Program and Presentations
Schedule Overview »
Plan your schedule:
Instructions for using the online planner (PDF) »
Program Book (PDF - 73 MB)
Christopher Emdin, Columbia University, New York
Wednesday, April 25 | 5:30–7:00 p.m.
In this address, Professor Emdin explores the historical and contemporary landscape of urban education and provides a new lens for viewing how and why teachers must focus on deep excavations of culture in order to gain new approaches to improving STEM pedagogy. In particular, he merges cutting edge research with real life examples to provide ways that educators may re-imagine their roles in STEM teaching and learning and meet the needs of their most marginalized students.
Bio: Christopher Emdin is an associate professor in the Department of Mathematics, Science, and Technology at Teachers College, Columbia University where he also serves as the Associate Director of the Institute for Urban and Minority Education. He is the creator of the #HipHopEd social media movement and Science Genius B.A.T.T.L.E.S., as well as author of the award-winning book Urban Science Education for the Hip-Hop Generation and the New York Times best seller For White Folks Who Teach in the Hood and the Rest of Ya'll too. Emdin was named the 2015 Multicultural Educator of the Year by the National Association of Multicultural Educators and has been honored as a STEM Access Champion of Change by the White House under President Obama. In addition to teaching, he served as a Minorities in Energy Ambassador for the U.S. Department of Energy.
Francis Su, Harvey Mudd College, Claremont, California
Saturday, April 28 | 12:30–1:30 p.m.
Mathematics is often valued for its ability to describe the world in beautiful ways. Indeed, beauty is one of many ideals to which we aspire. But why does the practice of mathematics often fall short of our ideals and hopes? How can the deeply human themes that drive us to do mathematics be channeled to build a more beautiful and just world in which all can truly flourish?
Bio: Francis Edward Su is the Benediktsson-Karwa Professor of Mathematics at Harvey Mudd College, and past president of the Mathematical Association of America. He received his B.S. in Mathematics from the University of Texas at Austin and his Ph.D. from Harvard University. His research is in geometric and topological combinatorics, and he also has a passion for teaching and popularizing mathematics. From the Mathematical Association of America, he received the 2001 Hasse Prize for expository writing, and the 2013 Haimo Award for distinguished teaching. He authors the popular Math Fun Facts website and is creator of "MathFeed," the math news app. His hobbies include songwriting, gardening, photography, and theology. Just like mathematics, these are modes of creative expression that blend structure and freedom, truth and beauty, and reflection and action.
Danny Bernard Martin, University of Illinois at Chicago
Friday, April 27 | 11:00 a.m.–Noon
I offer some thoughts on why equity-oriented discourse and practice are necessary but not sufficient responses to oppression and dehumanization in mathematics education. In various ways, equity-oriented reforms have maintained the status quo. I offer some additional thoughts on protest and refusal in mathematics education.
Bio: Danny Bernard Martin is Professor of Education and Mathematics at the University of Illinois at Chicago (UIC), where he has been a faculty member since 2004. Prior to UIC, Dr. Martin served as Instructor and Professor in the Department of Mathematics at Contra Costa College (California) for 14 years. His research
has focused on understanding the salience of race and identity in Black learners' mathematical experiences. He is author of the book Mathematics Success and Failure Among African Youth (2000, Erlbaum), editor of Mathematics Teaching, Learning, and Liberation in the Lives of Black Children (2009, Routledge), co-editor
of The Brilliance of Black Children in Mathematics: Beyond the Numbers and Toward New Discourse (2013, Information Age), and co-author of The Impact of Identity in K–8 Mathematics Learning and Teaching (2013, NCTM).
Effective instruction, opportunity, and positive classroom experiences are all critical to student learning! The Program of the 2018 Annual Meeting will begin with three special keynotes highlighting initiatives members have indicated are important and reflect NCTM’s recent efforts to support teachers and leaders:
Sylvia Celedón-Pattichis, University of New Mexico, Albuquerque
Dorothy White, University of Georgia, Athens
Thursday, April 26 | 8:00–9:00 a.m.
Drawing from language and culture as intellectual resources, this session presents the four-book series on teaching highquality mathematics in pre-K-12. Strategies to promote access and equity in school will illustrate: 1) practices to engage learners in rigorous mathematics, 2) school and community
partnerships, 3) culturally relevant pedagogy, and 4) tools for professional development.
Matt Larson, President, National Council of Teachers of Mathematics, Reston, Virginia; Lincoln Public Schools, Nebraska
Catalyzing Change in High School Mathematics: Initiating Critical
Conversations identifies and addresses critical challenges in high school mathematics to ensure that each and every student has the mathematical experiences necessary for his or her future personal and professional success. This session provides an
overview of Catalyzing Change and initiates critical conversations centering on the following serious challenges: explicitly broadening the purposes for teaching high school mathematics beyond a focus on college and career readiness; dismantling structural obstacles that stand
in the way of mathematics working for each and every student; implementing equitable instructional practices; identifying Essential Concepts that all high school students should learn and understand at a deep level; and organizing the high school curriculum around
these Essential Concepts in order to support students' future personal and professional goals.Catalyzing Change is written to engage all individuals with a stake in high school mathematics in the serious conversations that must take place to bring about and give support to necessary
changes in high school mathematics.
Margaret (Peg) Smith, University of Pittsburgh, Pennsylvania
DeAnn Huinker, Board of Directors, National Council of Teachers of Mathematics, Reston, Virginia; University of Wisconsin–Milwaukee
The session engages teachers in activities that support Principles to Actions Effective Mathematics Teaching Practices. The activities will include analyzing and discussing artifacts including mathematical tasks, student work, and episodes of classroom teaching. Activities are drawn from
the volumes in NCTM's Taking Action series for K-5 and 6-8.
Tim Kanold, Loyola University
Friday, April 27 | 9:30–10:30 a.m.
Juli Dixon, University of Central Florida
Thursday, April 26 | 11:00 a.m.–Noon
Dan Meyer, Desmos
Friday, April 27 | 8:00–9:00 a.m.
Lucy West, Metamorphosis Teaching Learning Communities
Friday, April 27 | 1:30–2:30 p.m.
Robert Kaplinsky, Downey Unified School District
Greg Tang, GregTangMath.com
Diane Briars, Past President of NCTM; Consultant
Thursday, April 26 | 4:30–5:30 p.m.
Lee Stiff, Past President of NCTM; North Carolina State University
Thursday, April 26 | 9:30–10:30 a.m.
Jim Ryan, San Francisco Unified School District
Saturday, April 28 | 8:00–9:00 a.m.