Past Recordings

Cultivating Mathematical Reasoning (sponsored by Savvas)

Presented by: Marian Small,
Grades:

Developing mathematical reasoning skills allows students to apply mathematical thinking in creative and meaningful ways. The ability to reason and justify your reasoning are critical skills to becoming a life-long problem solver. In this webinar, we will share specific strategies and approaches teachers can use in the classroom to cultivate each student’s mathematical reasoning skills.
McGraw Hill and Reveal Math

MTLT Journal Club Meeting - May

Presented by:
Grades:

Join us for the MTLT Journal Club’s May 2nd meeting, from 7:00–8:00 p.m. Eastern. Join From the Archives department editor, Wendy Cleaves to discusses the legacy article by Molly Rothermel Rawding and Theresa Wills, “Discourse: Simple Moves That Work,” from the August 2012 issue of Mathematics Teaching in the Middle School (Vol. 18, Iss. 1). NCTM members and nonmembers are welcome. Registration is required.

Creating Richer Math Conversations (sponsored by Savvas)

Presented by: Marian Small,
Grades:

We know students learn through more conversation. Conversations in math class help students see that mathematics is not just about getting answers but is full of ideas that make sense, and those conversations help you better understand what you are doing. But how do you facilitate good conversations? In this webinar, we will discuss replicable strategies to help facilitate meaningful math conversations in your classroom as soon as your next class period.
McGraw Hill and Reveal Math

MTLT Journal Club Meeting - April

Presented by:
Grades:

Join us for the MTLT Journal Club’s April 4th meeting, from 7:00–8:00 p.m. Eastern. Join From the Archives department editor, Wendy Cleaves to discusses the legacy article by Jennifer M. Bay-Williams and Stefanie Livers, “Supporting Math Vocabulary Acquisition,” from the November 2009 issue of Teaching Children Mathematics (Vol. 16, Iss. 4). NCTM members and nonmembers are welcome. Registration is required.

How to Create and Use Open Questions in Math Class (sponsored by Savvas)

Presented by: Marian Small,
Grades:

In this webinar, we will open a discussion on how you can use open questions to assess deeper understanding as well as procedural fluency while manageably differentiating instruction for all students. We discuss how all students, from those who have more difficulty to those who have no difficulty, benefit from these questions and what to do after students answer the initial open question you present. Finally, we’ll share strategies for getting students and parents comfortable with open questions as well as how to turn your existing closed questions into open questions.
McGraw Hill and Reveal Math

MTLT Journal Club Meeting - March

Presented by:
Grades:

Join us for the MTLT Journal Club’s March 7th meeting, from 7:00–8:00 p.m. Eastern. Join From the Archives department editor, Wendy Cleaves to discusses the legacy article by Sharon B. Hoffert, “Mathematics: The Universal Language?” from the September 2009 issue of The Mathematics Teacher (Vol. 103, Iss. 2). NCTM members and nonmembers are welcome. Registration is required.

March MATHness For Your Classroom

Presented by: Tim Chartier,
Grades:

Every year, it is madness—March Madness, actually! Every March, millions of people make brackets with their predictions for the NCAA Division 1 men’s and women’s basketball tournaments. Dr. Tim Chartier, the Distinguished Visiting Professor at the National Museum of Mathematics, is an internationally known expert in bracketology. He has taught the math of March Madness bracket-making to teachers and students across the nation. During this event, you’ll learn how to engage your students in math decisions with a low floor and high ceiling —from math modeling to computer programming. Come and learn how mathematics can help tame the madness.

Classroom Conversations: Exploring Possible Combinations (Open to All)

Presented by: Desiree Harrison,
Grades:

This session will focus on exploring possible combinations in the elementary classroom by reviewing key recommendations from the Catalyzing Change series. Specifically, this session will focus on how elementary school teachers can use an NCTM classroom resource focusing on possible outcomes to generate student discourse and sense making.

MTLT Journal Club Meeting - February

Presented by:
Grades:

Join us for the MTLT Journal Club’s February 7th meeting, from 7:00–8:00 p.m. Eastern. Join From the Archives department editor, Wendy Cleaves to discusses the legacy article by Jessica H. Hunt and Janet B. Andreasen, “Making the Most of Universal Design for Learning,” from the October 2011 issue of Mathematics Teaching in the Middle School (Vol. 17, Iss. 3). NCTM members and nonmembers are welcome. Registration is required.

Pillars and Practices: A Framework to Catalyze Change at the Margins (Open to All)

Presented by: Nolan Fossum,
Grades:

Imagine the mathematics classroom where every learner is successful. In this space, every student has access to the joy, wonder, and beauty of mathematics. Attention to each student’s mathematical identity and agency are primary. I believe that the work of ensuring this is the classroom environment we build for every child begins with a change in the teacher’s mindset and actions. Join me as I share my journey designing and planning around the Pillars and Practices framework. I’ll share examples of classroom tasks, student work samples, and how I’m learning to honor students’ brilliance in my ungraded classroom.

Using an Asset Lens for a District-Wide Assessment (Open to All)

Presented by: Erica Heinzman, Patrick Callahan, Alexandra Martinez,
Grades:

As part of a modernized vision for mathematics in the San Diego Unified School District, we designed an asset-based assessment that provided opportunities to celebrate students’ voice and agency and showcase their creativity, rather than focus on “gaps” and deficit thinking. We will share how this approach has influenced the district’s initiative to build a modern and inclusive vision of mathematics for every student.

Infusing Social Emotional Learning and Math Practices in Our Daily Teaching

Presented by: Jennifer Bay-Williams, Ruthmae Sears, James C. Willingham, Amanda Cullen,
Grades:

Every day, students benefit from self-reflection, social interactions, and math reasoning. With little time to plan, teachers can feel overwhelmed trying to work in social emotional learning (SEL) competencies and the Standards for Mathematical Practice (SMP) while attending to content. In this webinar, we offer suggestions and tools for attending to SEL and SMP in powerful, yet manageable ways. Join us and bring an upcoming task that you would like to enhance.

Creating School-Wide Cultures of Mathematical Sense Making (Open to All)

Presented by: Dee Crescitelli, Funda Gonulates,
Grades:

What can teachers and school leaders do together to build school-wide cultures that clearly emphasize that math is meant to make sense? Join this session to learn more about the kind of work the authors did in schools to create these kinds of learning spaces. We will share details about the creation of this initiative and how we engaged teachers in classroom-based professional learning.

MTLT Journal Club Meeting

Presented by:
Grades:

Join us for the MTLT Journal Club’s January 3rd meeting, from 7:00–8:00 p.m. Eastern. Join From the Archives department editor, Wendy Cleaves to discusses the legacy article by Lisa A. Brooks and Juli K. Dixon, "Changing the Rules to Increase Discourse," from the September 2013 issue of Teaching Children Mathematics (Vol. 20, Iss. 2). NCTM members and nonmembers are welcome. Registration is required.

(Re)humanizing Assessment: What We’ve Learned by “Sitting Beside” Students to Make Sense of Their Thinking (Open to All)

Presented by: Nicole Rigelman, Mary Duden,
Grades:

What does it look like, sound like, and feel like to rethink approaches to assessment to make the process more equitable and humanizing for students? We have taken up the idea of assessment as “sitting beside” (NCTM 2020) students to learn what they understand rather than just confirming that they understand. Join us to learn about an assets-focused tool that supports noticing and systematically using trends in student mathematical thinking to inform next instructional steps and engage in reciprocal communication with students and their families.

Being Bold: San Francisco’s Detracking Story as a Path to Equity (Open to All)

Presented by: Angela Torres, Lizzy Hull Barnes,
Grades:

What would a vision of an equitable mathematics system look like? We believe that in an equitable system, each student would have access to learning rigorous and challenging mathematics, and every student would experience mathematics classes as humanizing spaces where they can be their whole selves. Our current year, 2022–2023, is the ninth year that San Francisco Unified School District (SFUSD) has had a detracked mathematics course policy and pathways. Research, national trends, and SFUSD data prior to this policy show that tracking does not provide equitable opportunities for all students. Join us as we reflect on our detracking journey, from highlighting successes, including the professional supports of our educators, to some of our current challenges.

Classroom Conversations: 7 Billion... And Growing! A Student Exploration in Mathematics

Presented by: Maggie McHugh,
Grades:

Join us as we highlight how to engage students in exploring the world through a mathematical lens. Explore how both middle and high school students interacted with this task, making sense of the math and our society.

MTLT Journal Club Meeting

Presented by:
Grades:

Join us for the MTLT Journal Club’s December 6th meeting, from 7:00–8:00 p.m. Eastern. Join From the Archives department editor, Lou Matthews to discusses the legacy article by Robert Q. Berry III, "The Equity Principle through the Voices of African American Male Students," from the September 2004 issue of Mathematics Teaching in Middle School (Vol. 10, Iss. 2). NCTM members and nonmembers are welcome. Registration is required.

Classroom Conversations: Figure This!

Presented by: Brian Dean,
Grades:

This session will focus on how educators can help families of middle school students work through mathematics together using Figure This!, a series of fun and engaging high-quality challenges that explore real-world contexts outside of the classroom.

MTLT Journal Club Meeting

Presented by:
Grades:

Join us for the MTLT Journal Club’s November 1st meeting, from 7:00–8:00 p.m. Eastern. Join From the Archives department editor, Wendy Cleaves and author D. Bruce Jackson as they discusses the legacy article, "Algebra Homework: A Sandwich!," from the March 2014 issue of Mathematics Teacher (Vol. 107, Iss. 7). NCTM members and nonmembers are welcome. Registration is required.

Classroom Conversations: Building Number Sense

Presented by: Desiree Harrison,
Grades:

This session will focus on Building Number Sense in the elementary classroom by reviewing key recommendations from the Catalyzing Change series and the NCTM Guiding Principles. Specifically, this session will focus on how elementary teachers can utilize an NCTM classroom resource focusing on the benchmark of 10 to implement equitable mathematics instruction and increase access while working on problem-solving tasks.

MTLT Journal Club Meeting

Presented by:
Grades:

Join us for the MTLT Journal Club’s October 4th meeting, from 7:00–8:00 p.m. Eastern. Join From the Archives department editor, Lou Matthews as he discusses the legacy article, "Secondary Mathematics Inclusion: Merging with Special Education," from the December 2012 issue of Mathematics Teaching in the Middle School (Vol. 18, Iss. 5). NCTM members and nonmembers are welcome. Registration is required.

Back-to-School: New Ideas to Enhance Your Students’ Experience in the Classroom

Presented by: Mark Kreie, Mario Valdez, Sarah Porcenaluk,
Grades:

As we welcome a new school year, NCTM is here to support you with the tools and resources you need to provide high-quality teaching and learning for every student. This presentation will feature a panel of math teachers from a variety of grade bands who will share their favorite tips and classroom must-haves. Whether you're new to the profession or a veteran teacher, you're sure to leave with new ideas to enhance your students' experience this year! 

MTLT Journal Club Meeting

Presented by:
Grades:

Join us for the MTLT Journal Club’s September 6th meeting, from 7:00–8:00 p.m. Eastern. Join From the Archives department editor, Wendy Cleaves as she discusses the legacy article, "Intellectual Engagement and Other Principles of Mathematics Instruction," from the February 2013 issue of The Mathematics Teacher (Vol. 106, Issue 6). NCTM members and nonmembers are welcome. Registration is required.

