Preconference Workshops

  • Preconference Mathematics Workshops

    April 3, 2019 • San Diego Convention Center

    Take advantage of preconference workshops to advance student learning in your classroom. Space is limited and preregistration for these events is required. Add a workshop to your Annual Meeting registration in the Optional Events step.

    Just want to attend a workshop? Start your registration and select the appropriate category from the Optional Events Only drop-down menu on the Personal Information page.

    Multitiered Systems of Support: What are Effective Interventions and Assessments?

    Help struggling students develop the skills and habits that will increase their understanding of mathematical concepts. Review the structure and features of common multi-tiered systems, such as RtI. You'll return to the classroom with activities that support teaching number and operations and algebra readiness in grades 3–8, as well as assessment strategies that provide ways to gather evidence of students'’ progress.


    • Barbara Dougherty, University of Hawaii
    • Karen Karp, Johns Hopkins University

    Teaching Mathematics through Social Justice: Mathematics Ideas for the Classroom and Beyond

    Quality mathematics and social justice in mathematics teaching are imperative if equity is to exist in our classrooms. Experience social justice activities and leave with tools to foster thinking in mathematics through a social justice lens, classroom tasks with a high level of cognitive demand, and a plan for taking action.


    • Julia Aguirre, University of Washington, Tacoma
    • Rocio Benedicto, New Mexico State University
    • Kyndall Brown, University of California, Los Angeles

    Taking Action: Implementing Effective Mathematics Teaching in the Elementary Grades

    Effective teaching matters for student learning of mathematics. Through this workshop, gain a richer understanding of the high-leverage, research-informed teaching practices identified in NCTM’s Principles to Actions. What is the role of connecting mathematical representations? In what ways can teachers support productive struggle so students take ownership of their learning? How do the eight teaching practices form a framework to guide the daily work of teaching mathematics? The session will engage you with classroom artifacts (e.g., narrative and video cases, student work, and tasks) to experience and see how the teaching practices can be implemented effectively in the elementary grades.


    • DeAnn Huinker, University of Wisconsin-Milwaukee
    • Beth Schefelker, School District of South Milwaukee, South Milwaukee, Wisconsin