasks with everything else we must teach? Come see examples and learn an effective implementation process that is working in districts all across the country. | |||||

Lead Speaker: Pam Palmer Co-Presenter: Aimee Corrigan | |||||

Handout: NCSM17_2308_Palmer.pdf | |||||

2312 | Bonham C | General | Presidents Exchange | Motivational Mathematics Teaching and Learning | |

Tricks of the Trade: Motivating Students in the Mathematics Classroom | |||||

New Math? Common Core? Teaching in the mathematics classroom has certainly changed in the last 40 years. However, what hasn't changed is the fact that students need to be motivated to learn a subject that many don't like and feel that they will never use in their lifetimes. This session will look at various strategies and techniques to motivate students. Examples will be given from the college classroom but many can be adapted to all classrooms. | |||||

Lead Speaker: Jane Tanner | |||||

Handout: NCSM17_2312_Tanner.pdf | |||||

2313 | Bonham D | Middle (6—8) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Creating MATHadazzles and MATH Adventures: Update and Motivate Teachers to Learn and Teach More Advanced Mathematics | |||||

MATHadazzle puzzles and MATH Adventures, designed by teachers to develop students' mathematics, and deductive and logical reasoning talents, will be presented, along with results of student performance. Having students verify the clarity of the items, the uniqueness of the solutions, and the rank ordering by mathematical and reasoning difficulty, will be described, along with student creation of similar puzzles and adventures. | |||||

Lead Speaker: Carole Greenes | |||||

2314 | Bonham E | Primary (PK—2) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

The Early Childhood Language of Mathematics: How to Cultivate Communication to Enhance Mathematical Understandings | |||||

When we are born, we hear sounds and try to make sense of them. For young children, the same is true when hearing mathematical language. In this session, you will be immersed in the early childhood classroom and see how a child’s understanding of mathematics is cultivated and honored, and how children can catapult themselves to success through the art of communication. | |||||

Lead Speaker: Jessica Bobo | |||||

2317 | Lone Star B | General | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Feeding the Brain's (Affective and Cognitive) Subcommittees for Mathematics Learning | |||||

Mathematics performance depends on a collection of the brain’s resources working together like a well-functioning committee. This session will consider how to support all of the brain’s subcommittees—visual/spatial, linguistic, symbolic, executive, and emotional—that must coordinate for engaged, deep mathematics learning. Participants will explore how to address weaknesses among committee members that can undermine student success. | |||||

Lead Speaker: David Dockterman | |||||

Handout: NCSM17_2317_Dockterman.pdf | |||||

2320 | Mission B | Middle (6—8) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Literacy-Based Strategies for Mathematical Problem Solving | |||||

What does quality problem-solving instruction look like and sound like in the CCSS? After summarizing connections between literacy and mathematics, we’ll model two high-leverage processes for explicitly teaching mathematical problem solving. Takeaways include ideas for scaffolding the locus of control for tasks with high-level demands and rubrics that provide rich content for feedback conversations and leadership decisions. | |||||

Lead Speaker: Aaron Rumack | |||||

Handout: NCSM17_2320_Rumack.pdf | |||||

2502 | Texas D | Secondary (6—12) | Spotlight Speaker | Motivational Mathematics Teaching and Learning | |

Teaching Mathematics with Interactive Dynamic Technology: Six Principles That Support Learning | |||||

Bringing interactive dynamic technology into the mathematics classroom is a powerful way to develop understanding of core mathematical concepts. However, without taking care in how the technology is incorporated into class routines, students are not likely to have successful experiences. Participants will examine six "must dos" in order to make mathematical ideas accessible for all students when using the technology. | |||||

Lead Speaker: Wade Ellis Co-Presenter: Gail Burrill | |||||

2504 | Crockett C-D | Secondary (6—12) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Approaching Ten Tough Mathematical Ideas for High School Students | |||||

The main purpose of this talk is to provide insights into mathematical content that many mathematics teachers may not have seen. By covering a broad range of content, from aspects of manipulative algebra through proof in geometry and in general, discussing language, applications, and representations, my remarks are designed for leaders to help in decisions they make in the professional development of their teachers. | |||||

