It is time for NCTM's focus on reasoning and sense making in high school to extend to grades K-8. To improve student achievement, we must consider both content and instructional process. What are some characteristics of classrooms that implicitly build student sense making and understanding? Let's start with number and operations.

What is a polygon in elementary school? The answer is not as simple or closed as you may think! Experience activities the speakers have developed with children and their teachers to build more sophisticated notions of geometry. They discuss features of photo-editing software as a tool to foster discussion and debate.

Haycock will review data on students' performance, identify primary problem areas, and share practices from the schools and districts that are most effective in raising achievement and closing gaps. 

The annual Iris M. Carl Equity Address is being established to underscore the crucial need for collective action in advancing understanding of equality and equity in education.

Using data from international comparisons to illustrate key points, this seminar will explore emerging research on the relationships between teaching and learning.   

View Lee V. Stiff's rousing closing address.

Presidential Address, "Who's Doing the Talking?"

How can we make democracy a reality in math class and in school?

The CCSSM and NCTM share a view that important mathematics includes both content and mathematical processes. Examine connections between CCSSM standards for mathematical practice and NCTM Process Standards, and their respective implementations, as a key to improving instruction and students' learning and to closing the achievement gap.

A number of math-educational video games are available. Most focus on basic skills and are little more that a forced marriage of video games to traditional pedagogy. As our experience with the genre increases, we can expect to see some genuinely innovative new educational games. What pedagogic and design principles are educational video game developers currently following? How will they affect the way we teach?

This session will focus on describing a set of effective teaching practices and engaging participants in a discussion of how to help teachers learn to use them.

Iris Carl had a tremendous impact on the lives of students, parents, teachers, college educators, school administrators, and politicians. Her vision and ideals helped to shape NCTM and math education in the United States for the better. Carl's leadership brought needed change to math education and provides an example for all those who follow her.

This E-Seminar will help teachers create and support a mathematics community within their classrooms.  

This session will explore simple strategies that any teacher can regularly use to make his or her classroom more inclusive and engaging for all students.

We need to take stock of the record and take action from the state house to the classroom, so that our vision becomes reality and our hopes for our students are realized.

In the blink of an eye, the unconscious mind decides lots of (often important) things for us, without our even knowing what we're doing. The speaker will describe how we make these decisions and why some people are so much better at it than others.

Starting with equity and learning, we'll move to the powerful eight practices of effective teaching, and make the case for how curriculum, tools and technology, assessment and professionalism are the essential systemic supports.

In Spring 2015, the Common Core assessments will be administered for the first time. What actions will best prepare us-students, teachers, leaders- for these assessments? What challenges must we address in light of these assessments? And what can we learn from past assessment improvement efforts to help us meet these challenges?

This clip features Arne Duncan, Secretary of Education with an introduction by Hank Kepner.   

Rochelle Gutiérrez will share examples of how all mathematics teaching is political, how teachers can use creative insubordination to be effective advocates for students and enable them to develop robust mathematical understanding and identities.