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Please note, the agenda presented below is subject to minor changes, additions and other edits between now and the conference.  

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

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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), 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).

Participants will have opportunities to solve tasks aligned with grade 5-6 CCSS Standards in Number & Operations – Fractions. Participants will also share their mathematical solutions to these sample tasks with others. Teams will then 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
Sweeney C
  • 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.
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Attendees (19)