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Program & Presentations – for the Whole Year!

 High School 590x90 

You’ll kick off your year of learning in Los Angeles where you’ll begin with an Opening Session for everyone and then break into groups according to your selected strand for sessions and hands-on workshops; you will end the face-to-face portion with a closing session. All this will be followed by extended online learning with interactive workshops online, keynote sessions, and facilitated discussion groups—September through May.

Registration is now closed. On-site registration is not available. We look forward to seeing you in Los Angeles.


Program Overview 

A Crucial Topic 

A New NCTM Event 

Who Should Attend 

What You'll Accomplish 

Los Angeles Kick Off 

Program Structure and Schedule 

Presentation Types 

Keynote Speakers 

Breakout Workshops
 

Extended Learning
All Year
 

Extended Learning Overview 

Facilitated Discussion Groups 

Online Interactive Workshops 

Online Keynote Sessions  


What’s New about this NCTM Event 

You’ll dedicate 2½ days of professional development to reasoning and sense making and walk away with practical strategies to prepare your students for success. This innovative event features a number of unique benefits including:

  • Activities that are designed to achieve defined outcomes for you and your peers.
  • Before the institute begins, you’ll have the chance to network with other participants online, share your thoughts, and see what others have to say about reasoning and sense making.
  • You’ll maintain continuous engagement in activities and discussions during the scheduled hours- including two days of networking lunches provided by NCTM.
  • The schedule of activities is designed to provide you with a progressive learning experience in which events and discussions build off one another.
  • You’ll be grouped with like-minded math educators to work and interact with on site.
  • The experience will be suited to your interests—you’ll take part in task groups and discussions based on the strand of focus you select when registering.
  • Enjoy a year of progressive learning!

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Why Reasoning & Sense Making are Crucial 

  • Reasoning and sense making are integral to teaching the Common Core State Standards for Mathematics. 
  • Students are more likely to retain mathematics that is grounded in reasoning and sense making, as shown by research.
  • Reasoning and sense making are skills that are central to applying mathematics to real-world contexts.
  • These skills prepare students for further study, the workplace, and citizenship.
  • Reasoning and sense making are the purpose for learning mathematics. 

Review NCTM’s FAQs or an Executive Summary on High School Mathematics: Reasoning and Sense Making for more information and details on the importance of this topic in your classroom.

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What You’ll Accomplish: The Institute’s Defined Outcomes 

Activities are designed to achieve defined outcomes for you and your peers to achieve together. Learn more about what you’ll accomplish below:

  • Improve your understanding of how reasoning and sense making are integral to teaching the Common Core State Standards for Mathematics, state standards, and provincial guidelines. 
  • Gain strategies for creating and maintaining a high school classroom infused with reasoning and sense making.
  • Experience how technology, differentiated instruction, and assessment can enhance reasoning and sense making.
  • Engage in activities related to classroom task selection, development, and implementation—both during and after the face-to-face learning experience in Los Angeles.

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Who Should Attend 

  • High School Teachers of Mathematics
  • Math Coaches and Teacher Leaders
  • Teacher Educators
  • Researchers
  • College Mathematics Teachers
  • Pre-service Teachers

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Face-to-Face Learning – Kick off Things in Los Angeles 

July 24-26, 2012 

The program in Los Angeles has been structured to provide participants with shared experiences for targeted outcomes.  Each day’s schedule ensures interaction from everyone and allows for a progressive learning experience.  Below is an outline of the program schedule with information on offerings for each time slot. You can expect a full day of learning and activities.

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Monday, July 23, 2012 

4:00 p.m. – 7:00 p.m.  Registration:  Pick up your name badge, program workbook, and other institute materials.


Tuesday, July 24, 2012 

9:00 a.m. – 1:30 p.m.  Registration:  Pick up your name badge, program workbook, and other institute materials.

1:30 p.m.– 2:45 p.m. Opening Session Featuring Tim Kanold

3:00 p.m. – 4:30 p.m. Task Discussion Groups: Work through reasoning and sense making tasks directly related to your selected strand of focus.

5:00 p.m. – 6:00 p.m. Welcome Reception 


Wednesday, July 25, 2012 

8:00 a.m.–9:00 a.m. Keynote Session Featuring Margaret Smith

9:00 a.m. -9:45 a.m.  Extended PD Orientation: Learn more about the extended online portion of the institute.

