Program and Presentation
Registration for the 2019 Annual Meeting and Exposition is now closed.
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Annual Meeting Program Book
Program Book Addendum
Wednesday, April 3, 2019 5:30 p.m. - 7:00 p.m.
Gloria Ladson-Billings is Professor Emerita in the Department of Curriculum & Instruction and Faculty Affiliate in the Departments of Educational Policy Studies, Educational Leadership and Policy Analysis, and Afro American Studies at the University of Wisconsin-Madison.
Ladson-Billings was the 2005-2006 President of the American Educational Research Association and is the current president of the National Academy of Education. Her research examines the pedagogical practices of teachers who are successful with African American students.
She also examines critical race theory applications in education. She is a member of the American Academy of Arts & Sciences and holds 5 honorary degrees from institutions in the US and Europe.
Saturday, April 6, 2019 12 p.m. - 1:30 p.m.
Talithia Williams, Associate Dean for Research and Experiential Learning, Associate Professor of Mathematics, Harvey Mudd College Renowned for her popular TED Talk, "Own Your Body's Data", Dr. Talithia Williams takes sophisticated numerical concepts and makes them understandable to a wide audience.
She demystifies the mathematical process in amusing and insightful ways, using statistics as a way of seeing the world in a new light and transforming our future through the bold new possibilities inherent in the STEM fields.
Iris M. Carl Equity Address
Friday, April 5, 11:00 a.m. - 12:00 p.m.
José Luis Vilson is a math educator, blogger, speaker, and activist in New York City, NY.
He is the author of This Is Not A Test: A New Narrative on Race, Class, and Education, and has spoken about education, math, and race for a number of organizations and publications, including The New York Times, Education Week, The Guardian, Al Jazeera America, Huffington Post, Edutopia, GOOD, and El Diario / La Prensa, NY. He is the founder of EduColor, a Math for America master teacher and a National Board Certified teacher.
Assessment: Eliciting and Using Student Thinking: Effective teaching of mathematics uses evidence of student thinking to assess progress toward mathematical understanding and to adjust instruction continually in ways that support and extend learning. Sessions in this strand will include, but are not limited to, determining mathematical goals, developing purposeful ways to elicit student thinking, making sense of student thinking, asking meaningful questions to gain deeper insight into students’ understandings, and using what we learn about students’ mathematical reasoning to guide our instruction.
Building on Students’ Strengths: Practices That Challenge, Engage, and Empower: Sessions in this strand focus on strengths-based teaching and learning practices for engaging and empowering each and every student. Sessions include, but are not limited to, designing and implementing instruction that affirms students’ identities as humans and as authors of mathematics, challenges students to solve rigorous and worthwhile mathematical tasks that are relevant to them, amplifies students’ voices and mathematical ideas, supports collaborative classroom communities, and leverages mathematics as a sense-making tool for personal and social change.
Professionalism & Advocacy: Who we are as professionals evolves throughout our careers. Whether participating in our first professional learning community (PLC) or stepping onto the national stage, we turn to our colleagues for professional support, and they turn to us. Sessions in this strand will meet you where you are on your journey as a teacher, learner, and advocate for mathematics education. Sessions will provide you with the ideas and tools necessary to continue evolving. Expect opportunities to learn about collaborative learning experiences, mentoring, coaching, social media, and how to become an effective advocate for our profession and our students.
Beyond the Classroom Walls: Empowerment, Access, and Equity: This strand will focus on policies, strategies, and practices that support or impede access to the highest quality of mathematics teaching and learning with fair and impartial opportunity. The strand will look within and beyond the classroom to interrogate systemic barriers and explore ways to intentionally disrupt and dismantle them. Sessions will cover policy advocacy and attitudes, practices, and belief systems to empower students who have not historically seen themselves as knowers and doers of mathematics.
Creating Inclusive Classrooms: Meeting the Needs of Each and Every Student: What should we consider when thinking about creating vibrant, inclusive, and inviting classroom communities? How do we genuinely make space for full participation and meaningful contributions from each and every student? Sessions in this strand will focus on giving teachers concrete strategies to support and empower the wide range of students to fully engage and excel. Sessions in this strand may address Response to Intervention (RTI), Multi-Tiered Systems of Support (MTSS), inclusion, multilingual education, gifted programming and instruction, and other forms of differentiation and strengths-based support strategies.
Building Mathematical Knowledge for Teaching: Building your mathematical knowledge for teaching involves both content and pedagogical knowledge. Sessions in this strand will take a participant through the decisions a teacher makes to teach a given topic. Sessions include, but are not limited to, using and connecting mathematical representations, building procedural fluency with a foundation on conceptual understanding, using technology to visualize and understand mathematical ideas, enhancing teacher content knowledge, and finding ways to articulate a topic across grade levels.
Enhancing Mathematical Thinking through Reading, Writing, Speaking, and Listening: Students regularly communicate in math class, but how can PK–12 teachers ensure that this communication is mathematically purposeful? Sessions across this strand will explore how to encourage students to engage in expressive and receptive discourse in ways that further their mathematical thinking, as well as how teachers can plan for this important aspect of instruction. Participants will explore various ways to strengthen students’ ability to prove, justify, explain, explore, argue, and reason through the use of various strategies, tools, and/or technology.
For the Love and Joy of Mathematics: Doing mathematics has the potential to be enjoyable, exciting, and awe-inspiring. Having positive experiences learning mathematics motivates future learning. Sessions in this strand are focused on the joy of doing mathematics. They may include doing math for math’s sake, ways to inspire our students to see the beauty of mathematics, and how we craft ways to share the joy with our colleagues.