Expanding Conceptions of Mathematical Ability at Intersections of Race, Gender, and Other Social Differences through Classroom Teaching Practices (Open to All)

Presented by: Luis Leyva,
Grades: 3rd to 5th

In this webinar, Dr. Luis Leyva presents findings from his research on the experiences of mathematics instruction among students from historically marginalized groups to illustrate how classroom practices reinforce and disrupt exclusionary constructions of ability. The presentation highlights how dominant markers of mathematical ability (e.g., accuracy, independent work, speed) often collide with oppressive realities (e.g., stereotypes, disparities of access to advanced mathematics) to shape instruction as a racialized-gendered experience. Specifically, students from historically marginalized backgrounds report how instruction that leaves oppressive realities unchecked can create an inequitable distribution of classroom participation, which limits recognition of their ability and opportunities to develop positive identities in mathematics. Dr. Leyva concludes with implications for practice in mathematics classroom instruction to disrupt racialized-gendered constructions of ability and foster equitable learning opportunities. 

* By registering for this webinar I agree to NCTM's Code of Conduct Policy

MTLT Journal Club Meeting

Presented by:
Grades:

Join us for the MTLT Journal Club’s August 2nd meeting, from 7:00–8:00 p.m. Eastern. Join From the Archives department editor, Lou Matthews as he discusses the legacy article, "Overcoming the ‘Run’ Response," from the September 2013 issue of Mathematics Teaching in the Middle School (Vol. 19, Issue 2). NCTM members and nonmembers are welcome. Registration is required.

Black Boy Joy in Mathematics: Elevating the Voices of Black Boys and Men (Open to All)

Presented by: Robert Q. Berry III,
Grades:

This session will focus on Black Boy Joy in mathematics by reviewing best practices and programmatic efforts with mathematics. Specifically, this session will focus on additional learning opportunities outside school mathematics. The voices of Black boys will elevate joy as the construction of mathematical identity and agency. Additionally, the voices of Black men in mathematics and mathematics education will provide insights for supporting Black Boy Joy.

MTLT Journal Club Meeting

Presented by:
Grades:

Join us for the MTLT Journal Club’s July 5 meeting, from 7:00–8:00 p.m. Eastern. Join Lawrence M. Lesser as he discusses his legacy article, "Sound Off! Staring Down Stereotypes," from the April 2014 issue of Mathematics Teacher (Vol. 107, Issue 8). A 2-minute introduction to the article is at https://www.youtube.com/watch?v=fK3IK6uigJo. NCTM members and nonmembers are welcome. Registration is required.

Mathematicians: Reflecting the Brilliance of Powerful Minds

Presented by: Christa Jackson,
Grades:

When we say mathematician, who comes to mind? Pythagoras? Euclid? Gauss? Although these are great mathematicians, they are all White men and ones we traditionally discuss in our mathematics classroom. In this session, we broaden our scope of mathematicians, share the impact and influence of their mathematical contributions, and discuss ways to include them in our mathematical instruction—reflecting the mathematical brilliance of students in our classroom.

MTLT Journal Club Meeting

Presented by:
Grades:

Join us for the MTLT Journal Club’s June 7 meeting, from 7:00–8:00 p.m. Eastern. MTLT Department Editor, Lou Matthews, will facilitate a discussion on Nicole R. Rigelman’s legacy article, "Fostering Mathematical Thinking and Problem Solving: The Teacher's Role," from the February 2007 issue of Teaching Children Mathematics (Vol. 13, Issue 6). NCTM members and nonmembers are welcome. Registration is required.

Political Conocimiento in Contemporary Times: Honoring LGBTQ+ Youth in Our Math Classrooms

Presented by: Brandie E. Waid,
Grades:

CRT (critical race theory) bans, antitrans sports bills, and “don’t say gay” laws are being introduced in state legislatures across the country in record numbers. These legislative attacks have had a significant impact on the mental health of the LGBTQ+ and BIPOC (Black, Indigenous, and People of Color) students, families, and teachers in our PK–12 schools. How does mathematics fit into this conversation, and what can we—as math teachers, teacher educators, math coaches, school administrators, and leaders of school districts and professional organizations—do to honor the brilliance of the LGBTQ+ youth, especially LGBTQ+ identified BIPOC youth, in our mathematics classes? In this session, you’ll learn this and more, gaining an understanding of, as Dr. Gutiérrez writes when speaking of political conocimiento, “how politics permeates everything we do.”

Math is...Student Centered! (Sponsored by McGraw Hill)

Presented by: Cheryl Tobey,
Grades:

Students develop a deeper understanding of mathematics by explaining their thinking and reflecting on their learning. Let’s take a look at some example math probes to uncover student ideas and powerful yet easy-to-implement reflection routines and talk about the keys to implementing a student-centered formative assessment classroom.
McGraw Hill and Reveal Math

Creating Math Environments That Allow Melanated Students to Thrive (Open to All)

Presented by: Kristopher Childs,
Grades:

Can whiteness be decentered in math education environments, to allow melanated children to unapologetically thrive? In this session, participants will learn how one’s identity affects one’s math environment, will make sense of what is means to be a melanated child, and will examine the key components of a math environment that allows students to thrive. Come and learn how to ensure every student has an opportunity to receive a high-quality, equitable mathematics experience.

MTLT Journal Club Meeting

Presented by:
Grades:

Join us for the MTLT Journal Club’s May 10 meeting, from 7:00–8:00 p.m. Eastern. MTLT Department Editor Wendy Cleaves will facilitate a discussion on Kara Louise Imm, Despina A. Stylianou, and Nabin Chae’s legacy article,“Student Representations at the Center: Promoting Classroom Equity,” from the April 2008 issue of Mathematics Teaching in the Middle School (Vol. 13, Issue 8). NCTM members and nonmembers are welcome. Registration is required.

Expanding Equity: Approaches to Humanizing Disability in Mathematics Education (Open to All)

Presented by: Paulo Tan, Alexis Padilla, Erica Mason, James Sheldon,
Grades:

Mathematics classrooms can be a dehumanizing experience for many of our disabled students. In this presentation, we provide a framework for humanizing mathematics education. From this framework, we discuss how teachers can humanize the experiences of their disabled students through curricular, collaborative, and caring considerations.

Humanizing Elementary Mathematics through Culturally Relevant Literature (Sponsored by McGraw Hill)

Presented by: Georgina Rivera,
Grades:

Elementary classrooms are places where students hear stories from their teachers and peers.  What if those stories created windows and mirrors for students that connected them to mathematics?  Culturally relevant children's literature creates an opportunity for students to be seen in stories, connect to their own stories, and learn mathematics through illustrations or contexts.  Join us as we explore stories and strategies that can humanize our mathematics classrooms and help each and every student be seen and heard.
McGraw Hill and Reveal Math

Grades and Test Scores Do Not Define Us as Math Learners: Cultivating Transformative Spaces for Anti-Racist Mathematics Education (Open to All)

Presented by: Julia Aguirre,
Grades:

The COVID pandemic only amplified existing mathematics inequities in our schools that did harm to the children of Black, Brown, Indigenous, and working-class parents. We have an opportunity to do a radical reset that can transform the spaces in which we teach and learn mathematics. We actually know what works and what needs to change. Yet we continue to find ways to repackage processes that rank, sort, and segregate children. The question is, what will it take for us to collectively dismantle the racist systems, beliefs, and practices in order to cultivate math joy and curiosity in our classrooms?

MTLT Journal Club Meeting

Presented by:
Grades:

Join us for the MTLT Journal Club’s April 5 meeting, from 7:00–8:00 p.m. Eastern. MTLT Department Editor Lou Matthews will facilitate a discussion on Diane Torres-Valásquez and Gilberto Lobo’s legacy article, “Research, Reflection, and Practice: Culturally Responsive Mathematics Teaching and English Language Learners,” from the October 2008 issue of Teaching Children Mathematics.

NCTM members and nonmembers are welcome. Registration is required.

A certificate of participation will not be provided for this event.

Sense Making: Is It at the Core of Your Classroom?(Sponsored by McGraw Hill)

Presented by: Annie Fetter,
Grades:

Are your students making sense of the mathematics they explore? Do they feel that mathematics is an inherently sensible endeavor? We’ll look at ways in which students don’t make sense of mathematics, consider why, and discuss strategies for making it a larger part of the expectations in your classroom.
McGraw Hill and Reveal Math

MTLT Journal Club Meeting

Presented by: Wendy Cleaves, Gina M. Borgioli Yoder,
Grades:

Join us for the MTLT Journal Club’s March 1 meeting, from 7:00–8:00 p.m. Eastern. MTLT Department Editor Wendy Cleaves will facilitate a discussion on Gina M. Borgioli Yoder’s legacy article, “Equity for English Language Learners in Mathematics Classrooms,” from the October 2008 issue of Teaching Children Mathematics. Dr. Yoder has provided an introductory video here.

NCTM members and nonmembers are welcome. Registration is required.

Becoming a Teacher of Mathematical Modeling, K-5

Presented by: Elizabeth W. Fulton, Megan H. Wickstrom,
Grades: PreK to 2nd, 3rd to 5th

Mathematical modeling is the process of using mathematics to understand and make decisions about our world. As we think about our role in education, we take to heart our responsibility to use education to leave the world better than we found it and our call to empower young learners as knowers and doers of mathematics. Modeling is a practice we can draw on to create mathematically powerful spaces where students share their knowledge and perspectives to understand and address situations they care about. Modeling inherently provides opportunities for access, equity, and empowerment for each and every student. In this session, our goal is to help you conceptualize what mathematical modeling can look like in your classroom and launch you on the journey of becoming a teacher of modeling. We will discuss four big ideas that have helped us conceptualize mathematical modeling in elementary classrooms, explore examples of tasks, and share wisdom from teachers who have engaged in this journey.

Becoming a Teacher of Mathematical Modeling, Grades 6–12

Presented by: Elizabeth Arnold,
Grades:

As we think about our role in education, we take to heart our responsibility to use education to leave the world better than we found it. In our work, we have come to realize that mathematical modeling inherently provides opportunities for access, equity, and empowerment for every student, and we see in teaching mathematical modeling the opportunity to teach empathetic critical thinking skills. Modeling is a way for students—human beings—to use their mathematical skills in examining different solutions to authentic problems based on different perspectives. Because students bring their own knowledge and perspectives to a modeling problem, it is likely that the modeling process will unfold in different ways for different problems. To help navigate this complexity, we ground our conceptualization of modeling in four big ideas that underpin the classroom practice of mathematical modeling. In this session, we will discuss these four big ideas and explore examples of how they play out in grade 6-12 classroom settings, focusing on how empathy, as a practice, can and should be cultivated in students’ mathematical modeling.

Using Mathical Book Prize Winners to Ignite Beauty, Wonder, and Joy in Our Students (Open to All)

Presented by: Sunil Singh, Dave Ebert,
Grades:

Mathematical literature is a wonderful source of material to ignite beauty, wonder, and joy in all of our students, even in grades 7-12.  Each year, the Mathical Book Prize aims to inspire a love of mathematics for children of all ages.  Join Sunil Singh and Dave Ebert as we explore classroom connections to the mathematics in two recent Mathical Honor Book selections:  It's a Numberful World by Eddie Woo, and All of the Above by Shelley Pearsall.

