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Program & Presentations

2014 Annual Meeting 590 

More than 700 Sessions, Workshops, and Bursts Await You in New Orleans!

Whether you’re a classroom teacher, coach, administrator, preservice teacher, or math specialist, NCTM’s Annual Meeting has something for you.

Featured Presentations 

Strands & Topics 

Online Conference Planner  

Formats & Presentation Types  

Justify Your Attendance 

View the Online Preview and Program Book 

View Saturday Session for Louisiana Educators  


Featured Presentations

Opening Session 
Wednesday, April 9, 5:30 p.m.–7:00 p.m. 
Steven Strogatz  STEVEN STROGATZ

Jacob Gould Schurman Professor of Applied Mathematics at Cornell University 

The Joy of x  

An award -winning math scholar with a broad interest in applied mathematics, Steven Strogatz studies how synchrony occurs spontaneously in nature, from atoms to solar systems—almost as if the universe had an overwhelming desire for order.

Strogatz answers the questions that we find ourselves asking over and over: Why do traffic jams seem to occur without any apparent cause? How can a movie theater full of strangers begin to applaud in rhythm? Are we really all separated from one another by just six degrees—even Kevin Bacon?

Come hear Strogatz, hailed as “a gifted and inspiring communicator” and “a first-rate storyteller and an even better teacher”—author of several books, including The Calculus of Friendship: What a Teacher and a Student Learned about Life While Corresponding about Math, and The Joy of x—deliver the opening keynote in New Orleans.

President's Address
Thursday, April 10, 2:00 p.m. - 3:00 p.m.  
Linda Gojak   LINDA M. GOJAK

NCTM President/John Carroll University

Fluency... It's More than Fast and Accurate

As mathematics educators at all levels consider effective implementation and instruction related to state or Common Core standards, a frequently asked question is, “What does it mean to be fluent in mathematics?” The answer, more often than not, is, “Fast and accurate.” Building fluency should involve more than speed and accuracy. It must reach beyond procedures and rote memorization through drill and practice.

Join Linda Gojak, NCTM president and director of the Center for Mathematics and Science Education, Teaching, and Technology at John Carroll University in University Heights, Ohio for a look at ways to help students use strategic thinking that develops fluency through reasoning and sense making.

 
Iris M. Carl Equity Address
Friday, April 11, 11:00 a.m.–Noon  
 Rochelle Gutierrez  ROCHELLE GUTIÉRREZ
Professor of Curriculum and Instruction and Latina/Latino Studies at the University of Illinois, Urbana-Champaign

Why “Getting Real” Requires Being “Radical” in High-Stakes Education 

Rochelle Gutiérrez’s research focuses on equity in mathematics education, race/class/language issues in teaching and learning mathematics, effective teacher communities, and the achievement gap. She is currently the principal investigator on an NSF grant to investigate what it takes to develop high school mathematics teachers who engage their students in rigorous and creative mathematics and are committed to social justice.

Gutiérrez has served as a member of the RAND National Mathematics Study Panel and the National Academy of Sciences’ Committee on Increasing Urban High School Students’ Engagement and Motivation to Learn, and she has been recognized for the empirical research that she has conducted and the theories on equity that she has offered to the field. Gutierrez recently served as editor for a special issue on identity and power for the Journal for Research in Mathematics Education, and her work has been published in such journals as Mathematical Thinking and Learning, Journal of Curriculum Studies, Harvard Educational Review, and the Urban Review.

Closing Session
Saturday, April 12, 12:30 p.m.–1:30 p.m.  
Bill Amend V2  BILL AMEND
FoxTrot Creator and Cartoonist
 

When Punchlines Include Slopes and y-Intercepts

Bill Amend is the creator of the comic strip FoxTrot, published nationwide for more than 25 years.  His strip has spawned several dozen book collections and a popular website and earned him the National Cartoonists Society's Reuben Award for Cartoonist of the Year in 2006.

Amend holds a Bachelor’s degree in physics from Amherst College, and it’s his unique background and enjoyment of math and science that come through in the FoxTrot character, Jason—a mischievous 10-year-old boy who loves math, computers, and annoying his sister.

