Wednesday, April 9, 2014
Opening Session: The Joy of x
by Steven Strogatz
Remarks by NCTM
President Linda M. Gojak
In the spring of
2010, Steven Strogatz wrote a 15-part series on the elements of math for the New York Times.
To his surprise, each piece climbed the most emailed list and elicited hundreds of
appreciative comments. In this talk he’ll describe his adventures in bringing
math to the masses,
including what worked ... and what didn’t.
Steven Strogatz is the Jacob Gould
Schurman Professor of Applied Mathematics at Cornell University. His books
include Sync: The Emerging Science of Spontaneous Order, The Calculus of
Friendship, and The Joy of x. His work has been featured in Naturemagazine, the
New York Times, U.S. News and World Report, Discover, and Newsweek, as well as
on National Public Radio, CBS News, and BBC Radio. The awards he has received
for his research, teach-ing, and public service include a Presidential Young
Investigator Award from the National Science Foundation; MIT’s E.M. Baker Award
for Excellence in Undergraduate Teaching; and the Communications Award from the
Joint Policy Board for Mathematics, a lifetime achievement award for the
communication of mathematics to the general public.
University, Ithaca, New York
Thursday, April 10, 2014
"Principles to Actions:
What's Exciting about NCTM's New Blueprint?"
This introduction to NCTM’s call to action will describe the
context, purpose and hopes for this important, new document. Starting with
equity and learning, we’ll move to the powerful eight practices of effective teaching,
and make the case for how curriculum, tools and technology, assessment and
professionalism are the essential systemic supports.
Steve Leinwand is a principal research analyst at the American
Institutes for Research (AIR) in Washington, D.C. An author of articles, books,
and several mathematics textbooks, Leinwand has overseen the development of the
algebra assessment for the ongoing High School Longitudinal Study, has served
on the Mathematical Sciences Education Board during the development and
publication of Everybody Counts, and has been president of the National Council
of Supervisors of Mathematics and a member of the NCTM Board of Directors.
American Insitutes for Research, Washington, D.C.
"Fluency ... It’s More Than Fast and Accurate"
Rote memorization through drill and practice does not lead to fluency. Let’s
look at ways we can help students use strategic thinking that develops to
fluency through reasoning and sense making.
Linda M. Gojak
President, National Council of Teachers of Mathematics; John Carroll
University, University Heights, Ohio
Thursday, April 10, 2014
Principles to Actions: Actions to Improve Curriculum
and Assessment Practices
This fast-paced session will stimulate participants to
think about practical ways to bring about change in their classrooms and
districts. One of the authors of NCTM’s Principles to Actions, Daniel
Brahier, will spotlight changes in curricular and assessment practices at the
secondary level that can assist with implementation of the Common Core State
Daniel Brahier is a professor of mathematics education at
Bowling Green State University who also teaches junior high mathematics at St.
Rose School in Perrysburg, Ohio. He has taught science and mathematics at high
school and middle school levels and has served as a school princi- pal and a
district curriculum consultant. He is the author of several books on
mathematics education, including a methods textbook titled Teaching
Secondary and Middle School Mathematics, and he recently served as
co-author of NCTM’s new Principles to Actions document.
Daniel J. Brahier
Bowling Green State University, Ohio
Thursday, April 10, 2014
Principles to Actions: Effective Teaching
Since the release of the Professional
Standards for Teaching Mathematics (1991) much has been learned about specific
teaching practices that support students’ learning of mathematics. This session
will focus on describing a set of effective teaching practices and engaging
participants in a discussion of how to help teachers learn to use them.
University of Pittsburgh, Pennsylvania
Friday, April 11, 2014
Principles to Actions: What It Takes
The Common Core doesn’t outline the necessary structures to ensure higher levels of mathematics student achievement. What it takes to implement highly effective mathematics programs is the focus of NCTM’s signature publication Principles to Action. One of its authors will outline the wide range of recommendations in the document for making mathematics work for all.