Positioning All Students as Mathematical Explorers with Technology Tools

Presented by: Allison McCulloch, Jennifer Lovett, Charity Cayton,
Grades:

In this session, we will “look back” at how we have come to bring technology tools into our mathematics classrooms, asking ourselves, “Who gets to use technology tools to engage in meaningful mathematics? Does every student get the opportunity to use technology in ways that positions them as mathematically powerful? Or are we using them in ways that perpetuate the inequities we know currently exist in many mathematics classrooms?” Then we will “look ahead” and discuss how digital technologies can be positioned to disrupt the inequities by providing ways for all students to (1) enter a mathematical problem; (2) mediate mathematical discussions—regardless of their familiarity with the language of mathematics or even the dominant language in the classroom; and (3) build personal and powerful ways of mathematical thinking. Participants will analyze video clips of students engaging with digital math tasks with an eye toward the positioning of the tool. Then strategies for adapting existing digital math tasks to meet these goals will be shared.

What Catalyzing Change Means to Me (sponsored by NSF/PAEMST)

Presented by: Ralph Pantozzi, Natalie Johnson, Dr. Robert Mayes,
Grades:

Join two Presidential Awardees of Mathematics and Science Teaching as they discuss the importance of quantitative literacy and critical thinking processes needed for high school students to make wise decisions in their personal lives. They’ll address topics like,

  • The importance of quantitative reasoning,
  • How these mathematical practices align with common core,
  • Broadening the purposes of school mathematics, and
  • Obstacles that prevent math from working for all students, and how teachers can remove them.

Ultimately, we want all of our students to share our appreciation for the beauty and usefulness of mathematics and statistics and see themselves as capable lifelong learners. We will take the time to show you how!

PAEMST and NSF

Start Your New School Year Right: How High School Teachers Can Build a Whole-School Agreement

Presented by: Barb Dougherty, Karen Karp,
Grades:

As we head back to our classrooms, let’s agree that our back-to-in-person learning goal should go beyond back to business as usual. We can use our collaborative and creative thinking for the benefit of students across the school. How can we get our mathematics instruction to not just bounce back but to jump forward in ways that serve each and every student? This coming school year is the perfect time to embark on a more cohesive and collaborative approach to mathematics learning. We suggest that you start with a mathematics whole-school agreement (MWSA), which is a structure for targeting students’ strengths and learning needs and moving them forward through deep and meaningful mathematics instruction. The MWSA is consistent, coherent, systemic, and systematic.

Never has it been more important to align mathematics instruction across grades or courses rather than repeating or mismatching mathematics instruction from one class to the next. When students experience consistent messaging and see familiar concepts, tools, and strategies, they move gracefully into more sophisticated ideas and reinforce topics that need a boost. Mathematics then becomes logical and easy to follow rather than a constantly shifting set of mysterious and sometimes disconnected tricks and tips.

An MWSA at its core is an act of ensuring equity in mathematics education. What we found through the experience of the pandemic is how urgently we must provide accessible and equitable learning opportunities for all students. Although our system always revealed evidence of inequities, the pandemic intensified the identification of these differences while pointing to other disparities. Now is the time to mend and renovate.

The MWSA challenges the ideas of parents and caregivers who want a child placed with a particular teacher or who try to navigate around certain instructors. The MSWA promotes cohesion, consistency, and agreement within a grade level and through the grades, ensuring that all teachers of mathematics are on the same page, so to speak. Schools can use the MWSA to create effective use of language, representations, generalizations, and mathematics notation commonplace in all classrooms.

Join us to learn more how this can be the transformational story of your school!

Start Your New School Year Right: How Middle School Teachers Can Build a Whole-School Agreement

Presented by: Sarah Bush, Karen Karp, Barb Dougherty,
Grades:

As we head back to our classrooms, let’s agree that our back-to-in-person learning goal should go beyond back to business as usual. We can use our collaborative and creative thinking for the benefit of students across the school. How can we get our mathematics instruction to not just bounce back but to jump forward in ways that serve each and every student? This coming school year is the perfect time to embark on a more cohesive and collaborative approach to mathematics learning. We suggest that you start with a mathematics whole-school agreement (MWSA), which is a structure for targeting students’ strengths and learning needs and moving them forward through deep and meaningful mathematics instruction. The MWSA is consistent, coherent, systemic, and systematic.

Never has it been more important to align mathematics instruction across grades or courses rather than repeating or mismatching mathematics instruction from one class to the next. When students experience consistent messaging and see familiar concepts, tools, and strategies, they move gracefully into more sophisticated ideas and reinforce topics that need a boost. Mathematics then becomes logical and easy to follow rather than a constantly shifting set of mysterious and sometimes disconnected tricks and tips.

An MWSA at its core is an act of ensuring equity in mathematics education. What we found through the experience of the pandemic is how urgently we must provide accessible and equitable learning opportunities for all students. Although our system always revealed evidence of inequities, the pandemic intensified the identification of these differences while pointing to other disparities. Now is the time to mend and renovate.

The MWSA challenges the ideas of parents and caregivers who want a child placed with a particular teacher or who try to navigate around certain instructors. The MSWA promotes cohesion, consistency, and agreement within a grade level and through the grades, ensuring that all teachers of mathematics are on the same page, so to speak. Schools can use the MWSA to create effective use of language, representations, generalizations, and mathematics notation commonplace in all classrooms.

Join us to learn more how this can be the transformational story of your school!

Start Your New School Year Right: How Elementary School Teachers Can Build a Whole-School Agreement

Presented by: Karen Karp, Barb Dougherty, Sarah Bush,
Grades:

As we head back to our classrooms, let’s agree that our back-to-in-person learning goal should go beyond back to business as usual. We can use our collaborative and creative thinking for the benefit of students across the school. How can we get our mathematics instruction to not just bounce back but to jump forward in ways that serve each and every student? This coming school year is the perfect time to embark on a more cohesive and collaborative approach to mathematics learning. We suggest that you start with a mathematics whole-school agreement (MWSA), which is a structure for targeting students’ strengths and learning needs and moving them forward through deep and meaningful mathematics instruction. The MWSA is consistent, coherent, systemic, and systematic.

Never has it been more important to align mathematics instruction across grades or courses rather than repeating or mismatching mathematics instruction from one class to the next. When students experience consistent messaging and see familiar concepts, tools, and strategies, they move gracefully into more sophisticated ideas and reinforce topics that need a boost. Mathematics then becomes logical and easy to follow rather than a constantly shifting set of mysterious and sometimes disconnected tricks and tips.

An MWSA at its core is an act of ensuring equity in mathematics education. What we found through the experience of the pandemic is how urgently we must provide accessible and equitable learning opportunities for all students. Although our system always revealed evidence of inequities, the pandemic intensified the identification of these differences while pointing to other disparities. Now is the time to mend and renovate.

The MWSA challenges the ideas of parents and caregivers who want a child placed with a particular teacher or who try to navigate around certain instructors. The MSWA promotes cohesion, consistency, and agreement within a grade level and through the grades, ensuring that all teachers of mathematics are on the same page, so to speak. Schools can use the MWSA to create effective use of language, representations, generalizations, and mathematics notation commonplace in all classrooms.

Join us to learn more how this can be the transformational story of your school!

Continuing the Journey: Mathematics Learning 2021 and Beyond

Presented by: Trena Wilkerson, Joleigh Honey, Mona Toncheff,
Grades:

Moving forward into the 2021–2022 school year seems like a daunting task. Supporting mathematics students and teachers involves rethinking our priorities and resources given all the disruptions and challenges associated with last school year.

How do we attend to perceived potential learning and opportunity gaps? How do we foster social and emotional well-being and cultivate a safe learning environment? How can we best understand and value the varied learning each of our students has experienced during the past school year?

“Continuing the Journey: Mathematics Learning 2021 and Beyond”provides leaders and teachers considerations, questions, and potential solutions to address challenges revealed by the COVID-19 pandemic. “Continuing the Journey” addresses three key areas that have implications for equitable access to high-quality mathematics teaching and learning: (1) a focus on grade-level content; (2) instruction through equitable, effective teaching practices; and (3) planning for advocacy.

“Continuing the Journey: Mathematics Learning 2021 and Beyond”will be released by the end of July and is the combined effort of the Association of State Supervisors of Mathematics (ASSM), NCSM: Leadership in Mathematics Education (NCSM), and the National Council of Teachers of Mathematics (NCTM).

Join us to learn more, share, and continue and sustain our journeys.

We Notice and Wonder What? Using Notice and Wonder as a Tool for Critical Reflection and Engagement

Presented by: Naomi Jessup,
Grades:

Notice and Wonder is designed for students' broad engagement in mathematical ideas. When coupled with antideficit and justice-oriented frameworks, Notice and Wonder can serve as a tool for teacher reflection and student engagement aligned with equity-oriented practices. This session will expand the utility of this tool for teachers and students.

Mathematically Productive Instructional Routines and Planning for Equity

Presented by: Aaron Rumack,
Grades:

Routinely using a 5- to 15-minute learning activity can create a structure for teachers and students to engage together in mathematics. This positions students at the center of sense making in the classroom. We’ll use two such routines, Notice and Wonder and 10-Minute Talks, to explore Stembridge’s five questions for planning with equity in mind. 

3-Act Tasks: Filling the Void of Mathematical Modeling in the Elementary Grades

Presented by: Graham Fletcher,
Grades:

As elementary educators, we’ve misinterpreted the term model as simply the use of manipulatives. This is causing our students to miss the mark when it comes to modeling with mathematics. Through the use of 3-Act tasks, we’ll explore what mathematical modeling is, what it looks like, and how we can support this work in our elementary classrooms.

It All Starts with Noticing and Wondering

Presented by: Annie Fetter,
Grades:

Want to help students generate ideas and make connections among them, facilitate the development of a range of problem-solving strategies, and support a classroom culture that gives every student a way to contribute, while treating math as a creative process? We’ll talk about how Noticing and Wondering can contribute to all of that . . . and more.

Living Tree of Mathematics: Fractions from Ancient Egypt to Classic China to Modern Japan. What We Can Learn from Their Effective Ways to Work with, Teach, and Learn Fractions

Presented by: Vera Sarina,
Grades:

It is a well-documented fact that many students struggle with fractions. Problems in understanding and applying fractions persist into adulthood, with moderate to severe consequences for everyday and occupational decision making. Why is it that fractions present such a difficult topic conceptually and procedurally? Is it because of deficiencies in teachers’ pedagogical content knowledge? Or is the nature of common, nondecimal fractions quite hard to grasp and internalize? And then, what is the nature of fractions anyway? In this presentation, we will look at the history of fractions and fraction operations in the ancient Egyptian and classic Chinese mathematical traditions as well as modern Japanese teaching approaches. These exercises will help us define some effective ways to understand, teach, and learn fractions.

How to Turn Your Presentation into a MTLT Article

Presented by: Angela Barlow,
Grades:

Giving a conference presentation can be the first step towards writing an article. In this webinar, we will focus on how to build an article from the ideas in a conference presentation. Tips and strategies will be specific towards successful publication in NCTM’s new journal, Mathematics Teacher: Learning & Teaching PK-12 (MTLT).

