2019 MidSchoolMath National Conference: Full Schedule

Welcome to the 2019 MidSchoolMath National Conference! #MidSchoolMath2019

Looking for Session Handouts? Check out the Conference Dropbox at http://bit.ly/MidSchoolMath2019! Additional 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!

7:30am

Pre-Conference Workshop: Arrival & Check-In

Limited Capacity filling up

Thursday February 28, 2019 7:30am - 8:30am
Lobby

Pre-Conference Workshop

8:30am

Pre-Conference Workshop: Mathematical Mindsets: Teaching Through Open, Creative Mathematics and Brain Science Messages

Limited Capacity full
Adding this to your schedule will put you on the waitlist.

Join us on Thursday, February 28 for this special pre-conference workshop with Jo Boaler and Cathy Williams of YouCubed! Take advantage of this unique opportunity to learn from the leading experts on mathematical mindsets, exploring cutting-edge research along with best practices, creative exercises and more that you can can actually use with your students! You’ll also receive a free Mathematical Mindsets.

This workshop can be added to your conference registration for $150.

"Jo Boaler calls out the mindsets that can cripple a student's aptitude for math and ways to change them. More than just a replacement set of positive messages, [Mathematical Mindsets] elaborates practical, research-tested strategies for teaching, assessment, practice, and homework—all to help a student learn and love to learn mathematics."

—Dan Meyer, worker, learner, go-getter, writer, speaker

Moderators

Gladys Graham

MidSchoolMath

Gladys Graham's life’s work has been supporting the development and sustainability of positive school culture, high student academic performance and effective leadership. She excels at designing and facilitating professional development for teachers, students and school leaders... Read More →

Kevin Simpson

Managing Director, KDSL Global

Kevin Simpson launched KDSL Global, an education consulting company in 2016 in the USA and in the UAE. The company focuses on empowering educators and education businesses globally. Mr. Simpson has served 500+ schools and thousands of educators worldwide in 20 countries. The majority... Read More →

Speakers

Jo Boaler

Professor of Mathematics Education, Stanford University

Dr. Jo Boaler is a Professor of Mathematics Education at Stanford University, and the co-founder of youcubed. She is also an analyst for PISA testing in the OECD, and author of the first MOOC on mathematics teaching and learning. Former roles have included being the Marie Curie Professor... Read More →

Cathy Williams

Executive Director, youcubed

Cathy Williams is the Co-Founder and the Executive Director of youcubed. Previously Cathy served as the Director of K-12 Mathematics in the Vista Unified School District where her professional development series earned a California State Golden Bell Award. Cathy’s former roles have... Read More →

Thursday February 28, 2019 8:30am - 3:00pm
Sweeney B

Pre-Conference Workshop

3:30pm

Early Check-in: Pick up your Attendee Packet

Limited Capacity seats available

Planning to arrive in Santa Fe on Thursday afternoon?
Stop by the Convention Center between 3:30 and 5:30 pm to pick up your attendee packet, so you can skip the check-in lines on Friday morning! Please use the Grant Avenue Entrance to the Lobby.

Note: Free 10 minute parking is available in the Grant Avenue Loading Zone.

Thursday February 28, 2019 3:30pm - 5:30pm
Lobby

General Session

7:15am

Arrivals, Check-ins & Breakfast Snacks

Check-in with the MidSchoolMath Team to pick up your attendee packet, then meet and mingle with fellow attendees while enjoying complimentary coffee, tea and breakfast snacks!

If you picked up your attendee packet on Thursday, you will NOT need to stop by the registration desk again. But make sure to arrive at the Convention Center in plenty of time to have a snack and be in the ballroom before 8:15 am!

Friday March 1, 2019 7:15am - 8:15am
Lobby

General Session

8:15am

Opening Session: WAGONS

Limited Capacity filling up

Grab your boots and dust off your hat, we are hitting the trail to Mexico City!

Moderators

Gladys Graham

MidSchoolMath

Kevin Simpson

Managing Director, KDSL Global

Speakers

Scott Laidlaw

Co-founder, MidSchoolMath

Scott Laidlaw is a math teacher-turned-game designer. With 14 years of in-classroom teaching experience at the elementary, secondary and university levels since earning his doctoral degree from the University of Northern Colorado, Scott has focused on research into how students learn... Read More →

Megan LeBleu

Director of Curriculum, MidSchoolMath

Megan LeBleu is a National Board Certified teacher with 14 years' experience teaching math at a high-poverty middle school in Albuquerque, New Mexico. During those years she became a master at collaborating with fellow teachers, making math curriculum engaging and accessible to students... Read More →

Friday March 1, 2019 8:15am - 9:25am
Grand Ballroom (Sweeney E/F)

General Session

9:25am

Transition to Sessions

Limited Capacity filling up

Head off to your first Concurrent Session!
Concurrent sessions are held in breakout rooms that are clustered in three areas within the Convention Center. Use the Convention Center map provided in your attendee packet, the mobile sched app or ask a MidSchoolMath Volunteer if you need help locating your breakout room.

Friday March 1, 2019 9:25am - 9:40am
Lobby & Pre-Function Hallway

General Session

9:40am

"Culture Eats Strategy for Breakfast" (EDUCATION LEADERS ONLY - see description)

Limited Capacity filling up

Peter Drucker, management guru, is known for saying "Culture Eats Strategy for Breakfast." In this session inspired by this famous saying, Superintendents, Curriculum Directors and Principals charged with meeting district goals can explore how to create and cultivate a thriving learning environment for teachers and students.

Please note: This session is part of the New Mexico Mathematics Meeting for Superintendents and Principals.

All educational leaders attending the Conference, such as Superintendents, Curriculum Directors, District Coordinators and Principals, are welcome to attend.