Lead Speaker: Zalman Usiskin | |||||

2505 | Republic A-C | Middle (6—8) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Building Conceptual Understanding with Virtual Manipulatives | |||||

In this session we will consider the following questions: How can we incorporate virtual manipulatives into curriculum in such a way that promotes understanding, allows practice, fosters creativity, and strengthens connections within mathematics? What are some benefits and concerns of using virtual, as opposed to traditional, manipulatives in our classrooms? | |||||

Lead Speaker: Ingrid Ristroph Co-Presenter: Lisa Brown | |||||

2510 | Presidio B-C | Middle (6—8) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Arc of Learning: How Students' Understanding Develops Across a Connected Sequence of Mathematics Problems | |||||

The Arc of Learning is an important teacher resource that describes five phases of student development of mathematical understanding within a problem-centered curriculum. It provides a tool for characterizing deeply grounded and connected learning, both in terms of practice and research. Participants will become familiar with the Arc of Learning by interacting with examples from a problem-centered curriculum. | |||||

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

2518 | Lone Star C | Elementary (K—5) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Fact Fluency, Moving from Memorization to Understanding: What Administrators Should be Looking for in the Classroom | |||||

Many teachers think of fact fluency as memorization, using flash cards, and the swiftness of recalling number facts. In this session, we will look at how to shift this way of thought. We will focus on fluency in the classroom in relation to the processes of metacognition, differentiated instruction, differentiated rotating stations, and tiered questioning in different contexts, that ultimately lead to automaticity and understanding. | |||||

Lead Speaker: Susan Resnick | |||||

Handout: NCSM17_2518_Resnick.pdf | |||||

Strand 3 Sessions, Wednesday, April 5 | |||||

Strand 3: Motivational Mathematics Teaching and Learning | |||||

3102 | Texas D | Elementary (K—5) | Spotlight Speaker | Motivational Mathematics Teaching and Learning | |

Conferring with Young Mathematicians at Work: The Process of Teacher Change | |||||

If children are to engage in problem solving with tenacity and confidence, good questioning on the part of teachers during conferrals is critical. Questioning must engender learner excitement and ownership of ideas, while simultaneously be challenging enough to support further development. Video of conferrals in action will be used for analysis, and a Landscape of Learning on the process of teacher change is shared as a lens for coaching. | |||||

Lead Speaker: Catherine Fosnot | |||||

3103 | Crockett A-B | Elementary (K—5) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

From Mathematics Class to Mathematician's Workshop | |||||

How do you support teachers in the transition from a traditional mathematics classroom structure to a mathematician’s workshop structure? Intentionally over time! Join us as we explore district-wide steps, structures, and resources used to transition classrooms with high English learner populations from traditional classrooms to engaging workshop environments that encourage the use of differentiated instruction. | |||||

Lead Speaker: Janet Nuzzie | |||||

3104 | Crockett C-D | General | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

For Your Eyes Only: Using Video as a Tool for Personal Self-Reflection | |||||

Helping preservice teachers (PTs) engage students in rich mathematical tasks and discourse can be challenging. This session describes a project with secondary PTs using video records of their teaching to reflect on their practice and identify goals for improvement. PTs used smart phones, tablets, and other common devices to film themselves leading discussions over time. Challenges, successes, and reflections from the PTs will be shared. | |||||

Lead Speaker: Julie McNamara | |||||

Handout: NCSM17_3104_McNamara.pdf | |||||

3109 | Presidio A | Primary (PK—2) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Using Robotics to Engage Young Children in the Standards for Mathematical Practice | |||||

Engaging students in the Standards for Mathematical Practice through robotics is a powerful way to get young students actively collaborating and problem solving. In this hands-on session we will use Bee Bots, easily programmable robots for children, to explore the rich mathematics that emerges as we navigate a variety of tasks and challenges. We will discuss how to use robotics in the classroom and examine video of students engaged in this work. | |||||

Lead Speaker: Mike Flynn | |||||

Handout: NCSM17_3109_Flynn.pdf | |||||

3115 | Independence | Elementary (K—5) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Follow the Standards to Algebra Readiness | |||||

