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Program and Presentations

Mathematical Practices & Process Standards--Register 

Program & Presentations

You’ll dedicate 2½ days of professional development to the Common Core mathematical practices and NCTM Process Standards, and walk away with practical strategies to prepare your students for success.


Program Overview

Focus on Your Grade 

Who Should Attend 

What You'll Accomplish  

Schedule Overview 

General Information 

Keynote Sessions 

Breakout Workshops 


Focus on Your Grade—Pick a Strand

The experience will be suited to your interests—you’ll take part in sessions and be grouped with educators according to the grade level you select for your strand of focus. Each strand will experience a progression of activities to address mathematics content related to the Common Core mathematical practices and NCTM Process Standards.

Strands 

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Who Should Attend

  • High school mathematics teachers
  • Math coaches and teacher leaders
  • High school supervisors
  • Teacher educators
  • Preservice teachers
  • College mathematics teachers

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What You'll Accomplish—The Institute's Defined Outcomes

Activities are designed for you and your peers to achieve defined outcomes together. Participants will—

  • understand that the mathematical practices in CCSSM and the mathematical processes in NCTM’s Process Standards are integral to teaching;
  • learn instructional strategies that enable students to experience and to develop the habits of mind of a mathematically proficient student;
  • examine mathematical content through the lens of the CCSSM mathematical practices, the NCTM Process Standards, and the teaching and learning standards from Principles to Actions: Ensuring Mathematical Success for All; and
  • engage in activities related to task selection, development, and implementation, both during and after the Institute.

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Keynote Sessions

Well-known mathematics leaders will address teaching, learning, and assessment related to the mathematical practices in CCSSM and NCTM’s Process Standards. 

Here are just a few of the exceptional speakers presenting at the institute.

Peg Smith Speaks at NCTM Institute in Chicago  Opening Session
Teaching Practices That Support Student Learning of Mathematics

Margaret (Peg) Smith, University of Pittsburgh

In Principles to Actions: Ensuring Mathematical Success for All (2014), NCTM identifies eight research-inspired teaching practices that represent its accumulated wisdom regarding what constitutes effective teaching. This session will focus on describing these eight practices, discussing how they support students’ learning of mathematical content and processes, and then engage participants in analyzing instructional episodes in which the practices are embedded.
 
Cathy Seeley Speaker at NCTM Summer Institute in Chicago  Closing Session
Reflecting on Student Engagement

Cathy Seeley, Charles A. Dana Center at the University of Texas at Austin (retired)

We will look back over the experiences of this institute and consider the opportunities and challenges for the coming year in helping students develop the mathematical habits of mind described in the Common Core Standards for Mathematical Practice and NCTM’s Process Standards.How can each educator transform the classroom to become an ever-richer environment for students to become powerful mathematical thinkers?
 
Diane Briars Speaks at NCTM Institue in Chicago July 31   From Knowing to Doing: Ensuring All Students
Possess Essential 21st Century Competencies

Diane Briars, President,
National Council of Teachers of Mathematics (NCTM)

 
Dylan Wiliam
 
Classroom Formative Assessment:
Engaging Learners and Responding to Their Needs

Dylan Wiliam,
Institute of Education, University of London
 
 Dougherty
 
Putting the Why into the What for Struggling Learners
Barbara J. Dougherty,
University of Missouri–Columbia
 
 W. Gary Martin  Building Successful High School Mathematics
Programs that Support the Mathematical Practices

W. Gary Martin,
Auburn University, AL
 
Timothy Kanold Speaker at NCTM Institute in Chicago July 31  Beyond The Common Core: The High Achieving
Actions of PLC’s!

Timothy Kanold,
The Center for Mathematics Teaching and Learning 

 

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Breakout Workshops

Facilitators 

Paul Kelley
Anoka High School, Anoka, MN

James Town
Einstein Distinguished Educator Fellowship, Arlington, VA

Alison Espinosa
A.C. Flora High School, Columbia, SC

David Spohn
Hudson City Schools, Hudson, OH

Nicole Bannister
Clemson University, Clemson, SC

Roxy Peck
Cal Poly, San Luis Obispo, CA

Ashli Black
Illustrative Mathematics, Tucson, AZ

Marilyn Strutchens
Auburn University, Auburn, AL

Kim Knighton
Profile School, New Hampshire

M. Alejandra Sorto
Texas State University, San Marcos, TX

Vicki Lyons
Lone Peak High School, Highland, UT

Darshan M. Jain
Adlai E. Stevenson HS, Lincolnshire, IL

Loads of Codes - Modeling in Your Algebra Class 

We'll look at cryptography (the study of enciphering and deciphering secret messages) through the ages, and work through numerous activities suitable for use in an algebraic setting.