Speakers

Gladys Graham

MidSchoolMath

Kevin Simpson

Managing Director, KDSL Global

Friday March 1, 2019 9:40am - 10:25am
O'Keeffe

New Mexico Mathematics Meeting for Superintendents and Principals, LEADERSHIP FORUM

9:40am

Language-Based Math Instruction for Struggling Learners

Limited Capacity full
Adding this to your schedule will put you on the waitlist.

Join us to learn about our language-based method of math instruction for struggling learners that has consistently provided increased intrinsic student motivation, increased confidence, increased problem solving/reasoning skills and strong learning gains in our lowest middle school math performers. This session acknowledges the complex language involved in understanding, practicing and mastering new middle school math standards and explores how to repair and build the critical foundational pieces

Experience the instruction like a student, with a casual, interactive introduction of the target skill and vocabulary through riddles and word-play. This classroom opportunity, as well as mini mock lesson, provide for independent thinking, scaffolded brain-storming, and practice with figurative language. Following this discussion we will move quickly into a cooperative, hands-on game involving the target vocabulary and concepts. We will end the mini-mock lesson, segueing into standards-based practice problems.

We'll wrap up this session with Q &A, provide a brief history of how this class was developed and share success stories. You'll leave with specific real-world activities, ideas for stations, games, hands-on tasks and vocabulary building.

Speakers

Thyra Schwab

SLP, Imagine School at Palmer Ranch

I have been a speech/language pathologist in Sarasota, Fl for 23 years. I have experience in several settings, but quickly found that school-based practice was my passion. For the last 10 years I have worked at a charter school, Imagine Schools Palmer Ranch, where I realized that... Read More →

Corry Tyle

ESE Liaison, Imagine School at Palmer Ranch

With 8 years in the business world and 15 years as an educator, I am currently the ESE Liaison, ESE Middle School Math Teacher and Intensive Math Teacher at the Imagine School at Palmer Ranch in Sarasota, Florida. Previously, while in the regular education classroom, I felt the... Read More →

Friday March 1, 2019 9:40am - 10:25am
Sweeney D

Sessions: Educational Equity

MATH STANDARDS & PRACTICES CCSS 6.NS.C.5
WHAT WILL ATTENDEES GAIN? real-world activities, ideas for stations, games, hands-on tasks and vocabulary building.
BEYOND "STAND & DELIVER" Play word games to introduce new vocabulary and ensure understanding of previously learned vocabulary.

9:40am

More Thinking Does Not Equal More Work

Limited Capacity filling up

This session is focused on defining the concept of rigor and how it affects the mathematics classroom.

We will explore the three components of rigor: conceptual understanding, procedural fluency and application. You'll be given information to categorize their respecting grade level standards, and have the opportunity to sort and discuss mathematical standards to determine if the goal of the standard is conceptual, procedural fluency or application.

Within provided standards, you'll also investigate rigor in terms of tasks, working in groups to modify tasks to increase and decrease the difficulty and complexity to meet the needs of their students.

Speakers

Christine Nordman

Math Coach, Casa Grande Elementary School District

I am a mathematics and science coach in the Casa Grande Elementary School District. I have previously taught 7th grade mathematics and have now taken over the coaching position. I have been involved in a mathematics cohort in the district aimed at shifting the mindset of instruction... Read More →

Whitney Spawn

Teacher, Casa Grande Elementary School District

I currently teach 7th grade mathematics and serve as my school's Mathematics Instructional Coach. I have been involved in a district cohort for the past five years that works to improve the mathematical mindsets of teachers and students.

Friday March 1, 2019 9:40am - 10:25am
Sweeney A

Sessions: Engage & Explore: Creative Ideas in Lessons & Learning

MATH STANDARDS & PRACTICES We will use our knowledge of rigor in order to explore the intent of the Common Core State Standards, exploring a range of standards.
WHAT WILL ATTENDEES GAIN? Attendees will practice sorting Common Core State Standards by conceptual understanding, procedural fluency, and application.
BEYOND "STAND & DELIVER" The attendees will gain hands-on experience by sorting standards by the aspects of rigor.

9:40am

Constructivist Teacher Gone Rote?!

Limited Capacity seats available

This workshop is about honoring students' sense-making ability. We take it from them when we introduce rules too early. Students are often not given the high level challenge of fully internalizing why the rules work and creating proofs for themselves. Instead, 'challenge' is often interpreted as accelerating through content with more memorization and "tricks" to master.

As the entry grade (5th) math teacher to students coming from a variety of elementary schools, students arrive in my room already knowing techniques and formulas, many of which are simply rote. Embracing this, I have the kids do the harder work of proving how and why they work. They create a flyer/booklet of rules and their proofs. Why does the butterfly comparison work? Why do we "copy, dot, flip"? What does fraction multiplication and division “look” like? I come from constructivist roots (Pat Campbell, Tom Rowan) and cannot deny students using the shortcuts and formulas to which they have been exposed.

To set the expectations for the depth of thinking required in their proof-driven “Why the Rules Work” books, I pose a group hands-on prompt/story that challenges kids to apply critical ideas of equivalency and addition/subtraction. This exploration provides insight into students' prior knowledge and offers formative feedback through observation, interview, self-reflection and presentation of a “Mystery Strip” poster. The final product reflects a collective group summary and offers proof/justification of each team’s results.

This session is being offered twice; please only sign up for one of the two sessions.

