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

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 researchinspired 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.


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 everricher environment for students to become powerful mathematical thinkers? 

From Knowing to Doing: Ensuring All Students Possess Essential 21st Century Competencies Diane Briars, President, National Council of Teachers of Mathematics (NCTM)


Classroom Formative Assessment: Engaging Learners and Responding to Their Needs Dylan Wiliam, Institute of Education, University of London 

Putting the Why into the What for Struggling Learners Barbara J. Dougherty, University of Missouri–Columbia 

Building Successful High School Mathematics Programs that Support the Mathematical Practices W. Gary Martin, Auburn University, AL 

Beyond The Common Core: The High Achieving Actions of PLC’s! Timothy Kanold, The Center for Mathematics Teaching and Learning

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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 studentcreated 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 welldocuments
highleverage 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 welldocumented
highleverage 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 handon 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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