Algebra readiness is a topic of concern in all school districts. This session supports leaders in developing ways of thinking about arithmetic that strengthens students’ understanding, develops computational fluency, and prepares them for formal algebra in later grades. Experience mathematical tasks and examine student work that focus on thinking relationally about equality, generalizing about the operations, and the value of representation. | |||||

Lead Speaker: Lu Ann Weynand Co-Presenter: Amy Mayfield | |||||

3116 | Lone Star A | Secondary (6—12) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Creating an Environment for Student-Centered Instruction | |||||

When students are the center of instruction, they are active, engaged, and noisy. Passionate discussion replaces passive absorption. Time passes quickly, and though students will be mentally fatigued, they won’t want to leave so they can keep exploring. Sound too good to be true? Come experience an inquiry-based classroom, and see examples of teacher moves and classroom activities that will make your students the center of attention. | |||||

Lead Speaker: Marjan Hong Co-Presenter: Joanne Whitley | |||||

3203 | Crockett A-B | Secondary (6—12) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Creating Collaborative Classrooms | |||||

Teachers are challenged to find strategies that make students college and career ready in the 21st century. How do you shift teachers’ focus from covering topics to deepening students’ understanding of mathematics? Come experience strategies to support teachers as they adjust lessons to promote discourse, assist teachers to develop environments where students grapple with engaging problems, and facilitate discussions about learning mathematics. | |||||

Lead Speaker: Chris Mikles Co-Presenter: Sharon Rendon | |||||

Handout: NCSM17_3203_Mikles.pdf | |||||

3207 | Travis A-B | Elementary (K—5) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Collaboration, Creativity, and Growth Mindset Leading to Inspiring Mathematics Teaching and Learning | |||||

Through the collaborative work with our teams, we will share and discuss ideas to develop a growth mindset in educators and students through engaging, fun tasks. Come explore rich mathematics tasks and discuss ideas for collaboration to promote a growth mindset with diverse learners. Participants will engage in mathematics tasks and leave with ideas to use immediately in classrooms and/or professional learning. | |||||

Lead Speaker: Molly Rawding | |||||

Handout: NCSM17_3207_Rawding.pdfHandout: NCSM17_3207_Rawding.pptx | |||||

3208 | Travis C-D | Elementary (K—5) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Higher Order Thinking: The Mission of the Mathematical Practices | |||||

We are charged with helping students face the challenges and complexities of tomorrow's world—how do we do it? Fostering the development of higher order thinking skills so elegantly embodied in the Standards for Mathematical Practice (SMP) will help. Come and explore the structure of the SMPs via a framework that identifies prominent components and supportive ties that will provide mathematics leaders with ways to assist teachers in this mission. | |||||

Lead Speaker: Christine Moynihan | |||||

Handout: NCSM17_3208_Moynihan.pdf | |||||

3212 | Bonham C | General | Presidents Exchange | Motivational Mathematics Teaching and Learning | |

The Association of Mathematics Teacher Educator's Standards for Preparing Teachers: A New Vision for New Teachers | |||||

The Association of Mathematics Teacher Educators (AMTE) is producing standards for preparing well-started beginning teachers. AMTE President Randy Philipp will share major points from the standards document and lead a discussion about what new teachers need to know about mathematics, about teaching and learning, and about issues of equity if they are prepared to teach rich and conceptual mathematics. | |||||

Lead Speaker: Randolph Philipp | |||||

3301 | Texas E-F | General | Major Presentation | Motivational Mathematics Teaching and Learning | |

How to Think Brilliantly and Creatively in Mathematics: Some Guiding Thoughts for Teachers, Coaches, Students—Everyone! | |||||

This lecture is a guide for thinking brilliantly and creatively in mathematics designed for K–12 educators and supervisors, students, and all those seeking joyful mathematics doing. How do we model and practice uncluttered thinking and joyous doing in the classroom, pursue deep understanding over rote practice and memorization, and promote the art of successful flailing? Our complex society demands of its next generation not only mastery of quantitative skills, but also the confidence to ask new questions, explore, wonder, flail, persevere, succeed in solving problems and to innovate. Let’s not only send humans to Mars, let’s also foster in our next generation the might to get those humans back if something goes wrong! In this talk, I will explore five natural principles of mathematical thinking. We will all have fun seeing how school mathematics content is a vehicle for masterful ingenuity and joy. | |||||