Speakers

Patricia Noble

Math Teacher, The Overlake School

I began my teaching career in rural Vermont and relocated to the Washington DC

Friday March 1, 2019 9:40am - 10:25am
Milagro

Sessions: Math Story Projects & Immersions

9:40am

Math for Space Cadets

Limited Capacity seats available

Why we Look Upwards: early civilizations all over the world spent their evenings doing what we still do today, looking up at the sky in wonder. From Ptolemy to Copernicus, early mathematicians had one thing in common: they were curious. This curiosity inspired them to seek answers to explain the universe and their findings went on to become the cornerstones of essential algorithms that we have come to know as constant and unchanging laws.

The goal of this investigation and the projects that support it are designed to develop students’ understanding of the importance of curiosity to develop clear explanations for “why things are the way they are.” By providing historical background in which inspiration served as a pathway to important revelations, we can develop students’ sense of curiosity (or wonder) to give meaning behind the “desire to understand.” By uncovering secrets of the heavens, students obtain a more well developed understanding of not only the workings of the universe but ultimately become curious about their own environment and inspired to seek out answers to better understand their role within it.

In this project students will:
- Be introduced to great mathematical discoveries in astronomy and the individuals behind them.
- Discuss and share their experiences with other students
- Manipulate important equations to demonstrate their own understanding of great discoveries.
- Perform hands on experiments.
- Summarize their experience and understanding through a final project.

BOYD: Please bring a laptop, tablet or iPad with you to this session, if you have one available.

Speakers

Matthew Kolb

Teacher, Ethical Culture Fieldston School

Matt Kolb is currently a teacher of mathematics at The Ethical Culture Fieldston School. He has developed academic curriculum in business education for Pace University in New York City and New Rochelle High School in New Rochelle, NY, developed multi-topic curriculum for the Learning... Read More →

Friday March 1, 2019 9:40am - 10:25am
Lamy

Sessions: Math Story Projects & Immersions

MATH STANDARDS & PRACTICES 6.EE.A2a Write expressions that record operations with numbers and with letters standing for numbers.
WHAT WILL ATTENDEES GAIN? Understanding the desired outcome of each class experience and managing student time is important.
BEYOND "STAND & DELIVER" The instruction far removed from “stand and deliver”. Students are engaged and participating from the first few minutes. Questions arise immediately.

9:40am

Mission: Impossible? The Art of Engaging Activities

Limited Capacity full
Adding this to your schedule will put you on the waitlist.

Have you wondered how to take an activity and make it applicable to any math topic, any grade level? Come check this session out and turn the impossible into reality!

Mission: Impossible explores an activity I've developed and used in multiple grade levels on various math topics. In this session, you'll participate in a multi-stage activity that facilitates collaboration, problem solving, perseverance, and mathematical reasoning . . . Will your group prevail and show Mission: ACCOMPLISHED? Come check it out!

After getting a chance to experience the math, you will understand the back-planning that went into it and how to go from Common Core priority standards to question creation. There will also be time to ask one-on-one questions and answers, followed by a troubleshooting / brainstorming discussion.

Speakers

Aaron Anderson

6th Grade Math Teacher, Truman Middle School

I have been a middle school math teacher for going on 9 years. Beginning in a 7th grade classroom and jumping up and down from 6th to 8th, then 7th, and back to 6th, I became familiar with the progression of standards and the needs of my students. Working in 2 underperforming... Read More →

Friday March 1, 2019 9:40am - 10:25am
Sweeney B

Sessions: Math Story Projects & Immersions

MATH STANDARDS & PRACTICES 6th - 8th grade CCSS
WHAT WILL ATTENDEES GAIN? As a former attendee and one of many math conferences, I always felt I was given projects that worked for one activity, but ONLY that one activity.
BEYOND "STAND & DELIVER" Opportunity to experience it from the student perspective.

9:40am

Zombie Math Adventure

Limited Capacity seats available

This session will introduce attendees to a tool that I developed as part of my Master's Thesis: Zombie Math Adventure (ZMA).

ZMA is an online math story curriculum that students can work through at their own pace. It covers CCSS in Pre-Algebra and Algebra I, is web based so it can be accessed from any computing device, has built in error checking so students can get immediate feedback, and spirals through the curriculum content so the types of problems are always fresh and interesting. The problems are presented in the context of the story, so that the math doesn't feel forced or inauthentic.

During the session, attendees will be able to use the ZMA website, learn about its development and the code behind it, and learn about ways to use it to enhance what they are already doing in the classroom. They will leave with a finished tool that they can introduce to the classroom the very next day, if they choose to.

BOYD: Please bring a laptop, tablet or iPad with you to this session if you have access to one.

Speakers

Brian Smith

Computer Science Teacher, Santa Fe High School

Brian Smith grew up in Charlottesville, Va., attended Cornell University, and double-majored in Archaeology and Anthropology. After graduating from college, he joined Teach for America to teach high school Science in Zuni, NM. He’s been teaching on and off ever since, including... Read More →

Friday March 1, 2019 9:40am - 10:25am
Peralta

Sessions: Math Story Projects & Immersions

MATH STANDARDS & PRACTICES Exponential growth/decay, functions, solving multistep equations, linear inequalities, single variable inequalities, graphing linear equations, operations with fractions, etc.
WHAT WILL ATTENDEES GAIN? They will gain access to a free, online math story project based around zombies that gives their students immediate feedback and control over the outcome of the story.
BEYOND "STAND & DELIVER" Attendees will have the opportunity to have hands-on time with the tool and practice using it to evaluate whether or not it would be appropriate for their classrooms.

9:40am

Giving Light to Others: Lantern Project

Limited Capacity full
Adding this to your schedule will put you on the waitlist.

Lantern Projects was adopted from High Tech High in San Diego and is a wonderful low floor, high ceiling opportunity for Middle School students to connect Mathematics, Language and Literature, and Service Learning.