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Also Featured: 
CCSSM400  
Dario  PHILIP DARO
Pearson, Berkeley, CA

Fractions: Making Sense of the Progression
 

Phil Daro served on the writing team of the Common Core State Standards for Mathematics and is the lead designer, mathematics, for the Pearson Common Core System of Courses being developed by the Gates Foundation and the Pearson Foundation.

Daro also leads the partnership of University of California, Stanford University, and others with the Oakland and San Francisco Unified School Districts for the Strategic Education Research Partnership (SERP), with a focus on mathematics and science learning among students learning English or developing academic English. In this role, Daro develops research agendas and projects that address priorities identified in the school district.

 

McCallum  WILLIAM McCALLUM
Illustrative Mathematics, Tucson, AZ

Tracing Progressions in the Common Core State Standards

William G. McCallum is a University Distinguished Professor of Mathematics and head of the Department of Mathematics at the University of Arizona. Born in Sydney, Australia, McCallum received his Ph.D. in Mathematics from Harvard University in 1984, and In 1989 he joined the Harvard Calculus Consortium, where he is the lead author of the consortium's multivariable calculus and college algebra texts.

McCallum was awarded the Director's Award for Distinguished Teaching Scholars from the National Science Foundation in 2005, and in 2006 he founded the Institute for Mathematics and Education at the University of Arizona. where he was director until 2009 and now chairs the advisory board.

zimba1  JASON ZIMBA
Student Achievement Partners, New York, NY

Evaluating Alignment to the CCSSM: How Do Your Resources Rate?

Jason Zimba was a lead writer of the Common Core State Standards for Mathematics and is a Founding Partner of Student Achievement Partners. He holds a B.A. from Williams College with a double major in mathematics and astrophysics; an M.Sc. by research in mathematics from the University of Oxford; and a Ph.D. in mathematical physics from the University of California at Berkeley.

As a researcher, Dr. Zimba’s work spanned a range of fields, including astronomy, astrophysics theoretical physics, philosophy of science, and pure mathematics. His academic awards include a Rhodes scholarship and a Majorana Prize for theoretical physics. As an educator, he has taught physics, mathematics, and other subjects to college students, university physics and engineering majors, adult prison inmates, disadvantaged high school students, and children of non-English speaking immigrants.

Presntations PtA V3   
Brahier  DANIEL J. BRAHIER
Bowling Green State University, Bowling Green, OH

Actions to Improve Curriculum and Assessment Practices

Daniel Brahier is a professor of mathematics education at Bowling Green State University and also teaches junior high mathematics at St. Rose School in Perrysburg, Ohio. Throughout his career, Brahier has taught science and mathematics at the high school and middle school levels and has served as a school principal and district curriculum consultant.He is the author of several books on mathematics education, including a methods textbook, Teaching Secondary and Middle School Mathematics, and most recently served as a member of the writing team for NCTM's new Principles to Actions.

huinker  DeANN HUINKER
University of Wisconsin-Milwaukee, Milwaukee, WI

Principles to Actions: Defining Core Practices of Teaching Mathematics

DeAnn Huinker directs the Center for Mathematics and Science Education Research and is a professor in the Department of Curriculum and Instruction at the University of Wisconsin–Milwaukee. She has chaired the editorial panel for Teaching Children Mathematics and has led many projects to develop teacher leadership in mathematics.

Leinwand  STEVEN LEINWAND
American Institutes for Research, Washington, DC

Principles to Actions: What's Exciting about NCTM's New Blueprint?

Steve Leinwand is a principal research analyst at the American Institutes for Research (AIR) in Washington, D.C., and has over 30 years of leadership positions in mathematics education.

Leinwand has overseen the development of the algebra assessment for the ongoing High School Longitudinal Study and is a coauthor of “What the United States Can Learn from Singapore’s World-Class Mathematics System (and What Singapore Can Learn from the United States).”

An established author of articles, books, and several mathematics textbooks, Leinwand has served on the Mathematical Sciences Education Board during the development and publication of “Everybody Counts,” and he has also been president of the National Council of Supervisors of Mathematics and a member of the NCTM Board of Directors, where he helped to review NCTM’s influential Principles and Standards for School Mathematics.


Other featured presentations:   
Dougherty  BARBARA J. DOUGHERTY
University of Missouri, Columbia, MO

Student Responses: A Window into Misconceptions 

A K–12 special education teacher for more than 10 years, Barbara Dougherty has taught elementary, middle, and high school mathematics for over 18 years.
 
