Wednesday, April 9, 5:30 p.m.–7:00 p.m.
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.
Thursday, April 10, 2:00 p.m. - 3:00 p.m.
||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
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
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
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.
Saturday, April 12, 12:30 p.m.–1:30 p.m.
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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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.
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.
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.
||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.
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.
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:
||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.
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.
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.
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.
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.