Most E-Workshops include a follow-up session to reflect and discuss the impact of the activities on student learning and to explore some additional activities.

Geometric Thinking	Implementing the Algebra Standard	What Does it Mean to be Ready for Algebra?
Math Games for the Classroom	Meeting the Needs of ALL Students Using Differentiated Instruction	Number and Operations
Problem Solving	Reasoning with Data & Probability	Strategies for Using Research to Inform Practice
Teaching with Curriculum Focal Points	Virtual LearnReflect Strand - Equity: All Means ALL

Geometric Thinking

Gain an interactive overview of the geometry expectations as defined in NCTM’s Principles and Standards for School Mathematics. These pairs of 90-minute E-Workshops will offer approaches and techniques for integrating geometric concepts in the classroom and provide activities for classroom implementation. Where appropriate, E-Workshops include references to Curriculum Focal Points and highlight instructional strategies that will foster student understanding of the Geometry Focal Point. The activities included will promote student understanding of shapes, spatial relationships, transformations, and visualization, using resources that will enable connections among geometric properties and theorems.

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Implementing the Algebra Standard

Gain an interactive overview of the algebra expectations as defined in NCTM’s Principles and Standards for School Mathematics. These pairs of 90-minute E-Workshops will offer approaches and techniques for integrating algebraic concepts in the classroom and provide activities for classroom implementation. Where appropriate, E-Workshops include references to Curriculum Focal Points and highlight instructional strategies that will foster student understanding of the Algebra Focal Point. Patterns, representations, modeling, and analysis of change will be explored using several instructional approaches, including utilization of virtual manipulatives.

What Does it Mean to be Ready for Algebra?

Algebra in Grade 7/8 or Algebra When Ready? This is one of the questions that teachers and schools are facing across North America. NCTM’s Curriculum Focal Points outlines the most important mathematical topics that should be the focus for grades PreK-8. They comprise related ideas, concepts, skills, and procedures that form the foundation for the study of mathematics in high school and beyond. This workshop will examine two critical concepts (the distributive property and proportionality) that are woven through the Focal Points, and that students must understand if they are to be fully prepared for rigorous algebra. The workshop will follow the development of these ideas through the grades PreK-8 Focal Points and clearly demonstrate why and how their mastery will have students ready for a richer experience in algebra.

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Math Games for the Classroom

Learn how to keep your students more engaged through the use of classroom games. In this pair of 90-minute E-Workshops, we will explore sample games and extensions while engaging in rich discussions that will allow you to make the most of each game with your students. Our focus will be primarily on the topic of Numbers and Operations as defined in NCTM’s Principles and Standards for School Mathematics. We will discuss feedback from participants and explore additional classroom games on Problem Solving during our follow-up session.

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 Meeting the Needs of ALL Students Using Differentiated Instruction

NCTM is committed to equity in mathematics – high expectations and strong support for all students. This does not mean every student should receive identical instruction, but every student should be provided with the tools they need to meet high mathematics expectations. This workshop identifies possible student barriers to learning and useful strategies in addressing these barriers. Classroom activities will be provided with suggested modifications to address the varied needs of all students within the mathematics classroom.

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Number and Operations

This pair of 90-minute E-Workshops is designed to give you an interactive overview of the Number and Operations expectation as defined in NCTM’s Principles and Standards for School Mathematics. We will discuss the major themes of Number and Operations and highlight instructional strategies that will foster student understanding of the Number and Operations Focal Point. This workshop will offer approaches and techniques for integrating the concept of Number and Operations into your classroom and provide activities for classroom implementation.

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Problem Solving

Interact with several problems as you explore the problem solving expectations as defined in NCTM’s Principles and Standards for School Mathematics. This pair of 90-minute E-Workshops will offer approaches and techniques for integrating problem solving in the classroom and provide activities for classroom implementation. Where appropriate, E-Workshops include references to Curriculum Focal Points and highlight instructional strategies that will foster student understanding of the Focal Point.

