Margaret (Peg) Smith, University of Pittsburgh

Promoting Algebraic Reasoning: The Role of Mathematical Tasks

This session will focus on the features of mathematical tasks that support students' learning of mathematical content and practices. Specifically, participants will consider (1) the differences between high-level and low-level tasks and their impact on student learning; (2) the characteristics of tasks that have the potential to engage students in algebraic reasoning; and (3) how teachers can support students' engagement in high-level tasks.

Diane Briars, NCTM President

The Power of Teacher Collaboration to Support Students' Algebra Readiness

Ensuring that all students are "algebra ready" requires that all teachers understand how algebraic thinking and reasoning develop and implement curriculum, teaching, and assessment practices that support this development. This is collaborative, rather than individual, teacher work. In this session, we will (1) discuss the value of establishing a professional learning community culture within your school; (2) examine specific effective grade-level and course-based collaborative team actions to increase understanding of algebraic thinking and reasoning and support enactment of effective curriculum, teaching, and assessment practices described in Principles to Actions; and (3) identify resources to support the work of collaborative teams in your school.

2b or Not 2b: Misconceptions in Algebraic Reasoning

Barbara Dougherty, University of Missouri

Students are often able to solve simple linear equations but have significant misconceptions about the roles a variable can assume. This keynote will share some student misconceptions and describe ways to support stronger understanding for more sophisticated uses of variable. Instructional techniques will be included in the discussion.

Beyond Symbol Pushing: Supporting Algebraic Reasoning

Fred Dillon, Ideastream

Students need to think of algebra as something more than writing expressions and solving equations symbolically. By using the learning trajectory from ratio to proportion to function, students are able to reason quantitatively and qualitatively about comparisons and rates of change. In this session, explore tasks and classroom moves aligned with mathematical practices and effective teaching practices in the context of building algebraic reasoning.

Trena Wilkerson, Baylor University