In this project, students learn about Geometry and Algebra by designing and creating their own lanterns. Each of the lanterns are constructed using wooden skewers and tissue paper or similar material. They also explore various cultures around the world through the lens of important global issues. Their final product is a polyhedron lantern that is part of a silent auction to raise awareness and funds for a community improvement project of their choice through the non-profit organization, Lantern Projects.

Students begin by completing Geometry packets which include a review of angles, area, surface area, and volume. These packets also guide with the planning and construction of the polyhedron lantern.

As an optional opportunity that brings in Language and Literature, students have the chance to meet with the Language and Literature (English) teacher to research countries around the world that depend on the Lantern Projects organization to help meet a range of needs. Students are welcome to group together to help the same cause, and, with the help of their English teacher, write an informative and persuasive writing piece that sheds light on the community in need and explains why others should purchase their lanterns in order to help.

In this session, we'll go through this hands-on, real-life math project.

Speakers

Carrie Zulanas

Dean of Academics, St. Mary's School

Nancy Qushair

Algebra 1A Teacher/Math Dept. Chair, St. Mary's School

Nancy Qushair is the Department Chair of Math and an Algebra 1A Teacher at St. Mary’s School in California. She also serves as the Director of Summer Academic Prep and has been the lead coach for the International Maths Quest Competition for the last 12 years. In 2017, the Society... Read More →

Friday March 1, 2019 9:40am - 10:25am
Nambe

Sessions: Mathematical Mindset & Deeper Learning

MATH STANDARDS & PRACTICES Essential Questions: What? How? What? Learning Goals: Reading, writing, solving and graphing equations; Surface area; Volume; Angles
WHAT WILL ATTENDEES GAIN? Each attendee will receive all the packets with an instruction guide to help students complete the project.
BEYOND "STAND & DELIVER" Participants will work through the design cycle and begin to construct their own lantern.

9:40am

Mindset in Mathematics

Limited Capacity seats available

My session will focus on mindset and fostering a growth mindset among students, based off of the works of Carol Dweck in her book “Mindset”.

At the beginning of the year, I have students read a very short article on mindset and the difference between a fixed and a growth mindset. The basics are in a fixed mindset you believe you are an end product, but in a growth mindset you believe that mistakes can help you learn and that with proper teaching and practice you can become better than you were before. The article talks about the brain being a muscle and that with new brain research involving neuroplasticity, the brain is very capable of growing, stretching and becoming stronger, much like a muscle.

The learning about mindset and reading the article serves at the foundation for my Mindset Mondays. Every Monday, I discuss a famous person, either an athlete, writer or entrepreneur who had to overcome obstacles to be successful. I talk about how Michael Jordan didn’t actually get his first college of choice, or how Thomas Edison had over 100 patents fail before he had success. Pictures of these celebrities get put on my “Mindset Wall.” Then after two trimesters of Mindset Mondays, I ask students who have overcome obstacles to write a narrative of what they have overcome to be successful in my class and they then get a picture of themselves on the mindset wall with the famous celebrities. Students are thrilled when I invite them to be put on the mindset wall and it sends a strong message to them, that with hard work, a growth mindset and perseverance, anything is possible!

Speakers

Jeremy Negus

Teacher, Iowa City Community School District

I am currently a Junior High Math Teacher. I have taught both at the high school and junior high levels. I have been an administrator at the elementary and junior high levels. I have now landed in a place that I am loving: teaching junior high math with amazing colleagues in... Read More →

Friday March 1, 2019 9:40am - 10:25am
Sweeney C

Sessions: Mathematical Mindset & Deeper Learning

MATH STANDARDS & PRACTICES Dweck’s mindset theory goes hand in hand with the Common Core's Standards for Mathematical Practice (SMPs) in conveying a growth mindset in the classroom.
WHAT WILL ATTENDEES GAIN? Understand that mindset is the lens through which teachers teach and students learn,know the difference between a fixed and a growth mindset.
BEYOND "STAND & DELIVER" Attendees will be asked to share and engage throughout the session.

9:40am

Student Math Circles

Limited Capacity filling up

Have you heard about Math Circles? Math Circles are an effective way to engage students in learning, exploring and having fun with mathematics and its uses. This is done in a collaborative environment, fostering the development of creative thinking skills through problem solving.

In this session, for those new to the concept of Math Circles, we'll share an example of a circle topic titled "Rational Tangles". The concepts in this activity include putting mathematical values with physical movements. The activity involves movements that "tangle" two ropes together and the goal is to derive the math that goes with the three movements in this activity in order to "untangle" the ropes. (The three movements are Twist, Rotate and Display.)

You'll have the chance to do the the activity and experience how a math circle is managed, while learning more about how we have integrated Math Circles into learning in our school.

Speakers

Joan Funk

Math Teacher, Notre Dame Academy

Joan has been teaching mathematics for 30 years at the secondary level. The courses span the curriculum from 7th grade math to Integrated Math 2. She is a founding member of the Black Swamp Math Teachers Circle and one of the founding teachers of the Notre Dame Academy Student... Read More →

Marcia Miller

Math Teacher, Notre Dame Academy

I have been teaching mathematics for 35 years at the secondary level. The courses span the curriculum from Pre-Algebra to International Baccalaureate Math Studies. I am a founding member of the Black Swamp Math Teachers Circle and one of the founding teachers of the Notre Dame... Read More →

Friday March 1, 2019 9:40am - 10:25am
Coronado

Sessions: Mathematical Mindset & Deeper Learning

MATH STANDARDS & PRACTICES Math Practice Standards: MP1. Make sense of problems, persevere in solving them; MP2: reason abstractly and quantitatively; MP3: construct viable arguments; MP4: model with mathematics; MP6: attend to precision.
WHAT WILL ATTENDEES GAIN? Attendees will have a clear understanding of what a math circle is and how it fosters student excitement in mathematics.
BEYOND "STAND & DELIVER" Experience a Math Circle and participate in the physical movements of creating a tangle and then will develop the math to 'untangle' the ropes through questioning and discussion with other attendees.

