Program and Presentations

Opening Session

Margaret (Peg) Smith

University of Pittsburgh, Pennsylvania

This session will provide teachers with an overview of the eight effective mathematics teaching practices and a more focused look at facilitating meaningful discussion. Participants will have the opportunity to analyze an episode of teaching and determine how the teaching practices, in combination, support productive discussions and student learning.

Next Step Planning

Drawing on your own curricular resources, you will begin to plan a lesson that incorporates the teaching practices that were discussed during the institute. Beginning with a clear goal for student learning and a task that promotes resaoning and problem solving, you will consider correct and incorrect strategies students will use to solve the task and what you will do to support their learning and engagement during the lesson.

The goal is to develop a lesson that you can use in your classroom in the fall. 

Closing Session

Robert Q. Berry III

President-Elect, NCTM, Reston, Virginia;
University of Virginia, Charlottesville

Connecting Discourse to Formative Assessment

This closing session focuses on discourse-based formative assessment practices. Discourse-based formative assessment practice is a type of formative assessment in which teachers elicit learning evidence from students through discourse and then push student learning forward accordingly (Webb, 2004). In this session we will define discourse-based formative assessment, engage in strategies that support discourse-based formative assessment, and examine ways to integrate discourse-based formative assessment into teaching practices.

Interactive Keynote - Equity

Using Task and Discourse to Position Students as Mathematically Competent

This session will make connections between task, discourse, and identity and agency. Specifically, the session will examine how high cognitively demanding tasks provide opportunities to engage learners in meaning discourse positioning learners as risk-takers and mathematically competent. The session will use mathematical discourse community as a framework for connecting social norms of discourse to identity and agency. This session will conclude with a discussion of teaching practices that cultivate identity and agency to support Access, Equity and Empowerment.