2010 Annual Conference: San Diego, California

Available Episodes


NCSM's Leadership in Mathematics Podcasts continue with a series of recorded presentations from NCSM's 42nd Annual Conference, held in April, 2010, San Diego, California. These include the opening keynote speaker addresses, as well as many of the major sessions.

Episode #39: Spring 2010

Improving Student Achievement in Mathematics by Promoting Positive Self-Beliefs (Spring 2010)
This paper highlights the critical importance of developing and nurturing positive self-beliefs. Educators who establish a classroom climate that promotes positive self-beliefs about intelligence and academic ability increase students' motivation and engagement. The process of promoting positive self-beliefs begins with teachers believing that all students can learn meaningful mathematics.

Episode #40: April 19, 2010

Dr. Nancy Giberson, San Diego Department of Education
Welcome to the 42nd NCSM Annual Conference

Episode #41: April 19, 2010

The Axioms of PRIME Leadership: Powerful Strategies for Your Leadership Journey!
The best leaders not only lead well, but also reflect on their leadership long enough to understand the philosophies that cause them to do so. They can pinpoint the rationale for their actions and decisions with ease. This motivational and humorous session will highlight "lesson learned" axioms in four different categories of leadership.

Timothy Kanold
President of E2-PLC Consulting
Chicago, IL

Episode #42: April 19, 2010

What Does It Take to Move a District? Lessons from Working to Strengthen Mathematics Teaching and Learning in Boston
This session focuses on the successes and challenges associated with a district-wide Math Plan put in place in the fall of 2000. It includes a discussion of the adoption of standards-based elementary math curriculum materials, the creation of a cohesive program of professional development and support, the institutionalization of district-wide formative assessments, and the cultivation of leadership among teachers and administrators.

Linda Davenport

Episode #43: April 19, 2010

How Many Sides Does a Box Have? The Struggle to Respect Young People's Thinking
For over 100 years educators have argued about how to teach math. This talk will explain why this struggle is important, how it relates to quality and equity in mathematics education, and some principles that might be useful in developing a strategy for winning this struggle.

Julian Weissglass

Episode #44: April 19, 2010

High-Leverage Actions for Mathematics Education Leaders
The professional literature describes numerous "research-based" actions that leaders should implement in their schools or districts to improve the quality of mathematics teaching and increase student achievement. Learn about high-leverage actions-those that produce the greatest benefits-the research that supports them, and practical suggestions for incorporating them into leadership practice.

Diane Briars

Episode #45: April 19, 2010

Strategic Leadership: How School Boards and Mathematics Departments Connect on a Real Level
If mathematics education leaders can connect to the School Board, we can ensure mathematics is protected during budget deficits. This session describes how large urban districts can provide quality mathematics programs during the worst economic crisis our country has ever seen.

Sheila Jackson

Episode #46: April 19, 2010

Student-Focused Assessment Cycle
As education shifts from the pitfalls derived from high stakes testing, there is compelling research that indicates authentic formative assessment, focused on student thinking and student work, is an essential strategy for teachers. This session will describe an assessment cycle tied to student thinking, using state of the art materials, and the innovation of successful teachers to bring formative assessment practice to the reality of the classroom. Materials and video cases will be shared.

David Foster

Episode #47: April 20, 2010

Changing the Math Trajectory of Underperforming Students
Too many of our students are caught in a cycle of math failure. What does the emerging cognitive and behavioral research say about why? And what resources and approaches does the research suggest we should bring to bear to begin to turn these students around?

David Dockterman