10:00 a.m. – 11:30 a.m. Workshops:  Choose from a variety of Breakout Workshops based on your interests.

11:30 a.m.–12:30 p.m. Networking Lunch  

12:45 p.m.– 2:15 p.m. Workshops:  Choose from a variety of Breakout Workshops based on your interests.

2:30 p.m.–4:00 p.m. Task Discussion Groups: Work through reasoning and sense making tasks directly related to your selected strand of focus.

4:15 p.m.–5:15 p.m. Keynote Session Featuring Mayim Bialik and Katie Martinez


Thursday, July 26, 2012 

8:00 a.m.–9:00 a.m. Keynote Sessions: Leaders share insight on reasoning and sense making

9:15 a.m.–10:45 a.m. Workshops:  Choose from a variety of Breakout Workshops based on your interests.

11:00 a.m.–12:00 p.m. Assessment Keynote Sessions: Hear from the PARCC Consortium or the SMARTER Balanced Assessment Consortium

12:00 p.m. - 1:00 p.m. Networking Lunch:  

1:15 p.m.– 2:45 p.m.  Task Discussion Groups:  Work through reasoning and sense making tasks directly related to your selected strand of focus.

3:00 p.m.–4:00 p.m. Closing Session: Listen as our closing speaker, Cathy Seeley, ties your experiences together.

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Presentation Types in Los Angeles 

The program will feature leaders and innovators in math education such as Margaret Smith, Timothy Kanold, Barbara Dougherty, Cathy Seeley, Eric Knuth, and Judit Moschkovich.  Below are more details on the presentations and speakers.

  • Keynote Sessions:  Well-known leaders in math education will address critical topics related to and supporting reasoning and sense making. 
  • Workshops:  Math education practitioners will engage participants in hands-on activities that promote reasoning and sense making.  A variety of workshops will be available to choose from on site.
  • Task Discussion Groups: Participants choose a focus strand at the time of registration (algebra 1/integrated year 1, algebra 2/ integrated year 3, geometry/integrated year 2, probability and statistics) and will attend predetermined task discussion groups based on their selected strand. There will be guided activities and facilitated discussions about development, implementation, and assessment of reasoning and sense making tasks. 

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Keynote Speakers in Los Angeles 

Timothy KanoldOpening Session - Leading and Designing Effective Student Reasoning and Sense Making Experiences!
Timothy Kanold, Loyola University Chicago

High school mathematics curriculum often feels like a race to get through the curriculum breadth before April of each school year, when the “What You Test Is What You Get” phenomenon kicks in. The Education Trust’s Stuck Schools, a framework for identifying schools where students need change, now indicates that in an environment where funds and capacity are limited at best, that educators and policymakers need to establish clear teaching and assessment priorities. This session will discuss the top five paradigm-shifting, low-cost priorities that need to define the focus of our mathematics lesson design and assessment work over the next three years.

 

Cathy SeeleyClosing Session - Reflecting on Reasoning
Cathy Lynn Seeley, Charles A. Dana Center at the University of Texas at Austin
NCTM Past President

The speaker will discuss the experiences of the institute and consider the opportunities and challenges for the coming year. How can each person transform the classroom to become an ever-richer environment where students make sense of mathematics and become powerful mathematical thinkers?

 

 

Mayim BialikBringing HS Math to Life with The Big Bang Theory’s Mayim Bialik
Mayim Bialik, PhD, Actress, Neuroscientist, Teacher, and Texas Instruments Spokesperson
Katie Martinez, Canyon Crest Academy, San Diego, California

Hollywood is coming to NCTM’s High School Interactive Institute! The Big Bang Theory actress is also a neuroscientist and teacher with a passion for math, science, and education. Dr. Bialik and mathematics teacher Katie Martinez will co-host a dynamic session about TI-NspireTM CX activities that can enhance teaching and learning in your classroom. As a special opportunity, they’ll conclude their session with an open Q&A. Arrive early and secure a seat for what is sure to be a red carpet event! Brought to you by Texas Instruments and NCTM.