10:25am

Snack Break

Help yourself to a snack, along with fresh coffee, tea or water, then head off to your next Concurrent Session!

Snack and Beverage stations are located in both the Lobby and the Pre-Function Hallway.

Friday March 1, 2019 10:25am - 10:45am
Lobby & Pre-Function Hallway

General Session

10:45am

Real Leadership to Move Math Far Ahead (Education Leaders only - see description)

Limited Capacity full
Adding this to your schedule will put you on the waitlist.

As school, district and state mathematics leaders, we must be advocates – squeaky wheels and consciences if you will – for great math for all students. Squeaky wheel advocates push back. They walk into the principal’s office to argue for changes in school schedules that undermine mathematics. They gather the data no one wants to see that show that students who are tracked into lower-level, lower expectations courses actually do worse each year. They plead with the assistant superintendent to fund document cameras in every classroom where mathematics is taught. They stand up at school board meetings, often at great risk, and urge policies that support course committees, time for collaborative structures and coaches.

These department heads, coaches and supervisors are no longer just cogs in a monolithic, change-only-from-the-top institutions. Rather, they are integral parts of the shared leadership found in all effective organizations. In the end, while holding themselves accountable for positive changes, these leaders are first to give the credit to others and quickly move on to the next critical initiative to ensure that mathematics works for every student.

Please note: This session is part of the New Mexico Mathematics Meeting for Superintendents and Principals.

All educational leaders attending the Conference, such as Superintendents, Curriculum Directors, District Coordinators and Principals, are welcome to attend.

Speakers

Scott Laidlaw

Co-founder, MidSchoolMath

Steven Leinwand

Principal Research Analyst, American Institutes for Research

Steve Leinwand is the author of the bestselling Heinemann title Accessible Mathematics: Ten Instructional Shifts That Raise Student Achievement.He is Principal Research Analyst at the American Institutes for Research in Washington, D.C., where he supports a range of mathematics education... Read More →

Friday March 1, 2019 10:45am - 12:00pm
O'Keeffe

New Mexico Mathematics Meeting for Superintendents and Principals, LEADERSHIP FORUM

10:45am

Supporting the Learning of ELLs through Discourse and Assessment

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.

Speakers

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 →

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 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.

10:45am

Tower of Power: Social Learning through Heterogeneous Groups

Limited Capacity filling up

In the session, we'll highlight the power of social learning through an interactive activity attending to the Math Practice Standards and exploring ideas of educational equity in our math classes. Our goal is to simulate the leveling of learners and illuminate the effect that this practice has on students’ access to learning.

You'll engage in a hands-on building activity, then we'll debrief this experiential metaphor in an interactive discussion pulling from both your experience and current research.

Speakers

Annie Adams

Math Coach, Independent School District of Boise Cit

I get my teaching energy from generating and facilitating student discussions on problem solving and number sense. I have taught middle school mathematics in the San Francisco Bay Area and Boise, Idaho. It is my first year as a Math Coach in the Boise School District.

Marti Dinkelman

Math Coach, Independent School District of Boise Cit

Sharon Tennent

Math Coach, Independent School District of Boise Cit

With a passion for early numeracy and development of mathematical structures, I work to provide growth opportunities for my fellow educators in the Boise School District.

Andrew Webb

Math Coach, Independent School District of Boise Cit

Suzanne Wolfkiel

Math Coach, Independent School District of Boise Cit

Currently a math coach for the Boise School District, my twenty years of experience has allowed me to see multiple states' standards and multiple levels of learners. From this, I have found a passion for engaging all students in a variety of experiences in order to deepen their thinking... Read More →

Lucas Younger

Math Coach, Independent School District of Boise Cit

I draw on my education and experience as both a teacher and a school counselor to provide professional education and enrichment for my fellow educators in the Boise School District.

Friday March 1, 2019 10:45am - 12:00pm
Nambe

Sessions: Educational Equity

MATH STANDARDS & PRACTICES Standards for Mathematical Practice
WHAT WILL ATTENDEES GAIN? The biggest gain will be experiencing and feeling the limiting effect of leveling students by perceived ability.
BEYOND "STAND & DELIVER" Interactive hands-on activity where participants will experience being split by levels and limited by who they are able to learn with and from. collective reflection is

10:45am

Cognitively Guided Instruction: A Pathway to Making Sense of Student Work

Limited Capacity seats available

Experience a student centered classroom through Cognitively Guided instruction (CGI). Develop methods to deliver and assess instruction by making sense of student work. Engage in a problem solving instructional strategy that effortlessly connects mathematics, reading, writing, and science when you choose. Be ready to model and explain your way into creating a conceptual, collaborative, student centered learning environment built on the foundation of the Common Core.

In this session, you'll go through through an intense look at connecting images, concepts, facts, language, and procedures through a compellingly researched problem solving approach. You'll solve problems by modeling, explaining their mathematical thinking, and sharing your reasoning with others while constructing connections to the K-5 CCSSM. Participants will be given the opportunity to engage and participate in the process from start to finish.