Understanding and Reframing “Learning Loss” in Mathematics: Goals, Policies, and Practices for Strengths-Oriented and Equitable Solutions

Presented by: Donna Leak, Levi Patrick, Zachary Champagne,
Grades:

During the past year, states, provinces, districts, schools, teachers, and students have grappled with mathematics teaching and learning during the COVID pandemic. Some have thrived. Others have found the experience challenging, untenable, or impossible to navigate, often at no fault of their own as the loss of hands-on and in-person group learning coupled with inconsistent access and instruction. This two-part event will address how a range of leaders have been working to address “learning loss,” which may be better thought of as unfinished learning, and how to think about, organize, and define their goals; implement new practices and avoid other practices; use and shape policies; and create positive opportunities for their students. The briefing, 2 p.m. EDT, will focus on the opportunities and challenges associated with the American Rescue Plan and other funds accessible to states, districts, and schools. Experts along with a panel of state, district, and school leaders will discuss their goals, plans, questions, and concerns. During the discussion, 7 p.m. EDT, teachers, leaders, administrators, and policy makers will collaborate in facilitated groups. Each group will address a topic from the panel discussion, such as structures for accelerating student learning, content prioritization, or professional development necessary for teachers to successfully implement new ideas. Join a range of school and mathematics leaders along with the National Council of Teachers of Mathematics, NCSM: Leadership in Mathematics Education, and the Association of State Supervisors of Mathematics as we provide insights, stories, and methods; share the questions and concerns we are pondering; and brainstorm strategies for supporting each and every student as we build a better normal for mathematics learning.

Positioning Multilingual Learners for Success in Elementary Mathematics (Open to All)

Presented by: Kathryn Chval,
Grades:

Professor Kathryn Chval will share what she has learned from exceptional teachers who establish conditions for student success in elementary school mathematics classrooms. She will discuss specific strategies and images of practice that facilitate access, engagement, and inclusion of children learning mathematics in languages that differ from their first languages—multilingual learners.It’s time to reimagine what’s possible, celebrate the brilliance multilingual learners bring to today’s mathematics classrooms, and position them as leaders.

From Inclusion to Inqu[ee]ry: Methods of Supporting LGBTQ+ Students in K–12 Mathematics

Presented by: Brandie E. Waid,
Grades:

This session will focus on how to create more equitable mathematics experiences for LGBTQ+ students in K–12 mathematics. We will discuss examples highlighted in Brandie E. Waid’s November MTLT article, “Supporting LGBTQ+ Students in K–12 Mathematics,” as well as introduce new examples of inclusion and inqu[ee]ry. Participants are encouraged to bring their own ideas, questions, and experiences for this interactive session.

The live webinar will be available to all. The recording and related materials will only be available to NCTM members. In advance of the webinar the November Front and Center article, Supporting LGBTQ+ Students in K–12 Mathematics, by Brandi Waid will be available for all from February 10 – 17, 2021.

Teaching Math at a Distance: An Interactive Webinar with the Author

Presented by: Theresa Wills,
Grades:

Theresa Wills, author of Teaching Math at a Distance, Grades K–12: A Practical Guide to Rich Remote Instruction, will engage you in an interactive webinar. You will learn how to transition your favorite face-to-face activities into the online environment while maintaining collaborative, interactive, and student-let pedagogies. Get a preview of her new book and sample activities before the webinar at https://youtu.be/bYLxzoY245k.

More Ideas from the Classroom on Using Children’s Literature to Make Real-World Mathematics Connections (Open to All)

Presented by: Latrenda Knighten, Trena Wilkerson,
Grades:

In this interactive session, we will share more strategies and activities to incorporate children’s literature in mathematics. This session builds on the November webinar that featured award-winning literature from the Mathical series. The presenters and teachers from the field will share ways they have used these books and others in their classrooms to support students in problem solving, problem posing, and connecting to their life situations to help make sense of their world. The purpose of the Mathical Book Prize, awarded by the Mathematical Sciences Research Institute, is to inspire a love of mathematics in the everyday world of children. 

Equitable and Ambitious Teaching of Mathematics (Closing Session)(Taking Action)

Presented by: Robert Q. Berry III,
Grades:

Taking Action: Bringing the Effective Teaching Practices to Life in your Classroom Webinar Series

The authors of the Taking Action series developed the Mathematics Teaching Framework to illustrate how the eight teaching practices form a coherent framework for equitable and ambitious teaching of mathematics. This session uses the Mathematics Teaching Framework to explore the intersections between authority, mathematical identity, and mathematical agency with the teaching practices. Specifically, this session connects the Mathematics Teaching Framework with research that examines equitable teaching as intentional acts that teachers pursue to view each and every student as capable of doing mathematics.

Focus on High School: Using Meaningful Discourse and High-Quality Tasks

Presented by: Fred Dillon, Anthony Bokar,
Grades:

Taking Action: Bringing the Effective Teaching Practices to Life in your Classroom Webinar Series

Meeting the demands of online and hybrid learning so that students have access to meaningful discourse and high-quality tasks is one of the major challenges for instruction in the high school mathematics classroom. In this session, Anthony and Fred will provide strategies using technology including breakout rooms, collaborative documents, and Desmos aimed at increasing student discourse and providing opportunities for critical thinking and problem solving. Anthony and Fred will answer questions and provide examples of effective practices for teaching mathematics.

Focus on Middle School: Encouraging Discourse and Discussion (Taking Action)

Presented by: Jennifer Perego,
Grades:

Taking Action: Bringing the Effective Teaching Practices to Life in your Classroom Webinar Series

Online and hybrid learning present multiple challenges to meaningful engagement and discussion in the middle school mathematics classroom. Opportunities still exist for teacher feedback and student-to-student interaction. In this session, Jen will provide strategies within the flipped model aimed at increasing student discourse and providing opportunities for critical thinking and problem solving.

Focus on Elementary School: Building Community to Increase Student Engagement (Taking Action)

Presented by: Roshanna Beard,
Grades:

Taking Action: Bringing the Effective Teaching Practices to Life in your Classroom Webinar Series

We will examine effective, engaging strategies when teaching both in brick-and-mortar and digital settings. The session will focus on strategies to maintain engagement within the hybrid class as well as offer opportunities to practice using strategies that have been used by classroom teachers during this time. Roshanna will answer questions and provide examples of effective practices for teaching mathematics during this time of uncertainty.

Focus on High School: Eliciting and Using Students’ Thinking and Building Procedural Fluency from Conceptual Understanding (Taking Action)

Presented by: Melissa Boston,
Grades:

Taking Action: Bringing the Effective Teaching Practices to Life in your Classroom Webinar Series

In high school mathematics, supporting students to understand important mathematical procedures and concepts is essential in promoting ongoing participation and success in mathematics and other STEM fields. In this session, participants will explore the Effective Mathematics Teaching Practices of (1) building procedural fluency from conceptual understanding and (2) eliciting and using evidence of students’ thinking. We will consider how sequences of tasks can establish a conceptual foundation for building fluency and understanding of procedures by providing opportunities for students to recognize structure and make sense of repeated reasoning. We will analyze students’ work to consider the importance of eliciting students’ thinking and using their thinking to determine our next instructional moves. We will also discuss how the ideas highlighted during the session can generalize to other mathematical topics in the high school curriculum.

NBA Math Hoops: Creating the Next Math Champion! (Sponsored Product Demo)(Open to All)

Presented by: Calvin Sibert, Rebecca Wong,
Grades: 6th to 8th

NBA Math Hoops NBA Math Hoops features a comprehensive community program, digital and physical board game, mobile app, and curriculum that allows students to learn fundamental math and social-emotional skills through the game of basketball and the NBA/WNBA. All program content is developed in alignment with Common Core State Standards and 21st Century Learning Skills, and has been shown to improve students’ foundational math and social-emotional skills. We explicitly strive to reach students who have historically been underrepresented in STEM fields, specifically girls, students of color, and students from under-resourced communities.

Through our webinar, educators will learn best practices for implementing the NBA Math Hoops game and curriculum in either a facilitated or independent learning environment, gain FREE access to the Learn Fresh program management platform and all program materials, and learn about opportunities to extend students’ learning through virtual and in-person community events.

Focus on Middle School: Discourse and Productive Struggle (Taking Action)

Presented by: Mike Steele,
Grades: 3rd to 5th, PreK to 2nd

Taking Action: Bringing the Effective Teaching Practices to Life in your Classroom Webinar Series

Building from the effective mathematics teaching practices outlined in Principles to Actions, we explore two of the practices in-depth that have particular relevance in middle grades mathematics. Developing rich, conceptual understandings of key ideas such as proportional reasoning, functions, and bivariate data means that teachers must engage students in meaningful discourse about mathematics and support them as they grapple with important mathematical ideas. Using artifacts from middle school classrooms, we discuss tools and teaching strategies to promote stronger discourse, identify productive struggle, and build a culture of persistence for each and every student in middle school mathematics.

Focus on Elementary School: Connecting Representations and Posing Purposeful Questions (Taking Action)

Presented by: DeAnn Huinker, Paige Richards,
Grades:

Taking Action: Bringing the Effective Teaching Practices to Life in your Classroom Webinar Series

In this session, we use artifacts from elementary school classrooms to examine children’s mathematical thinking and dive into two of the teaching practices—mathematical representations and purposeful questions. First, we will examine what it means to develop representational competence by supporting connections among visual, physical, contextual, verbal, and symbolic representations. Second, we will examine each question as a key strategic tool to not only probe and assess children’s mathematical understanding but to surface mathematical ideas and make them visible for discussion. We will also consider implications for both in-person and virtual learning environments. Placing greater focus on representations and purposeful questions in elementary classrooms are core teaching practices for empowering children as mathematical doers, knowers, and sense-makers.

Teaching Practices that Support Student Understanding and Learning of Mathematics (Opening Session)(Taking Action)

Presented by: Margaret (Peg) Smith,
Grades:

Taking Action: Bringing the Effective Teaching Practices to Life in your Classroom Webinar Series

In the nearly three decades since the release of the Professional Standards for Teaching Mathematics (NCTM, 1991), much has been learned about the teaching practices that support students’ understanding and learning of mathematics. In Principles to Actions: Ensuring Mathematical Success for All (NCTM, 2014), this accumulated knowledge and empirical evidence has been codified into a core set of eight effective mathematics teaching practices that represent essential teaching skills necessary to promote learning mathematics with understanding. In this session, participants will learn about the practices and how they can support student learning.

Using Children's Literature to Make Real-World Mathematics Connections (Open to All)

Presented by: Trena Wilkerson, Latrenda Knighten,
Grades:

In this interactive session, we will share strategies and activities to incorporate children’s literature in mathematics. Incorporating children’s literature in the mathematics classroom provides students with an opportunity to connect mathematical concepts to the real world and engage in problem-posing tasks that relate to real-life situations and help students make sense of their world. This session will feature award-winning literature from the Mathical series. The purpose of the Mathical Book Prize, awarded by the Mathematical Sciences Research Institute, is to inspire a love of mathematics in the everyday world of children.

Resiliency, Creativity, and Adaptations: Telling our Stories

Presented by: Robert Q. Berry III,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

The current context has demonstrated the importance of building resilience in a rapidly changing landscape. While many of us face challenges, such as adapting the ways we teach, adapting work responsibilities with family, and adapting approaches to engage in self-care and connecting to others. We are incredibly resilient, and the current context reminds us that we are preparing learners for an unpredictable world requiring informed decision making, creative problem solving, and adaptability. This session continues the conversation on resiliency, creativity, and adaptation.

Resources and Tools for Engaging Families in Fact Fluency (General Interest)

Presented by: Jennifer Bay-Williams,
Grades:

Registration now open.

