Welcome to the 2019 MidSchoolMath National Conference! #MidSchoolMath2019

Looking for Session Handouts? Check out the Conference Dropbox at http://bit.ly/MidSchoolMath2019Additional materials will be added as they are provided. 

Thank you for joining us in Santa Fe for our 6th Annual Conference! If you selected your sessions prior to Sunday, 2/24, a print copy of your personalized schedule will be provided in your attendee packet. You’ll also get a daily agenda email from SCHED!

As a reminder, helpful information about traveling to Santa Fe, including airport shuttle services, featured hotels, getting around town, restaurants, and more can be found here.  

After the Conference, please take a moment to provide session feedback using SCHED! Thank you!

Back To Schedule
Friday, March 1 • 10:45am - 12:00pm
Supporting the Learning of ELLs through Discourse and Assessment

Log in to save this to your schedule, view media, leave feedback and see who's attending!

Feedback form is now closed.
Limited Capacity seats available

In this session, we will share a research protocol developed to support the mathematical learning of English Learners (ELs). The goal is for the tool, the “Discursive Assessment Protocol” (DAP), is to support equitable mathematical learning of ELs, while providing teachers with a useful tool aligned with best practices and the CCSS-M Mathematical Practices.

Given the lack of tools that teachers have to support the learning and achievement of ELs, we believe that the development of a formative assessment tool such as the DAP is important to support teachers of ELs to have detailed assessment information about their students’ mathematical strengths. We hypothesize that the use of the DAP will also help teachers have a better understanding of EL students’ thinking in mathematics, which will lead to improved instruction and enhanced student learning and achievement. Additionally, the research team believes the tool is significant not just for cognitive reasons, but also because the tool has the potential to support teachers to develop positive and impactful academic relationships with their Latino/a students (Kitchen, Burr, & Castellon, 2010). This is noteworthy given the plethora of examples in the research literature documenting how teachers and administrators seldom form the sort of meaningful relationships with youth valued within Latino/a culture (e.g., see, Suárez-Orozco, 1989; Valenzuela, 1999).

In this session, you'll learn about the tool, have the opportunity to solve tasks aligned with grade 5-6 CCSS Standards in Number & Operations – Fractions, and share your mathematical solutions to these sample tasks with others. We'll also view videos of 6th grade ELs solving these same mathematical tasks and, with the aid of prompts, examine issues related to equity and access and teacher moves made to support equity and student access.


Lorenzo Gonzales

Education PD Specialist, Los Alamos National Laboratory
Dr. Gonzales has been a leader of LANL's Math & Science Academy (MSA) since 2002. Through MSA, he has worked to increase teachers’ use of research-supported practices to conduct effective math and science lessons in their classrooms. He is currently working with his colleagues in... Read More →
avatar for Richard Kitchen

Richard Kitchen

Professor, Wyoming Excellence in Higher Education Endowed Chair in Mathematics Education, University of Wyoming
Richard Kitchen is Professor and Wyoming Excellence in Higher Education Endowed Chair in Mathematics Education at the University of Wyoming (UW). Dr. Kitchen was the co-Principal Investigator of the Center for the Mathematics Education of Latinos/as (CEMELA) that was funded through... Read More →

Friday March 1, 2019 10:45am - 12:00pm MST
Sweeney B
  Sessions: Educational Equity
  • MATH STANDARDS & PRACTICES Grades 5-6 CCSS Standards in Number & Operations – Fractions with 'Discursive Assessment Protocol' incorporating all eight of the Math Practice
  • WHAT WILL ATTENDEES GAIN? Participants will learn about equity and student access in general, what these constructs are, and some of what the research literature says about equity and access
  • BEYOND "STAND & DELIVER" Significant time will be devoted during the session to participants solve tasks aligned with grade 5-6 CCSS Standards in Number & Operations – Fractions.