Timothy Kanold, Past President NCSM

Six Secrets of Highly Effective Mathematics Lessons – Every Day!

In this inspirational and interactive opening session we will explore six research-affirmed lesson elements that inspire student learning of mathematics each and every day. Students' mathematical learning experiences must be meaningful and relevant and served by a high degree of active engagement! Let's uncover the secrets to great mathematics teaching, based on NCTM's Teaching and Learning Standards.

Karen Karp, Johns Hopkins

Ideas for Interventions and Assessment Strategies in the Mathematics Classroom: Teaching Students with Disabilities

Learn about foundational strategies and conceptual approaches, such as the research-based CSA (concrete–semiconcrete–abstract) model, for effective mathematics teaching for students with disabilities. Explore possible interventions and assessment strategies, including diagnostic interview.

Harold Asturias, University of California, Berkeley, Lawrence Hall of Science

The focus of this session is discussing ways to provide allstudents with access and an opportunity to wrestle with, make sense of, and communicate about important mathematics. We will talk about what it means to ensure equitable instructional practices that provide students with access to the knowledge and skills that they will need to be successful in school and beyond. 

Mathematically proficient students use academic language effectively to communicate their reasoning, justify their conjectures, and construct arguments. How do we support students as they develop academic language? We will discuss principles of design for instruction that attend to the connection of mathematics understanding and language development. We will examine a framework for understanding a language-rich, mathematically powerful classroom and a theory of action that will  focus  the design of instruction.

Writing and Mathematical Thinking: Grade-Level Strategies to Support Development of the Mathematical Practices

David Pugalee, University of North Carolina at Charlotte

Students are increasingly asked to write as part of their mathematics experience. Writing in mathematics sustains the development of reasoning, communication, and connections while developing metacognitive thinking. Writing in mathematics supports both deep understanding of content and students' effective development of the mathematical practices. This session will highlight a plan for creating and implementing an effective mathematical writing program. Information will bridge the divide between language and mathematics instruction with user-friendly connections to theory and the standards, and ready-to-implement strategies for the classroom. Mathematics classroom–tested writing strategies will be used to demonstrate support of the eight mathematical practices highlighting writing as a tool to develop these essential mathematical habits of mind. 

Robert Q. Berry, III, University of Virginia

This keynote session uses Dylan Wiliam's framework to focus on three key formative assessment strategies that support the Common Core Standards for Mathematical Practice: (1) engaging students in discussion, activities, and tasks that elicit evidence of learning; (2) eliciting feedback that moves learning forward; and (3) activating learners as resources for one another.