 

When Students Can't: Creating Learning Opportunities for All
Barbara J. Dougherty, University of Missouri–Columbia

Students who struggle in mathematics, as well as those who excel, may require different learning opportunities. This session will focus on teaching algebraic and geometric concepts that often present challenges in learning and teaching, so that all students have opportunities to learn. The speaker will explore specific questioning techniques and alternative ways to think about specific algebraic and geometric concepts.

Implementing Tasks that Promote Reasoning and Sense Making
Margaret Smith, University of Pittsburgh

Discussions that focus on tasks that promote reasoning and sense making are a primary mechanism for promoting conceptual understanding in mathematics. This session will focus on a pedagogical model that specifies five important practices that teachers can learn in order to ensure that the discussion around such tasks is productive.

Fostering the Development of Students' Learning to Prove
Eric Knuth, University of Wisconsin—Madison

The presentation will focus on the nature and role of proof in high school mathematics in general and on ways to foster the development of high school students' learning to prove in particular.

Supporting Mathematical Reasoning and Sense Making for English Learners
Judit Moschkovich, University of California at Santa Cruz

This talk summarizes research-based recommendations for mathematics instruction for students who are learning English. Using classroom examples, the speaker will consider how teachers can create opportunities and support for students’ mathematical reasoning, sense making and communication.

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Extended Learning Overview 

September 2012–May 2013

After participating on-site at the Interactive Institute in Los Angeles, CA, participants will have the opportunity to continue attending keynote sessions, workshops sessions and discussions with other participants online using the Moodle Platform.  In Moodle participants can:

  • Create a personal profile
  • Have access to a calendar of upcoming events
  • Receive information on how to participate in online keynote and workshop sessions
  • Participate in various discussion forums regarding the keynote and workshop sessions
  • Download recordings of the online sessions
  • Upload and discuss task implementation plans
  • Network with other participants
  • And much more!

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Facilitated Discussion Groups 

In the facilitated discussion groups, participants will discuss the various online keynote speaker sessions as well as the online workshop sessions.  Participant will also share their task implementation plans, reflecting on the process of modifying a task and implementing it in their classrooms. 

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Online Interactive Workshops 

Over the school year participants will engage in four 90-minute Workshops online with customized topics. Workshops will take place in October, December, February and April. The workshop schedule shows an outline of how workshops and topics will be scheduled over the year.

In the NCTM document – Focus in High School Mathematics: Reasoning and Sense Making, NCTM proposes that all high school programs should focus on reasoning and sense making and it should be pervasive across all areas of the high school mathematics curriculum.  Each of the workshops will address a different area of the high school curriculum. 

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Online Workshop Schedule 2012-2013 

October

Online Workshop -  Reasoning and Sense Making in Algebra (90 minutes) 

Algebra and algebraic reasoning remain at the core of the high school mathematics curriculum. This 90-minute, online workshop provides examples of how teachers can build on students’ concrete experiences and help them make connections between these experiences and the more formal aspects of algebra that are the focus of higher-level mathematics. The content of this workshop is based on the NCTM’s Focus in High School Mathematics: Reasoning and Sense Making in Algebra.

December

Online Workshop - Reasoning and Sense Making in Technology (90 minutes) 

Technology is an integral part of modern society and the workplace, and its ever-increasing importance and influence on our everyday lives are unquestioned. However, the mathematics classroom itself has been slow to take full advantage of using technology in the service of advancing mathematics learning. This 90-minute online workshop demonstrates, through examples, how technology can be a particularly powerful lever for encouraging mathematical sense making and reasoning as habits of individual student practice and how it can provide supporting structures and tools for managing a classroom where mathematical discourse is a habit of classroom community practice. The content of this workshop is based on the NCTM’s Focus in High School Mathematics: Technology to Support Reasoning and Sense Making.

February

Online Workshop - Reasoning and Sense Making in Geometry (90 minutes)  

Four primary elements of reasoning and sense making in geometry are conjecturing about geometric objects, constructing and evaluating geometric arguments, using multiple geometric approaches, and using geometric connections and modeling. Those four elements are a major focus of this 90-minute online workshop as they are crucial elements across the high school mathematics curriculum. The content of this workshop is based on NCTM’s Focus in High School Mathematics: Reasoning and Sense Making in Geometry. 