Reasoning With Fractals in Geometry - More Than Just Pretty Pictures 

In this workshop, we'll look at fractals from a few different viewpoints.  We'll construct several fractals using pencil and paper, and generate some of the many geometric and algebraic patterns contained in them.  We'll also view student-created fractal art projects

How To Solve a Problem Like Maria, Among Others 

We don’t have 99 problems, but we’re getting there. In this session participants will engage heavily in problem solving, developing understanding of Common Core standards in a problem based setting. Attention will be given to developing students’ ability to decontextualize abstract situations and reason quantitatively.

The Fast and the Curious 

Come prepared to build, both literally and figuratively. Participants will build gravity cars to use to collect data, and will experience how both data collection and analysis can develop students’ problem solving abilities. Emphasis will be placed on using tools available to students; technological and household items.

Tea for 2n: Modeling in a Geometer’s Classroom 

The project based workshop will be led with project based learning in mind. Participants will create solar water heaters, developing an understanding of volume and how to integrate modeling in a geometry class. Participants will also be given a taste of the engineering design process.

Gather, Convince, Repeat (as needed) 

In this workshop participants will use repeated reasoning and knowledge of structure to find patterns and create functions that model two different data sets. We’ll focus on how exploring structure and looking for patterns can help students make generalizations and become more efficient problem solvers. Come prepared to collect data and think as a math student until the penny drops.

Mathematical Practices in the CCSS Domain: “Conditional Probability and the Rules for Probability” 

Implementation of the 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 Mathematical Practices. For this domain, we will start with activities that allow us to make viable arguments using probability models.  We will also take a unique look at precision. Once these models are developed, we will make sense of the rules of probability.

Mathematical Practices in the CCSS Domain: “Using Probability to Make Decisions” 

Making decisions using probability will have meaning only when students understand how these decisions are made. Focusing on the Mathematical Practice of Using Appropriate Tools Strategically, participants will use simulation, modeling, expected value and probability to develop the ability to make informed choices, evaluate decisions and understand the meaning of “fair game.”

Developing Mathematical Precision and Argumentation Skills in an Intermediate Algebra Context 

For the past two decades, NCTM has encouraged teachers to use classroom discourse in math classes, to support both students’ ability to reason mathematically and their ability to communicate that reasoning. Recent adoption of the Common Core State Standards brings the goal of academic talk to the fore with the third and sixth mathematical practice standards: construct viable arguments and critique the reasoning of others, and attend to precision, respectively. We will use our session to make sense of these standards by considering bigger ideas about what productive academic talk is and how we might foster it. We will work on an intermediate algebra task together, watch video cases of mathematics classrooms, and try out several well-documents high-leverage practices with one another.

Developing Perseverance and Problem Solving Skills in an Intermediate Algebra Context 

For the past two decades, NCTM has encouraged teachers to encourage persistence and problem solving in their math classes. Recent adoption of the Common Core State Standards brings this goal to the fore with the first mathematical practice standards: Make sense of problems and persevere in solving them. We will use our session to make sense of this standard by considering bigger ideas about what productive sense making is and how we might foster it. We will work on an intermediate algebra task together, watch video cases of mathematics classrooms, and try out several well-documented high-leverage practices with one another.

Engaging Students in Learning Statistics: Interpreting Categorical and Quantitative Data 

Explore statistics content in CCSS with a focus on activities that provide students experience with CCSS mathematical practices and NCTM process standards. This session will focus on the content standards in the domain of Interpreting Categorical and Quantitative Data and will showcase practice standards in reasoning, problem solving and modeling.

Engaging Students in Learning Statistics: Making Inferences and Justifying Conclusions 

Explore statistics content in CCSS with a focus on activities that provide students experience with CCSS mathematical practices and NCTM process standards. This session will focus on the content standards in the domain of Making Inferences and justifying Conclusions and will showcase practice standards in reasoning, problem solving and modeling.