In my April webinar, I briefly shared ways to engage families across different school activities. In this session, we will spend more time on actual activities (games, tools, and other activities) that are appropriate for family events, as well as home learning and online learning.

Teacher Tip Tuesday: Avoiding Data and Science Misinformation in Today's Messy Media Landscape (Open to All)

Presented by:
Grades:

Media Literacy Week This panel presentation and discussion will explore the role media play in building scientific and mathematical understanding and the impact misinformation is having on how young people navigate their roles as both students and citizens.  The discussants will consider how best to evaluate the data and conclusions shared via mainstream and social media, especially in relation to the pandemic, the environment, the economy, and other current issues.  The session is designed to empower educators through both resources and techniques to deploy data literacy principles and media analysis. 

This event is a collaboration among the National Science Teaching Association, the National Council of Teachers of Mathematics, Education Development Center, and the National Association for Media Literacy Education.

Goals:

- Educators gain new understanding of how media are impacting their students’ scientific reasoning and mathematical thinking

- Educators have access to useful resources to integrate media literacy practices into their current instruction

Register today to participate in this web seminar. Upon registering you will receive an e-mail confirmation including information about the program and suggested links to visit in preparation of the event. Additional information about the web seminar will be e-mailed to you days before the program.

Strengthsfinding: Building Mathematical Proficiency Through a Strengths-Based Lens (NCTM Members Only)

Presented by: Beth Kobett, Karen Karp,
Grades:

This session is available to Members only.

All students possess mathematical brilliance across and within mathematics content areas including mathematical understandings, skills, and dispositions. It is in the ways our students approach and learn mathematics that we can unearth their points of power. From there, these strengths can be leveraged to become opportunities to access areas where they experience challenge. Join us to interpret students' mathematical behaviors and discover the many powerful mathematical strengths your students hold.

100 Photos + 100 Math Questions from Cities That Have Hosted NCTM Conferences in the Past 100 Years (General Interest)

Presented by: Ron Lancaster,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

Webinar description:In this session we will focus on the joy and excitement of seeing where math lives in dozens of cities in North America that have been sites of NCTM Conferences. We will coddiwomple with Ron Lancaster as he illustrates the math to be found by going for a walk, slowing down, paying attention to the little things, taking photos and asking questions.

Impacting Learning for Black and Latinx Youth through Culturally Sustaining Pedagogies

Presented by: Desha Williams, Jasia Clark,
Grades: 6th to 8th

What does culturally sustaining mean? How does it connect to the teaching and learning of rigorous mathematics or align with the mathematics practices? Come to this session and find out! In this session, participants will engage in tasks that promote culturally sustainability for Black and Latinx youth while teaching concepts from 6-8 curricula.

A Chat with a Hidden Figure: Dr. Christine Darden (Sponsored by: Reveal Math by McGraw Hill)

Presented by: Robert Q. Berry III, Dr. Christine Darden, Shelly Jones,
Grades:

Join this session as Dr. Christine Mann Darden, a 2019 Congressional Gold Medal recipient and former NASA mathematician, data analyst and aeronautical engineer, shares about her life and experiences during this question and answer session with NCTM Past President, Dr. Robert Berry and Dr. Shelly Jones, author of Women Who Count: Honoring African American Women Mathematicians. Dr. Darden was highlighted in Hidden Figures featuring Katherine Johnson, Dorothy Vaughn, and Mary Jackson as they contributed to the NASA Space Program as part of the segregated West Computers in the 1960s. Dr. Darden was a “human computer” and an aerospace engineer at NASA then became one of the leading researchers in sonic boom minimization. Prior to working at NASA, Dr. Darden was a high school mathematics teacher and shortly after completing her masters degree she was hired as a data analyst assigned to the pool of human computers at NASA.

Author Panel Talk – Rich Tasks (Sponsored by Stenhouse Publishers) **BONUS WEBINAR**

Presented by: Beth Kobett, Patrick Vennebush, Roger Day, Marian Small,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

Beth Kobett moderates an Author Panel Talk given by authors Marian Small, Patrick Vennebush, and Roger Day, who share useful tidbits from Good Questions Great Ways to Differentiate Mathematics Instruction in the Standards-Based Classroom ,fourth edition; One-Hundred Problems Involving the Number 100: Celebrate NCTM's First Century , and The Activity Gems series (including the PK–2 and 3–5  books currently available).

Rough Drafts in Math Class: Going beyond Getting Correct Answers (General Interest) (sponsored by Stenhouse Publishers)

Presented by: Amanda Jansen,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

Webinar description: In this workshop, we will explore how to treat the process of doing mathematics as generating a rough draft, gaining new insights, and revising. Rough draft thinking is a process of continuously developing understanding. When mathematics teachers welcome students' in-progress ideas, learning mathematics can be less threatening and more meaningful.

Classroom Norms and Routines for Building Student Agency and Equitable Mathematical Environments (General Interest)

Presented by: Kathy Ernst,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

Webinar description:How do teachers support students to build agency for mathematics and foster positive mathematical identities? In this session, participants will learn how to develop classroom norms and routines that create emotionally and socially safe spaces for students to engage in problem solving through productive struggle, risk taking, and metacognition.

Origami and Mathematics

Presented by: Joy Hsiao,
Grades: High School

Webinar description: Learn geometry through paper folding! See how geometric theorems are applied in drawing crease patterns. Topics include polyhedra, special triangles, Pythagorean theorem, and transformations. We will pose and prove conjectures. Come with a laptop to construct crease patterns and leave with beautiful origami models!

5 Practices + 8 Effective Mathematics Teaching Practices = A Winning Combination! (PK–Grade 2)

Presented by: Latrenda Knighten,
Grades: PreK to 2nd

Webinar description: To support the mathematics learning of all students, effective teachers establish an environment where students regularly engage in productive mathematics discourse. Attend this workshop to learn strategies to facilitate productive discourse and promote problem solving, reasoning, and critical thinking skills in a student-centered classroom.

Who's Hiding? Empathizing and Expanding Opportunities for All

Presented by: Matthew Rosenberg, Chris Nho,
Grades: 6th to 8th, High School

Webinar description:Join us for a non-traditional math experience designed to open our eyes to the feelings and anxieties of our students. Hear the voices of Chicago Public Schools high school students, captured through a city-wide listening project. As a group, we will discuss and reflect on what resonates with us and what we can gain from their experiences.

Celebrating 100 Years with Big Beautiful Problems

Presented by: Alicia Burdess, Jessie Shirley,
Grades: 6th to 8th

Webinar description: Big Beautiful Problems can be life-changing for teachers and students alike as they show how math becomes alive and is connected to our world. See how much fun math can be as we get caught up in the challenge, excitement, and flow of learning. Deepen your skills, confidence, and joy as we experience and explore some of our favorite problems.

Let’s get Messy! Mathematical Modeling: Engage your Reluctant Learners (Sponsored by Savvas Learning Company)

Presented by: Kurt Whited, Andrew Byrns, Monica Wadler,
Grades: 6th to 8th

Further your understanding of the research behind and the meaning of Mathematical Modeling. By analyzing the modeling cycle and examining research found in the GAIMME report, you will walk away with more insight of what truly constitutes Mathematical Modeling. And, of course, you will have the opportunity to experience several highly engaging modeling lessons. By the conclusion of this workshop, you will have ideas that can be used immediately in your classroom to meet required modeling standards!

What's the Point of Points? Rethinking the Assessment of Student Mathematics Work

Presented by: Douglas Guyette,
Grades: High School

Webinar description: Explore how student work can be evaluated holistically without awarding 'points'. The goal is to help students transition from answer-getting toward better communication and problem-solving. Problems with the traditional approach to grading math will be discussed, and an alternative, student-centered evaluation process will be introduced.

A Routine for Reasoning to Ensure ALL Students are Modeling with Mathematics

Presented by: Amy Lucenta, Grace Kelemanik,
Grades: 6th to 8th

Webinar description: Modeling with mathematics is essential for ALL students and often difficult - it takes repeated and explicit development in inclusive ways. Participants will learn an instructional routine that builds students' capacity to make sense of models and to develop questions to ask themselves when modeling, all the while including designs for interaction.

Building Students' Mathematical Competence

Presented by: Dan Battey,
Grades: 3rd to 5th

Webinar description: A number of classroom norms limit students' sense of mathematical competence including focusing on answers, individualism, and competition. The session will support teachers in identifying ways to build students' mathematical competence, particularly with underserved students.

Quadratic Quandary: Where and How Do Quadratic Functions and Equations Fit?

Presented by: W. Gary Martin,
Grades: 6th to 8th, High School

Webinar description: Historically, the study of quadratics directly followed the study of linear equations and functions. However, newer recommendations emphasize the study of exponential functions following linear functions. Exactly how do quadratics fit in? Mathematical, contextual, historical, and learning lenses will be used to better untangle this quandary.

Reasoning Talks: Creating Number Talk Reasoning Structures for Grades 6–8

Presented by: Cory Bennett, Stephanie Moore, Marci Reddish,
Grades: 6th to 8th

Webinar description: Reasoning talks are similar to number talks as they help students reason about mathematics and develop conceptual understanding but are structurally different. This session shares strategies on how to implement reasoning talks by diving deeper into the process and planning. Come ready to learn, collaborate, and practice your own reasoning talk.

Place Value Understanding Through the Lens of an Elementary Student: Seems so easy but is it?!

Presented by: Jenny Ainslie, Valerie Faulkner, Jessica Hunt,
Grades: 3rd to 5th

Webinar description: Knowing how to supporting students when they struggle is grounded in how well we understand the mathematics. Want the biggest bang for your buck? Have a better understanding of our Base Ten system! We will give you experiences to reframe your thinking, as well as activities and strategies to implement in your classroom. (teachers, leaders, coaches)

Assessing Mathematics Assessment Policies and Practices: Lessons Learned and Actions to Move Forward (General Interest)

Presented by: Diane Briars,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

Webinar description: Since its inception, assessment has been a critical issue for NCTM. What can we learn from NCTM's past recommendations for effective assessment policies and practices, and how can these lessons help us move forward to create classroom, district, state and national assessments that support each student in attaining mathematical proficiency.

Self-Assessment in Math? How?

Presented by: Claudia Mathison, Katelyn Hayes,
Grades: High School

Webinar description: We will explore (and practice) strategies for using pathways and self-assessment to facilitate student agency. We will discuss the way(s) we have used self-assessment to inform learning pathways, allowing for exploration and collaboration-activities that meet students at their learning levels, engaging multiple perspectives to deep.

The Most Misunderstood Standards in Grades 6-8: Are These Instructional Mistakes Happening in Your Class?

Presented by: Brian Dean, Rebecca Few,
Grades: 6th to 8th

Webinar description: There are some standards, regardless of the teacher, the school, or the district that seem to be commonly misunderstood. We do not believe this is ever done intentionally. For this session, we will learn and grow our brains together as we engage in a series of aligned tasks that highlight the true intent of these commonly misunderstood standards.

Break Through Implicit Bias with a Conversation (Sponsored by Carnegie Learning)

Presented by: Afreeka Miller,
Grades: 6th to 8th

Let's talk. We can break through the walls of implicit bias through conversation. The time is now to engage with fellow educators and understand the impact of implicit bias in our daily work. Embracing the fact that we all have them and are not "bad" people for them is the starting point of a movement in powerfully changing classroom practice.

Carnegie Learning

Formative Assessment: How Do Teachers Use Evidence of Student Thinking? What Is the Students’ Role?