April

Online Workshop - Reasoning and Sense Making in Probability and Statistics (90 minutes) 

In our increasingly data-intensive world, statistics is one of the most important areas of the mathematical sciences for helping students make sense of all the information around them. Preparing high school graduates with the ability to make sense of data, and with the capacity to reason with and about statistics, requires that students engage in meaningful activities involving data and chance from prekindergarten through grade 12. This 90-minute online workshop focuses on reasoning and sense making in statistics and probability. It provides examples of meaningful activities and how they can be used in the classroom with students to help deepen their statistical reasoning. The content of this workshop is based on NCTM’s Focus in High School Mathematics: Reasoning and Sense Making in Statistics and Probability. 

 

 


Online Keynote Sessions 

Over the school year participants will engage in five 60-minute online keynote sessions presented by math education experts.  Keynote sessions will take place in September, November, January, March and May.  The keynote schedule shows an outline of how sessions and topics will be scheduled over the year.

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Online Keynote Schedule 2012-2013 

September

Online Keynote – Curriculum Makeover  (60 minutes)- Dan Meyer, Stanford University
 

Teaching for Reasoning and Sense Making May Require a Math Curriculum Makeover 

Students are impatient with new problems, sometimes complaining, “You didn’t teach us that.” Our curriculum is often too helpful and even prescriptive on how to solve problems. This approach can lead to students learning only to follow step-by-step instructions, robbing them of the chance to reason about and make sense of the mathematics they are studying. Your curriculum may be doing too much thinking for students and asking too little of them. A curriculum rooted in reasoning and sense making fosters students’ essential qualities of effort and persistence, but it requires careful planning. The speaker will describe the tools and skills available for you to redesign your curriculum for reasoning and sense making. He will also highlight the multimedia and modern technology tools vital to such a redesign.

 

November

Online Keynote – PLC’s  (60 minutes)- Tim Kanold, Loyola University Chicago
 

Four Essential, Collaborative Paradigms for Implementing Reasoning and Sense Making in Every High School Mathematics Classroom
In this session, the presenter will discuss in depth the expected actions (paradigms of change) of high performing collaborative professional learning community (PLC) teams. Building on the case the speaker created in his keynote session at the July Reasoning and Sense-making Institute, he will describe how improving one students’ achievement paradigm at a time is manageable and how collaborative PLC teams furnish the environment for professional growth. This professional growth then helps them begin the successful focus of their work around these crucial change actions for students’ success. The speaker will also address how to establish protocols for these paradigms and how to become more productive in your collaborative team.

 

January

Online Keynote – Mathematical Practices (CCSSM)  (60 minutes)- William McCallum, The University of Arizona,

Illustrating the Standards for Mathematical Practice in the Common Core State Standards
The Standards for Mathematical Practice describe the characteristics of a mathematically proficient student as that student carries out mathematical work. The practice standards come to life when linked to specific mathematical content. The speaker will talk about how the Illustrative Mathematics Project is developing illustrations for the standards for mathematical practice.

March

Online Keynote – Formative Assessment  (60 minutes)- Anne Collins, Lesley University
 

Assessment: Beyond Pencil-and-Paper Quizzes and Tests 

Research indicates that effective formative assessment provides teachers with tools useful for improving students’ achievement. What makes formative assessment effective, and how is it used effectively in the high school classroom? In this session, the presenter will identify and discuss proven strategies for gathering evidence of what students know and can do, as well as for identifying and then addressing students’ misconceptions.

 

May

Online Keynote – Final Wrap-up Concluding Thoughts  (60 minutes)- J. Michael Shaughnessy, Portland State University

Mathematical Reasoning in Our Classrooms: Now More than Ever
The Focus on High School Mathematics initiative is NCTM’s call to action to renew our commitment to ensuring that all students have the opportunity to grow in their mathematical reasoning and sense making. This talk will discuss some opportunities and challenges we have to change how we teach secondary school mathematics.
 

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Breakout Workshops 

Paul Kelley, Anoka High School 
A Different Look at Similar Figures and Scale Factor 
Participants will look at Mount Rushmore as a prime example of where students see similarity in real life and discuss aspects of carving the mountain that relate to their study of geometry. They will also explore other well-known landmarks and look at the similarity found in them.