Dougherty holds the Richard G. Miller Endowed Chair for Mathematics Education at the University of Missouri–Columbia, where she is a professor of mathematics education. She is a past member of the Board of Directors of the National Council of Teachers of Mathematics (2009–2012).
 
Dougherty is also past chair of the NCTM Research Committee and has conducted classroom and student-based curriculum research and development for more than 20 years.
She is a coauthor of conceptual assessments for monitoring students’ progress in attaining algebraic skills and concepts and intervention modules with an algebra focus for middle-grades students.
 
Dougherty has developed, implemented, and evaluated numerous professional development institutes for teachers, pre-K–16, locally, nationally, and internationally, with particular emphasis on teacher content knowledge and the implementation of effective, research-based instructional approaches.
 

Nowak  KATE NOWAK
Mathalicious, Charlottesville, VA

One of Us: Every Teacher a Blogging Teacher

Kate Nowak writes lessons and supports teachers at Mathalicious and has written the blog f(t) since 2005. Previously, Nowak taught the full spectrum of secondary mathematics courses at Fayetteville Manlius High School near Syracuse, NY. She completed a master of arts degree in teaching mathematics as a Klee Fellow at the State University of New York at Binghamton.

In 2010 she was named an Outstanding Educator by the Technology Alliance of Central New York. Nowak is an alumna of the Park City Mathematics Institute Secondary School Teachers Program, and her work has been published in the journal Mathematics Teacher.

Peck  ROXY PECK
California Polytechnic State University, San Luis Obispo, CA

Rethinking Probability in the Common Core and AP Statistics

Roxy Peck is currently professor emerita of statistics at Cal Poly, San Luis Obispo. While at Cal Poly, Peck served as associate dean of the College of Science and Mathematics and chair of the statistics department. She was made a fellow of the American Statistical Association in 1998, and in 2003 she received the American Statistical Association's Founders Award in recognition of her contributions to K–12 and undergraduate statistics education.

Peck served from 1999 to 2003 as the chief faculty consultant for the Advanced Placement Statistics exam, and she is a past chair of the ASA/NCTM Joint Committee on Curriculum in Statistics and Probability for Grades K–12 and of the ASA Section on Statistics Education.

 Marilyn Burns  MARILYN BURNS
Math Solutions, Austin, TX

Making Reasoning Integral to Instruction Focused on Number and Operations

Marilyn Burns, the founder of Math Solutions, is one of today’s most highly respected mathematics educators and authors. For more than 40 years, she has taught children, led professional development sessions, spoken at educational conferences nationwide, written children’s books, and created mathematics resources for teachers and administrators.

Most recently, Marilyn completed co-authoring Math Reads™, a math and literature program for students in Grades K-5, as well as Math Reasoning Inventory, a free online formative assessment tool designed to make middle school teachers’ classroom instruction more effective. Marilyn continues to teach regularly in the classroom, finding the experience essential to developing and testing new ideas and materials.
 Cathy Seely  CATHY SEELEY
Charles A. Dana Center, University of Texas, Austin, TX

Smarter Than We Think  

For more than three decades, Cathy Seeley has been a mathematics educator and change facilitator at the local, state, and national levels, deeply committed to high-quality mathematics for every student. Among her experiences in K-12 education, she has worked as a mathematics teacher, district mathematics coordinator, and state mathematics director for the Texas Education Agency. She has frequently been an advisor and consultant to school districts, state agencies, and professional/community organizations. She recently completed a two-year term as President of the National Council of Teachers of Mathematics.

Currently, Cathy is a Senior Fellow with the Charles A. Dana Center at The University of Texas, working on state and national policy and improvement efforts in mathematics education. She is the author of the 2009 book Faster Isn’t Smarter—Messages About Math, Teaching, and Learning in the 21st Century, a resource for teachers, leaders, policy makers, and families. From 1999 through 2001, Dr. Seeley taught mathematics (in French) as a Peace Corps volunteer in Burkina Faso.