Selecting and Using Tasks to Develop MP4: Model with Mathematics 

What considerations should we make when selecting modeling tasks for our students? While working tasks designed to develop student proficiency in MP4, we will investigate several important characteristics of modeling tasks. Additional topics for discussion include classroom environment, potential pitfalls, and available resources.

Graphs, Tables, & Sliders: The Power of Dynamic Visuals 

If a picture is worth a thousand words, then Desmos, the free online graphing calculator, is worth a textbook. Participants will explore tasks using Desmos that focus on deepening student understanding of functions. We will also look back in history at the intersection of typography and automobiles known as Bezier Curves.

Fostering Reasoning and Sense Making for All Students: Supporting the Goals of the Common Core State Standards for Mathematical Practice 

Pedagogical strategies will be examined that foster mathematical reasoning and sense making for all students, including those with learning disabilities, from different cultural and linguistic backgrounds, considered mathematically gifted, or deemed unmotivated. Connections will be made to the Common Core State Standards of Mathematical Practice.

Persevering with Polygons! 

How can we design activities to engage students in the CCSSM’s mathematical practices?  Participants will take part in activities centered on investigating and applying properties of polygons. Practical strategies which guide and promote student perseverance during problem solving will be discussed.

P^3:  Problem Solving, Perseverance, & Persistence 

How can we design activities to engage students in the CCSSM’s mathematical practices? Participants will take part in algebraic activities that stress correspondence between verbal descriptions, tables, graphs, and equations.  Practical strategies which guide and promote student perseverance during problem solving will be discussed.

Lightning Task: Strategic Use of Static and Dynamic Geometric Tools 

Participants will engage in a rich mathematical problem about lightning and use geometry concepts such as perpendicular bisectors to reason about distances. The task starts with the use of tools such as ruler and compass, then extends to a dynamic environment providing opportunities for new visualizations and explorations leading to a formal proof.

Pinwheels: A Context for Exploring and Conjecturing about Geometric Relationships 

Participants will create parallelograms from square sheets of paper and connect them to form an octagon that is then transformed to a pinwheel. By considering angle measures, segment lengths and areas related to the original square sheets, geometric arguments will be constructed based on precise measures and reasoning.

How Student Errors Help You Address Reasoning and Logical Argumentation       

Tasks that require students to problem solve, illustrate their ideas with algebraic representations, interpret notation, build argument, and determine contextually sound conclusions will be used. We will also look at student errors and using errors as an opportunity to rethink through flawed or inefficient arguments, concepts or perceptions. Questions like, “What do you think?” and “Why do you think that?” will focus on the practice of constructing viable arguments. By helping students create defendable conclusions, we will help students attend to the practices addressing precise communication.

Engage Students with Symbolic Structures to Make Sense of Patterns 

This session will focus on a task that helps students differentiate constant additive (linear) behavior from constant multiplicative (exponential) behavior. These fundamental growth rates will be explored through context, tables, graphs and symbolic analysis. Participants will look for and make use of structure and express regularity in repeated reasoning, as they build these foundational concepts.

Build it and They Will Learn – Using MP 2 to as a Tool of Mathematical Understanding 

This interactive workshop will center of promoting students’ use of abstract reasoning and quantitative reasoning (MP 2) to understand a common Algebra 2 mathematics topic. We will start with a loosely defined hand-on task and generate worthwhile questions before diving into solution methods. Helping students to decontextualize (to move from the concrete to the abstract) and contextualize (abstract to the concrete) will be modeled as we work through the problem. The task is also appropriate to strengthen understanding of modeling with mathematics (MP 4) and using appropriate tools strategically (MP 5). Come experience a classroom tested task that engages students and strengthens understanding!

Tired of Calculating? Contemplate using Structure and Regularity to Develop Meaning 

This interactive workshop will center on making use of structure and regularity in solving problems. Identifying shortcuts and developing formulas are inclinations of mathematically proficient students. The focus of this workshop will be on promoting students use of MP 7 and 8 in the context of geometry problems. We will investigate attributes of geometric figures and common spatial formulas. Repeated reasoning will lead to developing algebraic representations. Come experience classroom tested problems and tasks that strengthen students engagement in the math practices with a geometry focus.

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