Paul Kelley, Anoka High School 
Handheld Manipulatives in Geometry Class: Yes, Even in High School! 
In the belief that high school students still need to manipulate objects, participants will use manipulatives to explore reasoning and sense making in geometry. They will learn how manipulatives will help students see transformations, perimeter, area, and similarity in various forms.

M. Alejandra Sorto, Texas State University 
Conjecturing and Dynamic Geometric Thinking 
This session will focus on the process of formulating conjectures using dynamic geometric thinking. Content for the exploration activities will include Varignon areas, the arbelos, and the salinon.

M. Alejandra Sorto, Texas State University 
Dynamic Geometrical Explorations 
This session will focus on the process of formulating conjectures using dynamic geometric thinking. Content for the exploration activities will include the Fermat-Torricelli point (the airport problem) and cyclic quadrilaterals.

Benjamin J. Sinwell, Pendleton High School 
Developing Reasoning and Sense-Making Skills in High School Algebra 
Participants will look at tasks that include (1) a hands-on way to understand linear functions; (2) looking at difference tables to make sense of linear, quadratic, and exponential functions; and (3) using manipulatives to explore recursive functions. They will explore each task from a student’s perspective and discuss how to facilitate classroom discourse. 

Benjamin J. Sinwell, Pendleton High School 
Algebra and the Common Core in Your Classroom 
This session will focus on mathematical tasks aligned with the Common Core algebra standards. The goal of these tasks is to model ways to help students develop a conceptual understanding of functions—linear, quadratic, exponential, trigonometric, and so on—so that they can apply this understanding to current and future coursework.

Eric Milou, Rowan University 
Reasoning and Sense Making in the Algebra Classroom: More than the Dolciani Verbs 
The focus of this session will be to demonstrate the essential parallels between algebraic and arithmetic solution methods and how they can help students to gain a better understanding of algebra. The workshop will include contextual examples and mathematical modeling of content from Algebra I.

Eric Milou, Rowan University 
Motivating Students with Technology in the Algebra Classroom 
Participants will examine how to engage, motivate, and teach students of the Internet Generation. Participants will receive videos, websites, and motivational algebraic games for students that can lead to building a better understanding of algebra.

Gail Burrill, Michigan State University 
Common Core State Standards (CCSS) in Statistics: Are We Ready?
The CCSS call for reasoning and sense making about statistical inferences and drawing conclusions from data. What is the role of randomization in this process? How can we do this in a way that is accessible to all students? Simulation can enable students to make decisions about whether an observation is significant or two populations seem to be different. Informal approaches will be used to lay the groundwork for more formal approaches to inferential procedures. 

Gail Burrill, Michigan State University 
Making Decisions From Data 
Participants will compare data sets for both categorical and numerical data by investigating questions such as those related to the difference in income for men and women, whether girls more often have a curfew than boys, or which solution is best for growing a plant. Discussion will include student misconceptions and strategies for addressing them as well as the research about effective practice.

Rebecca Judith Quander, University of Houston-Downtown 
Reasoning and Sense Making: An Important Focus for All Students 
Come explore strategies that high school teachers can use to ensure that all their students have important opportunities for reasoning and sense making in mathematics. Participants will use this focus to explore mathematical tasks from algebra, geometry, and statistics.

Rebecca Judith Quander, University of Houston-Downtown 
Laying Foundations: Reasoning and Sense Making in Early High School Mathematics 
Many students start high school enrolled in a prealgebra or algebra course. These foundational courses must be taught with an emphasis on reasoning and sense making. This session will explore rich mathematical problems and instructional techniques that teachers can use.

Maria Hernandez, North Carolina School of Science and Mathematics 
Using Recursion to Explore Real-World Problems 
This session will use recursion to explore problems involving the amount of drugs in the human body, how long it will take to pay off a loan, and the level of pollution in the Great Lakes. Using technology, manipulatives, and algebra, participants can predict the long-term behavior of these models and write closed form functions for some of the scenarios.

