Program and Presentations

  • Program and Presentations

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    Opening Keynote
    Christopher Emdin

    When Content Meets Context: Towards a Revolution in STEM Education

    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.

    Closing Keynote
    Francis Edward Su

    Mathematics for Human Flourishing

    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.

    Iris M. Carl Equity Address
    Danny Bernard Martin

    Taking a Knee in Mathematics Education: Moving from Equity Discourse to Protest and Refusal

    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).

    Focus on Equity, Taking Action, and Catalyzing Change Kickoff

    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:

    • Catalyzing Change in High School Mathematics: Initiating Critical Conversations
    • Access & Equity: Promoting High Quality Mathematics
    • Taking Action: Implementing Effective Mathematics Teaching Practices
    Reflective of the core needs of the profession, society, and our communities, these initiatives represent three critical areas of NCTM’s ongoing effort to support change, conversation, and provide resources.

    Sylvia Celedón-Pattichis Dorothy White

    Access and Equity: Promoting High-Quality Mathematics in Pre-K–12

    Keynote Session

    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

    Catalyzing Change in High School Mathematics: Initiating Critical Conversations
    President's Address

    Keynote Session

    Matt Larson, President, National Council of Teachers of Mathematics, Reston, Virginia; Lincoln Public Schools, Nebraska

    Thursday, April 26  |  8:00–9:00 a.m.

    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.

    Peg Smith DeAnn Huinker

    Taking Action: Implementing Effective Mathematics Teaching Practices in Elementary and Middle School Classrooms

    Keynote Session

    Margaret (Peg) Smith, University of Pittsburgh, Pennsylvania

    DeAnn Huinker, Board of Directors, National Council of Teachers of Mathematics, Reston, Virginia; University of Wisconsin–Milwaukee

    Thursday, April 26  |  8:00–9:00 a.m.

    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.

    Other Featured Sessions

    Your Professional Journey in Mathematics: The Five Secrets of Great Teachers!

    Tim Kanold, Loyola University

    Friday, April 27  |  9:30–10:30 a.m.

    Three Critical Components for Achieving Rigor

    Juli Dixon, University of Central Florida

    Thursday, April 26  |  11:00 a.m.–Noon

    Full Stack Lessons

    Dan Meyer, Desmos

    Friday, April 27  |  8:00–9:00 a.m.

    Enticing All Students To Contribute To Rich Math Discussions

    Lucy West, Metamorphosis Teaching Learning Communities

    Friday, April 27  |  1:30–2:30 p.m.

    Challenging Math Problems Worth Solving

    Robert Kaplinsky, Downey Unified School District

    Thursday, April 26  |  11:00 a.m.–Noon

    Putting the Focus Back on Teaching: Problems That Combine Fluency, Reasoning & Fun!

    Greg Tang,

    Friday, April 27  |  8:00–9:00 a.m.

    Strategies and Tasks to Build Procedural Fluency from Conceptual Understanding

    Diane Briars, Past President of NCTM; Consultant

    Thursday, April 26  |  4:30–5:30 p.m.

    ". . . I could have freed a thousand more . . ."

    Lee Stiff, Past President of NCTM; North Carolina State University

    Thursday, April 26  |  9:30–10:30 a.m.

    San Francisco Detracked Math in 2014; The Results Are Starting to Come In

    Jim Ryan, San Francisco Unified School District

    Saturday, April 28  |  8:00–9:00 a.m.