Lead Speaker: James Tanton | |||||

3304 | Crockett C-D | Elementary (K—5) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

What a Great Mistake!: Using Students' Errors to Build Meaning in Mathematics Class | |||||

Effective mathematics learners have a helpful mindset about mistakes. They expect to make mistakes, make a lot of them, and use them as pathways towards the correct solutions. In this session, participants will learn about key research findings on the relationship between mistakes and learning and explore ways to use mistakes as instructional tools in mathematics class. | |||||

Lead Speaker: Nancy Anderson | |||||

3305 | Republic A-C | Intermediate (3—5) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Mathematical Argument in the Elementary Classroom: A Model for Teachers and Coaches | |||||

Mathematical argument can and should be a regular, ongoing part of mathematics instruction in grades three through five. This session presents a teaching model, illustrated with video examples, in which students engage in activities that involve examining sets of related problems or arithmetic expressions, articulating conjectures of what they notice, and using representations to construct arguments. | |||||

Lead Speaker: Deborah Schifter Co-Presenter: Susan Jo Russell Co-Presenter: Virginia Bastable Co-Presenter: Reva Kasman | |||||

3309 | Presidio A | General | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Using the Coherence Map to Build Content-Focused Professional Learning | |||||

In this session participants will learn how The Coherence Map was used in course design for a one-week thirty-hour professional development module focused on third through fifth grade standards in the Operations and Algebraic Thinking Domain. Participants will engage with The Coherence Map during the session and discuss ways this tool could be used beyond course design. | |||||

Lead Speaker: Astrid Fossum Co-Presenter: Paige Richards | |||||

Handout: NCSM17_3309_Fossum.pdf | |||||

3310 | Presidio B-C | Secondary (6—12) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

High Yield Geometry Routines to Support Student Learning | |||||

How can the use of high–yield geometry routines benefit students? We will explore a few routines to facilitate students’ development of their spatial sense, vocabulary, and understanding of foundational geometric concepts. Participants will engage in high–yield geometry routines and discuss connections to the mathematics teaching practices. | |||||

Lead Speaker: Juliana Utley Co-Presenter: John Weaver | |||||

3314 | Bonham E | Primary (PK—2) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Early Learning of Mathematics Through Media: We've Got a REALLY Big Problem!—Or Not | |||||

Learn how we have solved the "really big problem" of early childhood educators' relative discomfort with teaching mathematics to young children! Our professional development experiences have helped deepen teacher pedagogical content knowledge, increase teacher comfort with mathematical ideas, and increase the integration of mathematics throughout the day. Family Engagement Activities have also empowered parents to feel increased comfort. | |||||

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

Handout: NCSM17_3314_Murawski.pdf | |||||

3315 | Independence | Elementary (K—5) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Customizing Mathematics Instruction to Meet the Needs of All Learners | |||||

Meeting the needs of a wide range of learners in one classroom can prove to be a challenge for teachers. Learner-centered environments and blended-learning environments will be explored through the lens of effective instructional practices, the use of technology, and the integration of Standards for Mathematical Practice. Learn strategies for customizing mathematics instruction in order to meet the needs of all students. | |||||

Lead Speaker: Natalie Crist Co-Presenter: Larry Sizemore | |||||

Handout: NCSM17_3315_Crist.pdf | |||||

3316 | Lone Star A | Secondary (6—12) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Transformational Geometry—Immediate Interactive Investigations—Engaging Activities for iPad, Handheld, or Computer | |||||

Students discover geometry in 15 seconds or less! Get hands-on experience and play, investigate, explore and discover geometric properties. Using a handheld, iPad, or computer software, students will engage quickly and deeply. Obtain hands-on experience on how to implement activities in your classroom and get a free complete unit of student and teacher materials grades 8–10 that include reasoning, problem solving, and interactive technology. | |||||

Lead Speaker: Tom Reardon | |||||

3317 | Lone Star B | Primary (PK—2) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Developing a Mathematical Lens Through Interactive Read Alouds | |||||