Presented by: Beth Terry, Dana Islas,
Grades: 3rd to 5th

Webinar description: Assessing while you teach and using evidence of student understanding is vital for promoting achievement in mathematics! Dylan Wiliam (2011) states, 'Formative assessment should be more work for the recipients than the donors.' Join us as we highlight strategies for involving students in the assessment process via self-assessment and reflection.

Moving Achievement Together Holistically: An Indigenous Approach to Math Education (General Interest)

Presented by: Lisa Lunney Borden,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

Webinar description: Moving Achievement Together Holistically (MATH) focuses on supporting Indigenous learners in Mi'kmaw communities in Canada. Session participants will see what it looks like to engage Indigenous students in math tasks that honour community ways of knowing, being and doing. Inspired by elders, these ideas are essential for some but good for all.

Coding Math at a Distance

Presented by: Patrick Honner, Mike Larson, Ashley Goetz,
Grades: 6th to 8th, High School

Webinar description: Looking for new and engaging ways to get students making math? Or for rich and flexible ways to expand the remote learning experience?

The Story of Problem Solving: Looking Back and Moving Forward

Presented by: Sherrie Martinie, Julie Thiele,
Grades: 6th to 8th

Webinar description: 'Problem solving' is often linked to story or word problems, but this can be a very limited notion. In this session, we will explore a much deeper conception of problem solving. We will revisit past approaches to problem solving and dive into current practices. Finally, we will consider the problem solving of the future.

Fun Ways to Use Technology in Enhancing any Math Program

Presented by: Susan Weiss,
Grades: 3rd to 5th

Webinar description: We will explore how to use a variety of apps for the elementary grades which are available on any computer, tablet, or Chromebook. Learn how to adapt these apps to make your math teaching in both geometry and problem solving even more exciting. In using NCTM illuminations' apps, Scratch, and more, you will find great ideas to engage you students.

Questioning Practices to Support Mathematical Practices (General Interest)

Presented by: Maggie McGatha, Jennifer Bay-Williams,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

Webinar description: Join us to learn tips for asking invitational questions to engage students & explore questions that focus on mathematical reasoning (via the mathematical practices). We will explore strategies & tools to help us as teachers and coaches to support the mathematical practices in our students, thereby helping students become mathematically proficient.

Teaching Algebra: A Look Back at the Materials and Methods We Have Used over the Last 100 Years

Presented by: Ben Sinwell,
Grades: 6th to 8th, High School

Webinar description: We will look at how key concepts in algebra have been taught during the past 100+ years. We will accomplish this by looking at how textbooks, instruction, manipulatives and technology have changed, or remained the same, over the years. The session will conclude by looking forward at the ways in which we may teach algebra in the future.

Focus on the Question: Making Sense of Problems and Persevering in Solving Them

Presented by: Melanie Janzen, Catherine Vittorio,
Grades: 6th to 8th

Webinar description: This workshop will focus on a strategy to help students make sense of mathematical tasks and assist all learners in persevering and engaging in critical thinking. Participants will leave with resources that can be used in their classrooms on Monday.

Be Both Author and Illustrator of Mathematical Understanding

Presented by: Jill Gough,
Grades: 3rd to 5th

Webinar description: We want every learner in our care to be BOTH the author and illustrator of their mathematical understanding. Explore how to deepen understanding, promote productive struggle, and increase flexibility by using and connecting mathematical representations. Providing multiple pathways to success invites diverse learners' ideas to the conversation.

Empowering, Encouraging, and Supporting Teachers to Present at NCTM Conferences (General Interest)

Presented by: Fred Dillon, Jennifer Outzs, Mario Martinez, Latrenda Knighten,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

Webinar description: Every profession benefits from the shared knowledge of its practitioners. Who better to contribute to professional development than classroom teachers themselves? What do you want to share? Are there things your students are doing that you are proud of? What is something you have tried that was successful with your students? What’s keeping you from sharing your ideas? We are here to help you learn about the proposal process, give tips on how to write a high-quality proposal and to give a successful presentation, and be an active contributor to NCTM’s conferences!

The Power of Voice: How to Empower and Engage Students (and Still Meet Our Goals!)

Presented by: Joleigh Honey, Dewey Gottlieb,
Grades: 6th to 8th, High School

Webinar description: Join us to discuss essential components that utilize student thinking in class discussions that affirm mathematics learners' identities. Student voice provides rich data, allows for engagement, empowers learners, and positions students to own the mathematics.

Mathematical Discourse: Talk Is Only Part of the Equation

Presented by: Gladis Kersaint,
Grades: 6th to 8th

Webinar description: Participants will engage in mathematics activity (e.g., Numbers, Geometry) that highlights the role of the mathematics teaching practices in developing students' conceptual understanding through authentic mathematics discourse.

What Math Do Elementary Math Teachers Really Need to Know?

Presented by: Marian Small,
Grades: 3rd to 5th, PreK to 2nd

Webinar description: Let's explore the position that implicit in any set of math standards are ideas that students need to meet, not just skills to learn to perform. Teachers need to gain an understanding of those ideas to provide rich instruction; that is the math they need to know. We will explore a number of K-8 standards to see what this looks like.

Opportunities and Challenges at District and School Levels: Making Back to School and Teaching Mathematics Work for All Students and Teachers

Presented by: Barb Dougherty, Robert Q. Berry III, Cathy Martin, Christina Lincoln-Moore, Darwin Mills, W. Gary Martin,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

As a building or district administrator, are you approaching back to school with fear or excitement? This is uncharted territory, and the beginning of this school year will have a lasting impact on the lives of your students and teachers. Explore recommendations for helping to create structures and policies to meet the needs of each and every student in mathematics.

Mathematics Leadership in Times of Unprecedented Change: Catalyzing, Building, and Sustaining Positive Change

Presented by: Nevels Nevels, Lorie Huff, David Martin, Trena Wilkerson,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

What opportunities do we, as mathematics education leaders, have as we look toward the beginning of the new school year? We acknowledge the challenges and explore what decisions and opportunities exist to support our students and teachers. Also learn about unintended consequences, the potential to exacerbate current challenges, and alternatives to support each and every student in learning mathematics.

Understanding the Mental Toll: Signals and Strategies for Supporting Our Teachers and Students

Presented by: Kevin Dykema, Fawn Nguyen, Esther Song, Naomi Jessup, Hilary Kreisberg,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

Many challenges lie ahead as we approach the start of a new school year. Join us as we look at ways to support mental health for teachers and students in these unprecedented times.

What Should Math Learning Look Like When We Get Back to School? (General Interest)

Presented by: Kevin Dykema, Fawn Nguyen, Theresa Wills, Zak Champagne, Shawn Towle, Michelle Berry,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

This beginning of a new school year will be all new, for everyone! Let’s come together and look at challenges, opportunities, and strategies as we work to meet the needs of each and every student as well as supporting families and communities.

How to Help Students Become Problem Solvers, Not Math Robots

Presented by: Robert Kaplinsky,
Grades: 6th to 8th, High School

If you're frustrated because students seem like they understand what you teach them until you see their test scores, then you'll love using problems with open middles. Come learn how to implement problems that will clearly show what your kids know, help them become problem solvers, and have them begging for more.

All Are Invited! Creating a Culture of Learning for Each and Every Student

Presented by: Jacqui Lehmkuhl,
Grades: 6th to 8th, High School

articipants will experience my 'mathemagical' learning wonderland where a culture of purpose, caring, and fun is the norm. Simple to implement strategies will be provided to start a revolution of positive change where even the most reluctant learners experience the joys, creativity, and the belief of themselves as mathematicians.

Kandinsky, Klee & Mondrian: Using Abstract Art to Teach Geometric Concepts & Fractions

Presented by: Kristina Barnaby,
Grades: 6th to 8th

Join me as I showcase three lessons that infuse art into the math classroom. Students learn how shapes play a role in artistic design and apply mathematical concepts while creating their own interpretations of works by Kandinsky (area of circles), Klee (fractions), and Mondrian (area and perimeter of quadrilaterals). Student work will be showcased.

Making Fractions Fun! It is Possible!

Presented by: Jennifer Wilson,
Grades: 3rd to 5th, 6th to 8th

Don't dread teaching fraction concepts and skills to your students! Join us as we learn engaging activities that teach the fraction standards and allow your students to have fun at the same time! We will share and practice strategies that involve games and manipulatives to make fractions fun again that you can use immediately!

High Impact Strategies for Sustaining Girls’ Academic Interest and Career Pursuits in Mathematics (General Interest)

Presented by: Lorraine Howard,
Grades:

Webinar description: From a Whole Child Approach to Education, we know student academic learning develops in direct connection to social and emotional skills development. In alignment with the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, this webinar will—

A Lesson on Social Justice, What Should Be In It?

Presented by: Kwame Anthony Scott,
Grades: 6th to 8th, High School

Lesson Planning too often neglects to include the lifestyles of students of African ancestry. So, too often these students see no relevance in the lesson and it is not delivered from their point of reference. Thus, this presentation will merge a social justice approach to their life experiences with a mathematics topic with CRT.

Empowering Students in Math Through Entrepreneurship

Presented by: Erin Krupa, Michael Belcher, Jere Confrey,
Grades: 6th to 8th

Learn about the Design & Pitch Challenges in STEM: a curricular framework that situates middle grades mathematics learning in entrepreneurial pitch competitions. Participants will experience a challenge and explore how entrepreneurship can support interdisciplinary STEM learning, with a mathematics focus, to increase students' excitement for STEM.

Hands Down, Speak Out: Exploring the Crossover between Math and Literacy Talk

Presented by: Kassia Omohundro Wedekind, Christy Thompson,
Grades: PreK to 2nd

Come learn about Hands-Down Conversations, a structure for dialogue in which students take the lead, building agency and understandings as mathematicians and readers. We'll dig into strategies for engaging in argumentation and explore the crossover between the content areas.

Humanizing Online Mathematics Teaching: Possibilities and Resistance

Presented by: Mary Raygoza, Kelsey Macias, Nima Harirchian,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

TODOS: Mathematics for ALL 100 Days of Professional Learning Series Speakers

This webinar explores building beloved classroom community, fostering equitable participation, engaging students in collaborative group work, connecting mathematics to students’ lives and the world we are in, and centering trauma-informed and healing-centered practices in the online classroom. We will also explore resisting oppressive and inequitable aspects of shifts to distance learning.

Translanguaging to Persevere: Exploring Latinx Bilingual Students’ Collective Problem-solving

Presented by: Hector Morales, Joseph DiNapoli, Craig Willey,
Grades: 6th to 8th, High School

TODOS: Mathematics for ALL 100 Days of Professional Learning Series Speakers

This workshop explores the collaborative efforts of Latinx students drawing on their bilingualism to make meaning of mathematics. Through shared vignettes, student artifacts, and mathematical activity, we engage participants in analysis and discussion to inform ways of leveraging translanguaging to persevere in mathematics classrooms.

Supporting ELs through Mathematical Inquiry and the Discursive Assessment Protocol

Presented by: Richard Kitchen,
Grades: 6th to 8th

TODOS: Mathematics for ALL 100 Days of Professional Learning Series Speakers

A research-based protocol will be shared in this session that is specifically designed to support the mathematical learning of English Learners. The "Discursive Assessment Protocol" (DAP) supports equitable mathematical learning of ELs, while providing teachers with a useful tool aligned with best practices and the CCSS-M Mathematical Practices.