Matthew R. Larson
Lincoln Public Schools, Nebraska
Friday, April 11, 2014
the Common Core Standards Era: Opportunities and Challenges
In Spring 2015, the Common Core assessments will be
administered for the first time. What actions will best prepare us—students,
teachers, leaders— for these assessments? What challenges must we address in
light of these assessments? And what can we learn from past assessment
improvement efforts to help us meet these challenges?
Diane J. Briars
President-Elect, National Council of Teachers of Mathematics, Reston, Virginia
Friday, April 11, 2014
"Presentation of the 2014 NCTM Lifetime Achievement Awards"
This celebration will honor the 2014 winners of the NCTM Lifetime Achievement Awards. The awards are bestowed on NCTM members who have exhibited a lifetime of achievement in mathematics education at the national level. The winners will be introduced and will speak. Other grant recipients in attendance will also be recognized.
Mathematics Education Trust
National Council of Teachers of Mathematics, Reston, Virginia
Why “Getting Real” Requires Being “Radical” in High- Stakes Education
Iris M. Carl Equity Address
Teachers who can’t skillfully negotiate the politics of language, racism, and test-
ing can’t adequately support their students. I will share examples of how all mathematics teaching is political, how teachers can use creative insubordination to be ef- fective advocates for students and enable them to develop robust mathematical understanding and identities.
Rochelle Gutiérrez is Professor of Curriculum and Instruction and Latina/Latino Studies at the University of Illinois at Urbana-Champaign. Her research focuses on equity in mathematics education, race/class/language issues in teaching and learning mathematics, effec-
tive teacher communities, and the achievement gap. In 2011 the Association of Mathematics Teacher Educators awarded her the Excellence in Scholarship Award for her empirical research and theories on equity. She currently is the Principal Investigator on a large NSF grant that explores what it takes to develop high school mathemat- ics teachers who engage their students in rigorous and creative mathematics and are committed to social justice.
University of Illinois at Urbana-Champaign, Champaign, Illinois
Principles to Actions: Defining Core Practices of Teaching Mathematics
Quality teaching ensures success for all students. In its new publication, NCTM frames a core set of highly effective teaching practices for mathematics, advancing our professional knowledge of representations, struggle, fluency, evidence, and more. We will examine this frame- work and help you prepare for your next professional actions.
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 lead many projects to develop teacher leadership in mathematics.
University of Wisconsin-Milwaukee
Making Math Work for All - A Focus on Equity Webcast
The Common Core State Standards for Mathematics don’t outline the structures requiring equitable access to high-quality mathematics instruction for all students. This session highlights equity and access in NCTM’s new signature publication Principles to Actions. This session will outline the range of actions intersecting with equity and
access in PtA.
Robert Q.Berry III
Board of Directors, National Council of Teachers of Mathematics; University of Virginia,Charlottesville
Principles to Actions: Mathematics with Equity - For ALL
The NCTM publication Principles to Action describes steps that lead to an equitable classroom where all students can learn mathematics. In this session, one of its authors will explore the Equity Principle and discuss obstacles and interventions to bring this vision to reality.
Miriam A. Leiva
Cone Distinguished Professor Emerita, Mathematics Department, University North Carolina Charlotte
Principles to Actions - Implications for Hich School Mathematic
This spring, NCTM is publishing Principles to Actions: Ensuring Mathematical Success for All. We will discuss this statement of what is essential for achieving excellence in mathematics education and how it relates to the high school mathematics program.
W. Gary Martin
Auburn University, Alabama
Closing Session: When Punchlines Include Slopes and Y-Intercepts
Closing Session by Bill Amend
Remarks by NCTM President Linda M. Gojak
FoxTrot cartoonist Bill Amend has been injecting math and science humor into North America’s funny pages for more than 25 years. He’ll share examples and stories as he discusses the joys and challenges of bringing math to the masses.
Bill Amend is the creator of the comic strip FoxTrot, published nationwide for more than 25 years. He holds a Bachelors Degree in physics from Amherst College, although usually he puts it down while working. His strip has spawned several dozen book collections, a popular website, and somehow earned him the National Cartoonists Society’s Reuben Award for Cartoonist of the Year in 2006. He currently lives in the Midwest with his wife and two children.
Cartoonist, Creator of FoxTrot