Maria Hernandez, North Carolina School of Science and Mathematics 
Using Data Collection to Explore Exponential Functions 
This session will include collecting data using temperature probes and creating models to represent the data. Participants will explore carbon dioxide levels in the atmosphere using combined exponential and trigonometric models. This analysis will linearize the data by calculating residuals and using transformations of functions and reexpression techniques.

Michael Serra, Kendall Hunt Publishing 
Cool Investigations in Geometry
Participants will choose and engage in one of four possible investigations (star polygon sums, multiple ways to find the area of a trapezoid, discoveries with the double-edged straightedge, or investigating Gothic geometry) in cooperative groups. In each group, participants will come to a conjecture, explain why their conjecture is true, and then present their findings to the rest of the class.

Michael Serra, Kendall Hunt Publishing 
More Cool Investigations in Geometry 
Participants will choose and engage in one of four possible investigations (“dented” polygon sums, Archimedean tilings, discovering Pick’s formula, or “Not Origami, But Origamic,”) in cooperative groups. In each group, participants will come to a conjecture, explain why their conjecture is true, and then present their findings to the rest of the class

Murrel Brewer Hoover, Teachers Development Group 
Algebra and Geometry Talk to Each Other: Visual Models 
“Geometric interpretations of algebraic identities can help [students] give meaning to and make sense of algebraic symbols and calculations.” (Focus on High School Mathematics: Reasoning and Sense Making in Algebra). The focus of this session will be to generalize and justify promoting students’ collaboration in exploring and extending a tile pattern task in unusual ways.

Murrel Brewer Hoover, Teachers Development Group 
Algebra and Geometry Talk to Each Other: Volume 
“Casting geometric phenomena in algebraic terms can give [students] a way to reason about the geometry.” (Focus on High School Mathematics: Reasoning and Sense Making in Algebra) Participants will explore the dimensions of a prism related to volume and discover relationships in measurement with different units using proportional and functional reasoning.

Thomas Dick, Oregon State University 
Technology Supporting Sense Making and Reasoning: Number, Algebra, and Functions 
Technology can be both a computational servant and a platform for illustration, investigation, and insight. Participants will look at both uses with examples drawn from the new NCTM volume, Focus in High School Mathematics: Technology to Support Reasoning and Sense Making, and special emphasis on number and operations, algebra, and functions.

Thomas Dick, Oregon State University 
Technology Supporting Sense Making and Reasoning: Geometry 
Technology can be both a computational servant and a platform for illustration, investigation, and insight. Participants will look at both uses with examples drawn from the new NCTM volume, Focus in High School Mathematics: Technology to Support Reasoning and Sense Making, and a special emphasis on geometry.

Darshan Jain, Adlai E. Stevenson High School 
Developing Reasoning and Sense Making in Algebra: Pattern Recognition to Limits 
The goal of this session will be to focus on developing students' understanding of functions, rates of change, and multiple representations using various hands-on activities, such as linking cubes to build patterns, tying knots on a rope, and matching cards.

Darshan Jain, Adlai E. Stevenson High School 
Developing Reasoning and Sense Making: Connecting Algebra and Geometry 
The goal of this session will be to focus on helping students use algebra as a tool to understand geometry and vice versa. Problems from collinearity, polynomial division, and similar triangles will be shared.

David Spohn, Hudson City Schools 
Making Sense of the CCSS Domain “Conditional Probability and the Rules for Probability” 
Implementing the Common Core State Standards (CCSS) will require many teachers to teach probability for the first time. It is important for students to learn probability in the spirit of the CCSS and be able to make sense of the underlying thought processes. This session will focus on conditional probability and the rules of probability, but participants will start with activities that develop appropriate reasoning and understanding of probability concepts. Once these are developed, the audience will attempt to make sense of the algebraic rules from the models they have created.

David Spohn, Hudson City Schools 
Making Sense of the CCSS Domain “Using Probability to Make Decisions” 
Making decisions using probability will have meaning only when students understand how these decisions are made. Consistent with the Common Core State Standards (CCSS) and NCTM’s Focus on Reasoning and Sense Making, this session’s activity will have participants use simulation and modeling to develop the ability to make informed choices. They will investigate the question of when to use expected value and when to use probability in decision-making. They will also use simulation and modeling to evaluate decisions and understand the meaning of “fair game.”


 

 

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