Speakers

David Ismari

Teacher/Math Coach, New Mexico Connections Academy

I have been teaching as a classroom teacher for 17 years. I’ve taught elementary 4th-6th, middle school math 6th-8th, PE K-8, and have been a math coach helping teachers the past few years.I have a degree in elementary education supported my mathematics, physical education, and... Read More →

Friday March 1, 2019 10:45am - 12:00pm
Milagro

Sessions: Effective Feedback & Assessment

MATH STANDARDS & PRACTICES Learn how to create a student centered classroom. All standards are addressed and assessed while giving students the opportunity to solve, share, and discuss mathematics.
WHAT WILL ATTENDEES GAIN? Teachers will discover what it looks like to allow opportunities for students to solve problems as they connect problem types to the common core all while engaged in solving problems themselves.
BEYOND "STAND & DELIVER" Participants will be immersed in a class that is designed and focused on the delivery methods of modern times.

10:45am

Optimizing “A-Ha!” Moments with Student-Centered Grading

Limited Capacity full
Adding this to your schedule will put you on the waitlist.

How might we increase student engagement and motivation in assessments? How might we optimize the assessment grading experience to increase feedback and learning opportunities for all?

This conference session will provide guidance on executing this Student-Centered Grading Methods (SCG) to elevate student learning. You'll experience an entire SCG cycle through the perspective of the student and the teacher.

In SCG students grade their own work sans answer-key. They are expected to collaborate and develop solutions (and proof of solutions) through discussion and debate. They become advocates for their thinking and analyze the strategies of their peers. The teacher becomes a coach, optimizing teachable and “a-ha” moments.

A key element of SCG is that assessments need to be collected and analyzed by the teacher first (without a single mark put on the assessment). With that information students are intentionally grouped by considering types of errors made and the needs of the students, and then students work in their new groups to evaluate their assessments and allocate points within their groups. All students are taught to advocate for their thinking, critique one another, and debate what deserves full or partial credit.

Since assessments were previously analyzed and coded by the teacher a lot of information is gained and can be used to inform instruction during the grading session and beyond. It becomes obvious if there are common errors, unique strategies worth highlighting, precision vs. sense-making errors, if a question was poorly worded, etc.

Intentional grouping of students is key to a successful group session. Students should all benefit from their groups. Everyone, even the student’s struggling the most, should feel like an expert on a problem. On the other end of the spectrum, 100%ers can benefit from being grouped with students who solved problems in alternative ways than them.

Speakers

Erica Pon

6th Grade Teacher, Steindorf K-8 School

An elementary school teacher from the Bay Area completing her 8th year of teaching, Erica Pon was the kid who floated by, never truly learned her math facts, and didn't discover a love for math until she started teaching Common Core and realized how unimportant speed and rotate memorization... Read More →

Friday March 1, 2019 10:45am - 12:00pm
Sweeney D

Sessions: Effective Feedback & Assessment

MATH STANDARDS & PRACTICES All 8 math practices are addressed in this method.
WHAT WILL ATTENDEES GAIN? An understanding of how to implement and use Student-Centered Grading Methods.
BEYOND "STAND & DELIVER" Attendees will experience being both teacher and student in the method.

10:45am

Building a Foundation for Functions in the Middle Grades

Limited Capacity filling up

This session is full of hands-on activities and discussions about the concept of functions. Consideration will be given to the pedagogy of teaching and learning the meaning and various representations (algebraic, graphical, numerical (tables), or through verbal descriptions) of function in middle grades classrooms.

The session will begin with a balloon-inflating activity in which the number of breaths and the circumference of the balloon are measured and recorded, compared across participant groups, and discussed in terms of the definition of a function. The session then focuses on the 8th Grade Common Core Standards related to functions and uses these standards and sub-standards as the framework for analyzing several middle-grades appropriate classroom activities. As you engage and analyze these activities, you'll also be able to consider and share ideas about the potential for inclusion and emphasis in their classrooms and curriculum.

This session is being offered twice; please only sign up for one of the two sessions.

Speakers

Thomas Evitts

Professor Emeritus, Shippensburg University

Tom Evitts is a returning presenter at the MidSchoolMath Conference. Tom is a former high school mathematics teacher and recently retired from Shippensburg University's Mathematics Department, where he was a mathematics teacher educator. Tom enjoys reading, listening to music, traveling... Read More →

Friday March 1, 2019 10:45am - 12:00pm
Lamy

Sessions: Engage & Explore: Creative Ideas in Lessons & Learning

MATH STANDARDS & PRACTICES CCSS.MATH.CONTENT.8.F.A.1
WHAT WILL ATTENDEES GAIN? Attendees will gain an appreciation for function as a concept and for various representations of function.
BEYOND "STAND & DELIVER" Teacher-participants must engage with the material and interact together - in small groups and with the whole group.

10:45am

The Craft of Co-Crafting: A Mathematical Language Routine

Limited Capacity seats available

In the Age of Content, conversation drives creativity and conceptualization. In this session, you'll be guided through the process of "co-crafting", identified as a Mathematical Language Resource. Whether analyzing the context of a graph, visualizing unlabeled data, or creating problems when only quantities are given, co-crafting is discourse-driven and powerful in engaging students in the elusive Standards for Mathematical Practices.

Speakers

Devin Rossiter

Academic Coach, Walter Stiern Middle School, Bakersfield City School District

Devin Rossiter is an academic coach with a unique background in broadcast media in Bakersfield, CA. Originally from Staten Island, Devin supports teachers across California's largest K-8 district in understanding the strategic depth of conceptual reasoning and discourse. Rossiter... Read More →

Friday March 1, 2019 10:45am - 12:00pm
Coronado

Sessions: Engage & Explore: Creative Ideas in Lessons & Learning

MATH STANDARDS & PRACTICES Standards for Mathematical Practice: MP2, MP4, MP8
WHAT WILL ATTENDEES GAIN? Mathematical Language Routines through excerpts from ''Principles for the Design of Mathematics Curricula: Promoting Language and Content Development''
BEYOND "STAND & DELIVER" Participate in co-crafting activities, and generating their own tasks and problems in shared digital forums (Google Slides, Padlet, Twitter).