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Reasoning with Data and Probability

Explore ideas of mathematical reasoning with data and probability as defined in NCTM’s Principles and Standards for School Mathematics. These pairs of 90-minute E-Workshops will offer investigations of concepts within the data analysis and probability standard and provide activities for classroom implementation. Where appropriate, E-Workshops include references to Curriculum Focal Points and highlight instructional strategies that will foster student understanding of the Data Focal Point. Methods of data collection, statistical analysis, evaluation, and understanding and application of probability will be explored using several instructional approaches, including utilization of virtual manipulatives.

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 Strategies for Using Research to Inform Practice

What role does research play in my role as an educator? This question is common among educators in various roles within our school systems. This pair of 90 minute workshops will address this question by providing resources and strategies for using research to inform practice. These interactive workshops will consist of discussions among educators with the common goal of becoming better consumers of educational research. This workshop is a primer for selecting, understanding, and using educational research.

Teaching with Curriculum Focal Points

NCTM’s Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence identifies important mathematical topics for grades pre-K – 8. This pair of 90-minute E-Workshops focuses specifically on using the Curriculum Focal Points in grades 3-5 to support instruction based on a focused curriculum. The learning progression of multiplication and division from 3rd grade to 5th grade will be explored through the use of several instructional approaches, including utilization of virtual manipulatives. The follow-up session provides the opportunity to reflect and discuss the impact of the activities on student learning and to explore additional activities on the learning progression of fractions in grades 3 – 5. 

 Virtual LearnReflect Strand - Equity: All Means ALL

Participate in a virtual version of the Focus of the Year Learn↔Refect Strand that is typically offered at regional and select affiliate conferences. This strand will include three hours of professional development on the Focus of the Year topic, Equity: All Means ALL. Reflection questions will be provided prior to the strand for personal reflection throughout the strand. The strand begins with a kickoff session and concludes with a reflection session. During the second hour two Learn↔Reflect sessions will be offered, on for the elementary level (PK-6) and one for secondary level (7–12).   

Note: The Virtual Learn Reflect Strand E-Workshop is one 3-hour workshop. All other workshops consist of two 90-minute sessions (initial and follow-up).

Kickoff

Presenter: Shonda Lemons-Smith, Georgia State University, Atlanta, GA
Session title: Equity in K-12 Mathematics Education: Do We Have the Will?

Description: The Kickoff session will challenge PK-12 teachers to place Equity at the center of the mathematics teaching and learning process – from instructional planning, to decision making, implementation, and assessment. Teachers will be encouraged to believe in the Equity Principle not only philosophically, but to ensure that their instruction and interactions challenge the pervasive belief that students of color, students living in poverty, females, and non-native English speakers are less capable of learning high level mathematics.

Option 1 LearnReflect Session PK-6

Presenter: Harold Asturias, University of California, Berkeley, CA
Session title: What Is Equity? Why Does It Matter?

Description: In this session we will explore key ideas about equity in mathematics. Is equal always equitable? Does it matter? In particular, we will discuss the importance of having an insight into the interplay among culture, language, and mathematics in providing English learners equal access to mathematics.

Option 2 LearnReflect Session 7-12

Presenter: John Staley, Baltimore County Public Schools, MD
Session title: All Problems are Not Created Equal

Description: What problems do you use in your classroom and how do they build from your students prior experiences? During this session participants will discuss strategies to create a learning environment that provides access for all students to rich mathematical experiences through the use of mathematical tasks and classroom discourse. Strategies will be shared that teachers can incorporate into the classroom immediately.

Reflection Segment

The Virtual Strand will conclude with a Reflection session which will be a facilitated discussion of the following questions:

1. Which of your beliefs about equity have been challenged or confirmed? How and why?
2. How can you establish a classroom environment that is equitable and challenges the pervasive societal belief that only some students are capable of learning mathematics?
3. How do you create classroom experiences that value and integrate students’ lived experiences, prior knowledge, intellectual strengths, and personal interests?
4. In your current role, identify an issue dealing with equity. How would you proactively confront the issue and advocate that all students receive a high quality mathematics education?

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* Please note that times are listed in Eastern Time only.

If you have suggestions of topics for E-Workshops that would be helpful to you and your colleagues, please e-mail profdev@nctm.org.

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