Amplifying Language in Sense Making Routines

Presented by: Nichole Lindgren,
Grades: 3rd to 5th

TODOS: Mathematics for ALL 100 Days of Professional Learning Series Speakers

How do you introduce the language that students will need to access and participate in a sense making routine and avoid a disconnected, rote introduction? In this session you will learn how to embed strategies into sense making routines to amplify language, provide access, and encourage participation for emergent multilingual students.

Making Math Culturally Relevant Through Experiential Learning

Presented by: Breedeen Pickford-Murray, Kevin Davis,
Grades: High School

Culturally relevant teaching is important, but it can seem like an impossible task to do it well. Often the missing ingredient in the classroom is student choice. Allowing students to develop their own projects gives them a space that honors who they are as individuals, helping them to form and develop their mathematical identities.

Developing Powerful Creators of Mathematics through Rich Argumentation Discourse

Presented by: Jennifer Knudsen, Teresa Lara-Meloy, Harriette Stevens,
Grades: 6th to 8th

Argumentation discourse has the potential to help students develop as powerful users and creators of mathematics in a classroom community. This requires specific attention to creating safe environments to engage all youth. Come learn how to help your students take on mathematical authority through rich activities and powerful teaching moves.

Playing with Mathematical Ideas

Presented by: Janice Novakowski,
Grades: PreK to 2nd

What is math? Where is math? Who does math? The goals of our district's math studio is support students' mathematical learning through connected and playful experiences while also creating opportunities for student agency through meaningful projects. Stories and examples from a three year project in a math studio with K-3 classes will be shared.

Talk Talk Talk Talk Talk: Routines for Math Workshop

Presented by: Le’Vada Gray,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

Research states that developing academic talk for underserved students is an effective method for teachers to help their students access mathematical concepts. In this session, teachers and coaches will examine number sense routines and discussion strategies to increase all underserved students' reasoning and discourse in a Math Workshop setting.

Sharing Skepticism and Arguing Constructively in Math Class

Presented by: David Wees,
Grades: High School

Do you want students to argue in class and build their capacity to construct and critique mathematical arguments? In this workshop, we will experience the Sharing Skepticism instructional routine designed to inclusively develop ALL students' ability to argue mathematically. We will unpack the routine together and prepare to enact it ourselves.

It's All about Connections: Let's See Why Geometry & Algebra Belong Together!

Presented by: Karen Greenhaus,
Grades: 6th to 8th

Come explore many algebra and geometry connections at this dynamic math webinar. Engage in learning activities that incorporate movement, visualization, data collection, graphing, and geometric constructions using free dynamic math technology, (ClassPad.net). The session focuses on building understanding of geometry concepts and applying algebraic reasoning. Math is about doing and seeing and connecting - join the fun! Free, ready-to-use lessons will be shared.

Supporting Students’ Voice in the F2F and Virtual Mathematics Classroom

Presented by: Thomasenia Lott Adams,
Grades: 3rd to 5th

In any mathematics learning community, students should have an opportunity to meaningfully engage in learning. For both F2F and virtual learning communities, teachers who plan for and encourage interactions that lead to the exchange of ideas create the engagement opportunities that give students valuable voice in the learning experience.

Promote Equitable Teaching Practices AND Focus on Content & Connections - Don't Settle For Only One!

Presented by: Farshid Safi,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

Engage in this interactive session that will showcase ways to promote equitable teaching practices while maintaining an intentional focus on connections & coherence. The power and promise of each and every student's identity and mathematical thinking should be visible and guide classroom instruction fostering mathematical notions and experiences.

Rich Tasks Require Rich Implementation for Rich Learning to Result

Presented by: Peg Cagle,
Grades: 6th to 8th, High School

Research documents the critical role of tasks in generating high-quality opportunities for student learning. Examine pedagogical choices that maintain richness of risk-taking & sense-making throughout implementation. Explore rich uses of everyday tasks. Expand capacity to engage students as mathematicians to build efficacy, agency & math identity.

Positioning Reluctant Students as Math Thinkers and Doers!

Presented by: Claudia Bertolone-Smith, Heather Crawford-Ferre, Lynda Wiest,
Grades: 6th to 8th

I don't get it!!!! Do you have students who position themselves as novice math thinkers and doers? Come view the answer to this question through the self-portraits and prose of middle school math students. We will discuss ways to understand what is underneath student positioning and how teachers can structure math learning to empower students!

Making the Most of Children's Literature: A Context to Explore Math and Understand the World

Presented by: Sue O’Connell,
Grades: 3rd to 5th

We recognize the value of children's literature in giving a context to explore math skills and concepts, but what if we could also spur students' understanding of the world and enhance their social consciousness through our selection of stories? Join us to explore books that engage students in thinking about mathematics and the world around them.

Turning Adversaries Into Allies: Building Community-Wide Support for Your Initiatives in Mathematics Education

Presented by: Mike Flynn,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

Any initiative in mathematics education, whether classroom-based or state-wide, requires support from stakeholders (students, parents, administrators, school board, etc.) if it is going to be successful. However, building and sustaining that support can be challenging, especially if there are pockets of skeptics actively working against your goals. This session will address these challenges and provide educators and leaders with strategies and resources to help them build momentum in their communities to support meaningful and powerful mathematics education for each and every student.

Supporting Students' Pathways through the Cycle of Inquiry and Justification

Presented by: Michelle Cirillo, Jenifer Hummer,
Grades: 6th to 8th, Higher Education

The Cycle of Inquiry and Justification was delineated as an essential concept for High School Mathematics (NCTM, 2018). After spending three years observing this cycle in classrooms, we identified the transition from conjecturing to proving as a key site for conceptual obstacles. These obstacles and strategies for overcoming them are explored.

Building Agency, Fostering Identities, and Promoting Social Change via Social Justice Contexts

Presented by: Marilyn Strutchens,
Grades: 6th to 8th

In this session, participants will experience how children's literature and other social justice contexts can be used to build agency, foster identities, and promote social change. NCTM's (2014) Mathematics Teaching Practices and other equitable teaching strategies will be highlighted. Participants will also examine student work and vignettes.

Teaching elementary school students to participate in mathematics discourse: techniques that work

Presented by: Paola Sztajn, Dan Heck, Kristen Malzahn,
Grades: PreK to 2nd

This session shares the idea that elementary school students need to learn to talk in productive ways during mathematics instruction and that ready-made techniques, when used in very purposeful ways, can effectively teach students how to talk in math class. Techniques from a successful professional development program will be shared.

You’ve Got Stories: Now It’s Time to Write!

Presented by: Angela Barlow, Thomasenia Lott Adams, Rick Anderson, Roger Day, Clayton Edwards, Alison Langsdorf, Sandra Madden, Rebecca Robichaux-Davis,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

Teachers have educational stories from which other teachers can learn. But writing an article – where do you start? This webinar will feature members of the MTLT Editorial Board and focus on the process of writing for publication. From identifying the idea to writing the manuscript, this webinar will include helpful hints, strategies, and resources to aid in this process.

Creating a Math Classroom of #DreamChasers

Presented by: Joanna Stevens,
Grades: High School

The 2014 Kentucky High School Teacher of the Year will share how she helps all students in her rural, low socioeconomic school chase their dreams with a growth mindset. The strategies will focus on establishing culture, engaging instruction, and leading the learning as teachers to empower all students to call themselves mathematicians.

100 (or So) One Hundred Grid Activities for the Algebra Student

Presented by: Elena Contreras Gullickson, Lesa Covington Clarkson,
Grades: 6th to 8th

The 100 grid is often used in elementary mathematics classrooms to introduce students to number patterns, addition, and subtraction. This workshop extends this tool to the middle school and high school learner beyond number sense and moves into algebraic thinking and problem-solving.

Representation, Computation, Communication: Purposeful Use of Routines within Curriculum Materials

Presented by: Kristin Gray, Jody Guarino,
Grades: 3rd to 5th

Instructional routines within the Illustrative Mathematics K-5 Curriculum support student and teacher learning. Participants will unpack the trajectory of instructional routines within the curriculum from two lenses; teacher learning and student learning and experience instructional activities that promote access and sense-making for all students.

Catalyzing Change in Middle School Mathematics: Initiating Critical Conversations Centered on the 4 Key Recommendations

Presented by: Sarah Bush, Christa Jackson, George J. Roy, Eric Milou,
Grades: 6th to 8th

Our current situation further brings to the forefront inequities and inconsistencies that exist within middle school mathematics programs. We will explore the four key recommendations from NCTM's recently released Catalyzing Change in Middle School Mathematics to examine the roles of middle schools in broadening the purposes of learning mathematics, creating equitable structures, implementing equitable instruction, and developing deep mathematical understanding. Special attention will be given to how Catalyzing Change can provide structure and guidance during our current situations – positioning the development of students' positive mathematical identity and strong sense of agency at the forefront. Let's work together to rightfully empower young adolescences through mathematics!

Catalyzing Change: An Overview of the 4 Key Recommendations for Early Childhood and Elementary Mathematics

Presented by: DeAnn Huinker, Cathery Yeh, Nicole Rigelman, Anne Marie Marshall,
Grades: 3rd to 5th, PreK to 2nd

Join us in this informative webinar as we take a closer look at NCTM’s recently released Catalyzing Change in Early Childhood and Elementary Mathematics. As we launch children on their mathematical journeys, we need to broaden the purposes of learning mathematics, create equitable structures, implement equitable instruction, and develop deep mathematical understanding. We will discuss and provide examples highlighting wonder, joy, and deep learning of mathematics. Special attention will be given to considering how the messages of Catalyzing Change challenge us to dismantle inequitable policies and practices in order to ensure the highest-quality mathematics education for each and every child.

Catalyzing Change Across All Levels: Opportunities and Challenges

Presented by: Robert Q. Berry III, Trena Wilkerson,
Grades: 3rd to 5th, 6th to 8th, PreK to 2nd

The current situation sharpens our view of inconsistencies and inequities that exist within the teaching and learning of mathematics across all grade levels. NCTM’s series of Catalyzing Change publications, including the recently releasedCatalyzing Change in Early Childhood and Elementary Mathematics, andCatalyzing Change in Middle School Mathematics highlight critical issues and provide guidance areas of focus for critical conversations and decision making in this time of significant need and opportunity.

Practices, Practices, Practices: 8 for Teachers, 8 for Students--How Do They Relate?

Presented by: Travis Lemon,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

8 Effective Teaching Practices and 8 Standards for Mathematical Practice can make for an overwhelming amount of things for teachers to keep track of, implement and monitor. Come and reflect on all of these practices, consider how they relate to one another and consider a framework that simplifies it to 3 but robust enough to handle it all.

Why Is That True? How Does It Work? Finding Multiple Answers for Mathematical Classroom Situations

Presented by: Connie Schrock,
Grades: 6th to 8th

What are the common mathematics classroom questions asked by your students as they learn? Are you ready to explain why? Why can't we divide by zero? What do you know about the data when you only have the box plot? When can you circumscribe a polygon? Why is a negative times a negative a positive? Help students explore to find their own understandings using multiple methods.

Productive Struggle for All: Supporting Students with Disabilities in a General Education Class

Presented by: Malia Hite,
Grades: 6th to 8th

Creating, fostering, and supporting productive struggle is key to effectively teaching mathematics to ALL students, but particularly students with disabilities. Learn specific strategies to engage students, individually and collectively, in productive struggle through task implementation and teacher responses to struggle.