10:45am

Cheers to the NORMS in the Classroom!

Limited Capacity seats available

What do NORMS have to do with discourse? How do teachers and students continually use NORMS to foster the learning environment? If the classroom learning environment is not established from the first day and continued to be nurtured, students will struggle engaging with each other in any type of math learning or math discourse. NORMS are created by the students so the students understand how to collaboratively and productively work together.

This session will start with an activity that can be used to create small group and whole group NORMS. The concepts/tools in this session will then focus on structures and activities that continue to build the learning community.

Speakers

Patricia Carden

Math Specialist, Math and Science Bureau

As a former middle school math teacher, my passion is math and student learning. My current job is as the Math Specialist for the Math and Science Bureau here in Santa Fe. I have worked with teachers in their classrooms for the last eleven years developing strategies and activities... Read More →

Shafiq Chaudhary

Math and Science Specialist, NM PED Math and Science Bureau

I am currently the Math and Science Specialist at the Math and Science Bureau with the New Mexico Public Education Department. Before joining the NM PED in April 2017, I taught in Gallup, New Mexico as a middle school science and math teacher for seven years. My teaching career started... Read More →

Friday March 1, 2019 10:45am - 12:00pm
Kearny

Sessions: Mathematical Mindset & Deeper Learning

MATH STANDARDS & PRACTICES CCSS.Math.Content.6.SP.B.5.d • CCSS.Math.Content.7.SP.A.2 • CCSS.Math.Content.8.SP.A.4 Math Practices
WHAT WILL ATTENDEES GAIN? Attendees will gain practical strategies and useful activities to take back into their classrooms to build a community rich learning environment.
BEYOND "STAND & DELIVER" This session is about how to build an environment where students get excited about math and can enter into conversations.

10:45am

Encouraging Productive Struggle

Limited Capacity full
Adding this to your schedule will put you on the waitlist.

Video game designers have discovered exactly how to encourage productive struggle. In this session, we'll explore five key design principles from video games that you can use immediately to make math irresistible. And, you'll participate in interactive activities where you will see exactly how to apply these principles to promote growth mindset, spark curiosity, and create a culture of perseverance.

The principles explored include:
1 - Agency (give students some control)
2 - Progressive challenge (start easy to engage all learners, then increase demand)
3 - Making failure an expectation (in video games, you just start over after 'failing')
4 - Provide descriptive feedback (explain exactly what the student is doing well)
5 - Don't give answers (video games never give away the answers)

You'll experience exactly how these principles can be applied to mathematics first-hand as they tackle three challenging problems in the session. We'll also spend time on how to encourage students to voluntarily participate in problem solving. I address this by sharing several proven techniques that spark student curiosity. This enables teachers to take existing problems and tweak them to promote engagement in their classrooms.

Speakers

Raj Shah

Founder and CEO, Math Plus Academy

Dr. Shah is a life-long math enthusiast who earned his Ph.D. in Physics from the University of Illinois. After working nine years at Intel, Dr. Shah quit his job in 2008 to pursue his passion of introducing kids to the wonder of mathematics and teaching them to think rather than just... Read More →

Friday March 1, 2019 10:45am - 12:00pm
Sweeney A

Sessions: Mathematical Mindset & Deeper Learning

MATH STANDARDS & PRACTICES This session covers all CCSS Standards of Mathematical Practice.
WHAT WILL ATTENDEES GAIN? Teachers will leave with simple, practical tips that they can implement right away to increase student curiosity and create a culture where students naturally want to persevere on challenging problems.
BEYOND "STAND & DELIVER" Engage in problem solving and see exactly how the techniques and strategies I share are implemented in a 'classroom' setting.

10:45am

Math Madness: Developing mathematical mindsets through an out-of-school time enrichment program

Limited Capacity seats available

Math Madness is a class offered through the Quest Academy at the Episcopal Day School in Paris, Texas. Basically, students are enrolled in a class outside of school as an enrichment opportunity, where we strive to change the mindset of the students through math activities that are fun and challenging. What we have found has been baffling: the students are always hungry for more!

In this session, you'll be introduced to the background and structure of our Math Madness class, then participate in two activity rotations modeled after the Math Madness class. For the closing segment of the session, the research will be outlined connecting the Math Madness class, activities, and the results and outcomes of students who took part in the class. This session will be an exciting example of mathematical mindsets can be incorporated into enriching programs in classrooms and after-school programs through smart scheduling and creative student grouping.

Speakers

Katharine Bryan

Head of School/Administrator, Episcopal Day School of Paris and Quest Academy

My name is Katharine Bryan, and I am the Head of School of the Episcopal Day School of Paris, Texas. Prior to beginning as the Head of School at the Episcopal Day School and Quest Academy, I taught in public school for 10 years and had my own private educational enrichment company... Read More →

Friday March 1, 2019 10:45am - 12:00pm
Peralta

Sessions: Mathematical Mindset & Deeper Learning

MATH STANDARDS & PRACTICES How to connect engaging activities that support prior knowledge to the present standards being introduced.
WHAT WILL ATTENDEES GAIN? Finding ways to provide Math Madness in their schools, classrooms, and after-school opportunities. They will also have handouts, lesson content, and google access to exampl
BEYOND "STAND & DELIVER" Attendee will experience two Math Madness activity rotations.

10:45am

May In March: Engaging Games and Activities based on the work of Lola May

Limited Capacity full
Adding this to your schedule will put you on the waitlist.

Lola May was one of the foremost math educators of the 20th century. She was a prolific writer who published extensively, a sought-after presenter who enlightened and entertained thousands of teachers across the county, and an educator who possessed an uncanny sense of how to communicate math concepts to children and engage them in learning.