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Strands & Topics 

In addition to the Learn↔Reflect and New Teacher strands, NCTM’s Annual Meeting program will also feature the following strands:

SJ  
Social Justice Strand

The Social Justice strand focuses on mathematics education in areas that are traditionally marginalized, underrepresented, or misunderstood. One goal of this strand is to show how to use mathematics to teach and learn about issues of social and economic justice. Sessions may also address the concept that the development of mathematical literacy itself being an incredibly important social justice issue.
 TC 
Teaching Computational Fluency with Understanding Strand

The Teaching Computational Fluency With Understanding Strand presentations will examine effective pedagogical strategies for teaching traditional algorithms and/or alternative strategies which promote a deep understanding of number and operations and assist students in being able to compute both accurately and efficiently. Look for the symbol to the left for Teaching Computational Fluency with Understanding presentations.
 Principles to Actions Icon 
Principles to Actions: Ensuring Mathematics Success for All Students Strand
Principles to Actions is the new publication from the NCTM that outlines and describes the imperatives for high quality mathematics education from the point of view of ALL the stakeholders. Learn more about how you can use this document from the speakers, all of whom are the authors of this important document.  
 
 10 minute tasks 
“10-Minute” Tasks Strand

The “10-Minute Tasks” strand focuses on short tasks that are rich in mathematics learning opportunities and that help teachers diagnose and meet the needs of their students. In these sessions, you will have an opportunity to consider how to enact quality mathematics tasks to influence classroom discourse around the task, make the task accessible to all kids, and provide opportunities for formative assessment.
  
 LTLogo  Teachers Leveraging Technology Strand

Sessions in the Teachers Leveraging Technology strand cover everything from creating your own online PLC to using technology in your classes.  

Committee  NCTM Committee Strand
NCTM committee presentations are identified in the program book. Visit the NCTM website for a list of all NCTM committees.
  
  Equity Strand
The Equity strand features presentations given by the Benjamin Banneker Association, TODOS: Mathematics for ALL, and Women and Mathematics Education. Presentations are scheduled on Friday and Saturday.
  
  Mathematical Association Presidents’ Series
The Presidents’ Series is a feature of the NCTM Annual Meeting program that highlights connections within the mathematical community at different levels. Presentations are scheduled throughout the conference.
  


Conference Topics 

In addition to the strands, presentations will cover Principles, Standards, and other areas for professional development, including the following:

  •  Assessment, High-Stakes Testing
  •  Calculus & Precalculus
  •  Communication, Connections & Representation
  •  Data Analysis, Statistics & Probability
  •  Discrete Mathematics & Logic
  •  Equity & Diversity Issues
  •  Geometry & Measurement
  •  Number & Operations
  •  Number Sense
  •  Policy Decisions & Advocacy
  •  Problem Solving & Critical Thinking
  •  Professional Development, Coaching & Mentoring
  •  Reasoning, Sense Making and Proof
  •  Technology
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 Online Conference Planner & Program Book 

Conference_Planner_logo
Search the complete program for presentations by grade level, speaker, topic, or day with our Online Conference Planner, which has everything you need to plan a rewarding conference experience.

  

Please click here to view the 2014 Annual Meeting program book.

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Formats & Presentation Types

Sessions (60 minutes)
Regular sessions and research sessions are both offered in session format set in theater-style rooms. With a plethora of topics, new ideas, and innovations for your classroom, you and your students will benefit from the wide selection of sessions.

Gallery Workshops (75 minutes)
Gallery Workshops are set with round tables for hands-on work. Additional gallery seating is also available around the room for observation. You’ll walk away with manipulatives, activities, and handouts for your classroom.

Bursts (30 minutes)
Bursts are concise presentations that focus on a specific topic or idea. The goal is information sharing, conveyed quickly and succinctly.

Exhibitor Workshops (60 minutes)
Looking for more in-depth and personal interaction with exhibitors? If you do, plan to attend the Exhibitor Workshops. Held on Thursday, Friday, and Saturday, these workshops offer a wide variety of topics.

Note: All presentations are open to conference participants. Admission will be on a first-come, first-served basis. Reserving spaces in line or saving seats is not permitted.

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Justify Your Attendance

We know that finding the time and the funds for your professional development is tough these days; our goal is to make the process easier for you. Garner support for attending the conference by using a template that explains what the conference is and how you can benefit from attending.

Conference Letter (PDF version / Word version)

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Your feedback is important! Comments or concerns regarding the content of this page may be sent to nctm@nctm.org. Thank you.