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Get ready for a thought-provoking evening as six speakers and a moderator share their perspectives about equity and access in mathematics education. Each speaker's presentation will last 10 minutes. After the last speaker, the moderator will lead a 30-minute discussion and Q&A.
Danny Martin (Moderator), Rochelle Gutiérrez, Tyrone Howard, Elham Kazemi, Annie Perkins, Kassia Omohundro Wedekind, Dina Williams
Akihiko Takahashi, Thomas McDougal, Alexandra Johansen
This three-hour session will begin with a presentation describing how a powerful form of lesson study can help a school address challenges of teaching and learning. Then, there will be a live lesson with grade 5 students. Finally, participants will discuss the impact of the lesson and how it cultivated Common Core math practices.
This session will engage participants in the idea of generative routines and how they can mediate teacher learning of ambitious mathematics teaching. We will focus on a particular routine, a well-specified question sequence designed to support teachers in the work of eliciting and responding to multiple student strategies in mathematics discussion.
David Wees, Sara Toguchi, Elizabeth Ramirez
Can we teach mathematics in ways that engage and support all learners and that build student capacity to have meaningful conversations about math while working together to understand multiple solution strategies? Yes, we can! Participants will experience and discuss an inquiry-oriented instructional routine called Contemplate then Calculate.
Success in algebra opens doors and expands opportunities in many professions and careers. Unfortunately many students just "don't get it." I believe the reason lies in early math instruction –where K-2 children fail to build foundations that support algebraic thinking.
Without mathematics, there would be no science, technology, or engineering! It is the last letter in the acronym but it is also the most important. As many as five million jobs will become extinct in this digital age. Over 2 million new jobs will be created, many requiring mathematics. Are math educators poised to take advantage of this new reality?
Kassia Omohundro Wedekind
How can we broaden our notion assessment to focus on sense making and nurturing students' agency as mathematicians? This session explores how teachers can utilize conferring to more deeply understand and respond to student thinking and build communities of mathematicians.
Rochelle Gutierrez, Esther Song
Advocating for our students often requires understanding and responding to political situations at work. In this active workshop, we provide strategies to analyze the power dynamics in specific and real scenarios that can be generalized to other contexts. Be ready to role play, reflect, and converse with others!
Frederick Dillon, Anthony Bokar
Learn about the steps a new teacher and his mentor undertook to deepen pedagogical knowledge and to develop leadership skills. We share experiences from our collaboration over the years including lesson and professional develop planning, reflecting on shared teaching experiences, and creating opportunities for becoming a leader.
We tend to think of the work of calculus students as being very different from that of kindergarteners, but it really shouldn't be so. All learners can function as mathematicians. We'll examine this claim through tasks and student ideas across the K-12 curriculum.
Jennifer Lee Kim, David Wees, Elizabeth Ramirez
How does one plan to enact rich tasks with students? In this workshop, participants will experience an instructional routine called Contemplate then Calculate, and then select and plan a task to use with the routine. Participants will then practice using their task at their table groups and share how and why they selected this particular task.
Promises of equity for Black learners in mathematics education have not come to fruition because equity for Black learners is a delusion rooted in white imaginaries. I examine mathematics education not only as a white space but as an anti-Black space. Further, I engage in a radical (re)imagining of a mathematics education worthy of Black learners.
Francis (Skip) Fennell, Jon Wray, Beth Kobett
Math specialist and teacher participants will participate in activities which engage classroom based formative assessment. These classroom-validated techniques are used to guide planning and teaching as well as monitor and assess learning. Everyday use of observations, interviews, Show Me, hinge questions, and exit tasks make a difference!
Textbooks now appear in paper form, in electronic form for computers, tablets, or phones, and in hybrids. Some aspects of mathematics seem better suited for one form than another. This talk discusses the platforms with regard to teaching various aspects of mathematics: vocabulary and notation, deduction, modelling, algorithms, and representations.
Kristin Gray, Erin Gannon
Do you feel as if teaching and learning happen in isolation? Come explore a professional learning model, Learning Labs, where coaches and teachers across all content areas, learn together. This model empowers teachers in their learning, creates a collaborative coaching culture and puts students at the forefront of all instructional decision-making.