The Ten Frame Grows Up: Using the 'Infinite Ten-Frame' in K-Grade 5.

Presented by: Kimberly Rimbey,
Grades: 3rd to 5th, PreK to 2nd

The ten-frame has been used as an organizational structure for numbers 0-10 for decades. However, this amazing tool has utility far beyond the early primary classroom. Join us as we explore ways to use the 'infinite' ten-frame structure to represent and operate with multi-digit numbers through classroom games and activities.

Celebrating 100 Years with 100 Problems Involving 100

Presented by: Patrick Vennebush,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

Celebrate NCTM's Centennial with 100 problems involving the number 100. We won't have time to solve them all, but you'll solve some, discuss others, and leave with a full set! Along the way, we'll discuss some deep mathematics, talk about problem posing, and maybe even generate a few new problems. Come to this session and centuplicate your fun!

The Mathematics of Game Shows, Anniversary Edition

Presented by: Bowen Kerins,
Grades: High School

Game shows are filled with logical and statistical questions, from the players' perspective but also from the producers' perspective. How are budgets estimated? How are games built toward a particular probability of victory? We'll play games and win prizes, then discuss the math from both sides of the games.

Pancakes, Pizza, and Fast Food: Great Contexts for Great Middle School Lessons and Projects

Presented by: Steven Leinwand,
Grades: 6th to 8th

This fast-paced, example-laden presentation will draw from a range of fast food contexts and data that provide great platforms for engaging students and reinforcing important skills and concepts. We'll look at accessible ways to milk pizza, pancakes, world records, ice cream, and hamburgers to support a full range of middle school mathematics.

The Practice of Statistics: YES, We Can Do It at School!

Presented by: Jane Watson,
Grades: 3rd to 5th

This session focuses on the 5 Big Ideas of Statistics “Variation, Expectation, Distribution, Randomness, and Informal Inference” and the Practice of Statistics from the GAISE Report for schools. Activities from grades 3 to 6 in STEM-related contexts are presented, emphasizing the importance of context, without which there would be no statistics!

Is 2020 Vision Good Enough? Looking Ahead to What Comes Next

Presented by: Cathy Seeley,
Grades:

For decades, NCTM has put forth a vision to prepare every student to think mathematically and solve problems. An Agenda led to action in the form of Standards, Principles, Focus, and more Action, followed by a Catalyst-all to make the vision a reality. What priorities should guide our work for the next decade and beyond? What actions will we take?

Creativity and Storytelling in Mathematics Lessons

Presented by: Phillipp Legner,
Grades: 6th to 8th, High School

For many students, learning mathematics is simply about memorizing abstract rules and procedures. In this talk, we want to explore how storytelling and real-life applications can make the content more accessible and engaging, and how creativity and problem-solving can show students the great power and surprising beauty of mathematics.

4 Strategies to Help Students Start Math Problems and Stick with Them

Presented by: Kyle Pearce, Jon Orr,
Grades: 6th to 8th

Frustrated with how easily some of your students just give up in math class? Let's Make Math Moments That Matter with these strategies we use to help build resilience and perseverance in all of our students. Walk away with strategies and the resources necessary so you can use these new ideas in your classroom immediately.

See It, Move It, Grasp It: Math with Virtual Manipulatives

Presented by: Chrissy Newell,
Grades: PreK to 2nd

Manipulatives are important tools that help young mathematicians make sense of complex math ideas. What changes or stays the same when students engage with virtual manipulatives alongside or in place of concrete ones? What are the opportunities and limitations? Explore these ideas using free virtual manipulatives - BYOD!

Challenging Dis/Abilities: Leveraging the Potential of All Students as Math Problem Solvers

Presented by: Cathery Yeh, Emilia Frias, Melissa Brennan, Brian R. Lawler, Bryan Meyer,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

How can I leverage the potential of ALL students, including students with dis/abilities, as problem solvers and risk takers? Come engage in math play and learn how to adapt current math curriculum to promote deeper engagement in math concepts and account for and leverage student differences. This session is for general and special educators.

Problems to Ponder: You Know You Have a Really Good Problem for You and Your Students When . . .

Presented by: J. Michael Shaughnessy,
Grades: 6th to 8th, High School

In this session I propose to share with the participants some of the best 'Problems to Ponder' that I have encountered and used with many different groups of students and teachers for more than 40 years--with elementary, middle, and secondary math teachers, perspective teachers and their students! Participants will engage in collaborative pondering.

The Future of Mathematics Education: Using Artificial Intelligence to Provide Efficient Feedback

Presented by: Hilary Kreisberg, Cristina Heffernan,
Grades: 6th to 8th

Daily communication has become easier and quicker with the help of smart technology. Suggested replies and text messages allow us to easily click and send rather than spending time writing. In this workshop, you will learn about how artificial intelligence is advancing the mathematics education field and how you can play a role.

Engaging Families in Math Fact Fluency

Presented by: Jennifer Bay-Williams,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

Are you creating positive change by teaching basic facts with strategies and games, while eliminating timed tests? Then parent outreach is essential! Parents need to know why traditional fact activities are changing. Come explore a collection ways to help parents see the value of a strategy-based approach and better support their child's fluency.

How We Move from Equality to Equity and Justice in Mathematics Teaching

Presented by: José Vilson, Marian Dingle,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

How do we move towards equity for all of our children? We will discuss how our schools can redistribute power in and out of the classroom. We include issues of community, reparations, and the work we must do to assure our students have supportive environments. We pay special attention to issues of culture and diversity from multiple lenses.

Solving the Problematic: Creating Tasks, Lessons, and Projects That Model Our Actual, Messy World

Presented by: Carl Oliver,
Grades: 6th to 8th, High School

Modelling helps students apply math, are they applying it in the world they actually live in? Learn how to use math to explore systems from our world, even the messy ones. Pull ideas from tested examples, find topics that are relevant for your students, discuss best practices and cautions for designing your own routines, lessons, and projects.

The 5 Practices in Practice: Taking on Classroom Challenges

Presented by: Victoria Bill,
Grades: 3rd to 5th

One of the five practices of orchestrating discussions, anticipating, will be the focus. Consideration will be given to strategies students use when solving a challenging task; how to respond to student work; and which student strategies address the mathematics to be learned. Challenges and how to address them will be considered.

Your Mathematics Heart and Soul: Living the Quadrant II Life!

Presented by: Timothy Kanold,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

You choose the teaching profession, promising to be a force for positive change. Yes! And then you wonder, 'How do I show up every day and maintain a positive mindset?' 'How do I develop academic self-efficacy in mathematics, and avoid burnout? In this inspirational session, you will examine the secret to sustaining a healthy professional life!

Recommendations for Statistics in the Secondary Curriculum: Implications for Teachers

Presented by: Gail Burrill, Chris Franklin,
Grades: High School

Catalyzing Change recommends essential statistical concepts as part of the curriculum for every high school student, building on the foundation laid in the middle grades. The challenge: statistics is different from mathematics. What do we need to know to teach statistics well? What is important and how should we think about teaching it?

It's Not Always Simple to Make a Problem Simpler: Seeking Connections That Aren't Apparent

Presented by: William Speer,
Grades: 6th to 8th

This session explores the problem-solving strategy of 'Make It Simpler' in a context that goes far beyond only using more convenient numbers. Problems that do not appear to have clear pathways to solution are used to illustrate how 'making it simpler' through metaphor and context shifts can lead to increased discourse and deeper comprehension.

Division by Zero: The Math, the Myth, and the Legend

Presented by: Joann Barnett,
Grades: 3rd to 5th

Our students ask, 'Why can't you divide by zero?' Even if the calculator is used as the authority, the 'Division by Zero Error' result is not enough to convince our students nor help them understand why you can't. In this workshop we will use hands-on, contextual problems to help students understand that there's more to this than 'You just can't.'

The Five Practices in Practice: Orchestrating Productive Mathematics Discussions in High School

Presented by: Mike Steele,
Grades: High School

Productive mathematics conversations around rich high school mathematics content are possible with each and every learner! We share brand new video and resources to explore the five practices for productive mathematics discussions - anticipating, monitoring, selecting, sequencing, and connecting - and how they come to life in the classroom.

Orchestrating Productive Mathematics Discussions: Overcoming the Challenges

Presented by: Margaret (Peg) Smith,
Grades: 6th to 8th

The 5 Practices - anticipating, monitoring, selecting, sequencing, and connecting - provide a model for effectively using student responses in whole class discussions. Enacting the model, however, is not easy. This session will focus on identifying the challenges associated with the 5P's and providing insights on how to address those challenges.

Discover and Leverage Your Students' Strengths through Powerful Asset-Based Instructional Design

Presented by: Beth Kobett,
Grades: 3rd to 5th, 6th to 8th, PreK to 2nd

We have been traditionally taught to identify and remediate students' mathematical misconceptions and weaknesses. This session is about reframing students' mathematical learning opportunities by identifying students' strengths to develop powerful and strategic learning opportunities that capitalize on those strengths to build mathematical success.

From Knowns to Unknowns: A journey into Teaching Mathematics

Presented by: Trena Wilkerson,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

Webinar description: For me teaching has been a journey encountering things I knew would happen and then at times, things that were unknown. Knowns may be our students, our goals, or our purpose in teaching. Unknowns might include changes in curriculum and assessment, life experiences, and global events such as we are experiencing now. All these happenings shape us as individuals, as a learning community, and as teachers of mathematics. Join me in exploring this journey and ways NCTM can connect, support, and grow our mathematics teaching and learning community in the knowns and in the unknowns.

Vulnerability as Self-Care

Presented by: Laila Nur,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

Not much can prepare us for the emotional strength and investment that is required to be an educator. We give so much. The emotional toll of teaching can cause us to suppress “negative” emotions as a defense mechanism, but this does more harm than good. This session will work to create a safe space for us to process, reframe, and learn how to share those emotions as an act of vulnerability for our own self-care.

Using Math to Make Sense of Our World: Pandemics, Viruses, and Our Actions

Presented by: David Barnes, Beth Kobett, Jeff Shih, Sarah Bush, Dan Teague,
Grades: 3rd to 5th, 6th to 8th, High School, Higher Education, PreK to 2nd

Our world has changed with the spread of the coronavirus Covid-19 and mathematics provides a tool to better understand what is happening, why we are acting differently, and how to use mathematics and statistics to consider various statements about the situation. Spanning elementary through high school we will consider ways to engage in understanding the situation using mathematics.

Resiliency, Creativity, and Adaptations: Telling our Stories

Presented by: Robert Q. Berry III,
Grades:

The current context has demonstrated the importance of building resilience in a rapidly changing landscape. While many of us face challenges, such as quickly adapting the ways we teach, adapting work responsibilities with family responsibilities, and adapting approaches to engage in self-care and connecting to others. We are incredibly resilient, and the current context reminds us that we are preparing learners for an unpredictable world requiring informed decision making, creative problem solving, and adaptability. This webinar focuses on stories of resiliency, creativity, and adaptations.

The programs of the National Council of Teachers of Mathematics present a variety of viewpoints. The content and views expressed or implied in these presentations should not be interpreted as official positions of the Council. References to particular commercial products by a speaker are not an NCTM endorsement of said product(s) and should not be construed as such. Any use of e-mail addresses beyond personal correspondence is not authorized by NCTM.