Interactive read alouds are a powerful practice in literacy instruction through which children engage in conversations, explore authentic curiosities and connections. In mathematics, these practices are equally important. We will explore read alouds with a mathematical lens, a process we call mathematizing, to encourage teachers to engage students in discussions of children’s literature that foster wonder and joy for mathematics and literacy. | |||||

Lead Speaker: Allison Hintz Co-Presenter: Kristin Gray Co-Presenter: Erin Gannon | |||||

3502 | Texas D | Middle (6—8) | Spotlight Speaker | Motivational Mathematics Teaching and Learning | |

Deep Practice: Building Conceptual Understanding in the Middle Grades | |||||

How might we attend to comprehension, accuracy, flexibility, and then efficiency? What if we leverage technology to enhance our learners’ visual literacy and make connections between words, pictures, and numbers? We will look at new ways of using technology to help learners visualize, think about, connect and discuss mathematics. Let’s explore how we might help young learners productively struggle instead of thrashing around blindly. | |||||

Lead Speaker: Jill Gough | |||||

3504 | Crockett C-D | Primary (PK—2) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Beyond Right or Wrong: Uncover More with Student Work Analysis | |||||

Have you ever wondered where to start when looking at student work? In this session participants will analyze student work to determine strengths and weaknesses. Participants will collaborate to develop a remediation plan that focuses on using effective models to move students across the concrete-representational-abstract continuum. | |||||

Lead Speaker: Beth Barnes Co-Presenter: Colleen Sheeron Co-Presenter: Catriona Anderson | |||||

3508 | Travis C-D | Intermediate (3—5) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Using Anchor Tasks to Ignite Learners: Coaching Teachers to Facilitate an Inquiry-Based Learning Model | |||||

Participants will engage in an active mathematics lesson and learn how to use learning objectives to create anchor tasks that spark student interest and allow students of all levels to build on their prior knowledge, make mathematical connections, and deepen their conceptual understanding. Coaches will leave with the tools to support and guide teachers using a student-centered, teacher-facilitated approach to learning. | |||||

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

Handout: NCSM17_3508_Curran.pdf | |||||

3608 | Travis C-D | Intermediate (3—5) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Talk, Talk, Talk, Talk, Talk: Engaging Students in Mathematical Discourse | |||||

To deepen mathematical understanding, the Standards for Mathematical Practice require students to construct viable arguments and critique the reasoning of others, reason abstractly and quantitatively, and attend to precision. Communication is at the heart of the practices. Mathematics leaders and coaches will learn how to support teachers with engaging students in mathematical discourse. | |||||

Lead Speaker: Le Vada Gray Co-Presenter: Nikki LaLonde | |||||

3616 | Lone Star A | Secondary (6—12) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Curiosity and Collaboration: The Power of Divergent Problems | |||||

Curiosity is a basic human drive. How do we tap into our naturally curious nature in mathematics classrooms? Join us to explore the power of divergent problems and the curiosity they can generate in a diverse group of students. | |||||

Lead Speaker: Lisa Bush Co-Presenter: Treve Brinkman Co-Presenter: Michael Gould | |||||

3617 | Lone Star B | Elementary (K—5) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

Supporting Teachers in Leveraging Variety | |||||

Since students come in at varying levels every day, teachers can leverage the variety in student thinking to advance the learning of the whole class by connecting their representations to learning progressions. We will engage in a few mathematical and professional learning tasks that capitalize on technology and equip teachers for success with the Mathematics Teaching Practices from NCTM's Principles to Actions. | |||||

Lead Speaker: Ryan Dent Co-Presenter: Kristian Quiocho | |||||

3618 | Lone Star C | Elementary (K—5) | Regular Presentation (60 minutes) | Motivational Mathematics Teaching and Learning | |

How to Mathematize Any Activity to Promote Student Engagement and Close the Mathematics Experience Gap | |||||

We talk about the mathematics achievement gap, but what about the mathematics experience gap? We will explore how to mathematize any activity, from playing games to everyday tasks, so that we can give students rich experiences that prepare them for deep problem-solving. These activities show students that mathematics is exciting and can help them make sense of the world. Session participants will take home examples of mathematized activities. | |||||

Lead Speaker: Brandon Smith | |||||