Her strategies and approaches to teaching math are timeless and timely. In this session, you'll be introduced to some of these amazing and effective ideas. You will leave with resources, games and activities for immediate implementation in your classroom—and will be wondering how you managed to teach without them and why you didn’t think of those ideas yourself!

This session is being offered twice; please only sign up for one of the two sessions.

Speakers

Martha Hildebrandt

Assistant Professor, Chatham University

Martha Hildebrandt has a broad background as a mathematics educator. She has been a math consultant for grades K-6, a curriculum writer and department chair for grades 7-8, a mathematics teacher for grades 7-12, a college instructor, and an in-service teacher workshop facilitator... Read More →

Friday March 1, 2019 10:45am - 12:00pm
Sweeney C

Sessions: Mathematical Mindset & Deeper Learning

MATH STANDARDS & PRACTICES Develop numerical fluency and hone their problem solving skills and grow their mathematical curiosity.
WHAT WILL ATTENDEES GAIN? Attendees will have the opportunity to engage in activities that can be immediately implemented into their classrooms.
BEYOND "STAND & DELIVER" Be challenged, entertained, inspired and infused with enthusiasm.

12:00pm

Lunch on your own

Enjoy lunch on your own - and getting out and about in Santa Fe - at one of the many nearby cafes!
A list of suggested restaurants and walking directions are provided in your conference packet or click here to view online.

Make sure to be back at the Convention Center in time to start your afternoon session at 1:25 pm sharp!

Friday March 1, 2019 12:00pm - 1:25pm
Downtown Santa Fe

General Session

1:25pm

The Square Abacus: An Introduction

Limited Capacity seats available

This session will introduce a modified abacus and accompanying activities. We will be addressing the special features of this abacus and physically modeling major concepts of middle school math.

The Square Abacus (SA) is a modern twist on an ancient device that is educationally and developmentally appropriate and fully supportive of STEM education. The primary mission of The Square Abacus Session (TSAS) is to promote and encourage an appreciation of mathematics through the use and study of the Square Abacus™ (pat. pend.), a modified student abacus/counting frame, and it's corresponding Practicus© Activities Manual. With it's field of beads oriented in a perfect square, we will model accurate "square" numbers, angles, area models, scaling, other algebraic/geometric principles, and, all operations of whole numbers, fractions, decimals, percents, etc...

TSAS proposes solutions associated with computation skills, student achievement, technology/electronic devices, engagement, confidence, fluency and mastery.

Many abacus/counting frames are used mainly for the four operations of arithmetic, place value and other basic concepts. They vary in the arrangement and total number of beads, based on efficiency and use. The SA is capable of modeling a quality and quantity of concepts that few other manual mathematical tools can. During lessons/meetings/seminars, a "new" or different way to demonstrate a concept is often shared, sometimes involving more than one device. With the simplicity and versatility of movable graph paper, the SA is a solution-oriented manipulative for the elementary and middle school classrooms.

Affiliate/Sponsor Session: The Square Abacus is available for purchase for classrooms, schools and districts.

Speakers

Eric LeMasters

Middle School Math Teacher, The Square Abacus Co.

I began my teaching career as adjunct faculty teaching math and science courses at the community college level for two years. I then taught math and science for six years at a Title I middle school, followed by 5 years as an elementary and middle school math teacher in private school... Read More →

Friday March 1, 2019 1:25pm - 2:10pm
Milagro

Sessions: Affiliate/Sponsor

MATH STANDARDS & PRACTICES Area models involving area & perimeter, scaled area models & dimensions, and the Pythagorean theorem
WHAT WILL ATTENDEES GAIN? Attendees will receive an introduction to The Square Abacus and it's special features.
BEYOND "STAND & DELIVER" The 'sample' lesson(s) for participants will be about 25-30 minutes.

1:25pm

Unhide Math

Limited Capacity full
Adding this to your schedule will put you on the waitlist.

It has dawned upon us that math as it was taught in the US over the course of my lifetime has been a disservice. Products of our math education system have declared themselves “not math people”. And we have allowed that to go on for far too long.

While it’s accepted that there are myriad interpretations of say a poem or a story, it has long been held that there is only one interpretation of a math problem - namely, the answer. We have recognized that math is not a binary subject in school. It is not merely “right” or “wrong”. There are many avenues to the solution...and even if you don’t get the “answer”, you likely did many things well.

The anxiety that exists around math education involves much more than this binary attitude we think we’ve done away with. It involves the assumptions we have as teachers. Math is a secret class. This starts with the very set of teaching strategies we’ve come to accept as best practice. Students may not be aware, in fact, that math is a binary subject out in the world. You don’t use multiple avenues to figure out the square footage of your backyard. Students need to be explicitly told that math education isn’t binary, but math as you may use it every day, is.

Similarly, many assumptions are held in the classroom. Numbers, as initially presented to children have no markings. Then, suddenly, we have “negative” numbers. And if the numbers aren’t negative...they’re positive. Which is what we’ve been dealing with all along but we haven’t told the kids there’s a secret “+” sign in front of those numbers. Students are taught that the number after 1 is 2. And then one day...presto...there’s 1.5. 9 is 9. But add a zero...and it’s 90. We don’t mention that while we’re adding a zero, we’re also moving the decimal point to the right. Otherwise, 9 with a zero added would be 9.0. These nuances are confusing and subtle and assumed.

In this session, we'll look at the math continuum through the eyes of the learner...and question everything.

Speakers

Dan Winsor

7th/8th Teacher, Steindorf STEAM School

Graduated college with a Finance degree, worked in corporate accounting for 5 years, stayed at home with 2 little boys for 3 years, got my teaching credential and have been teaching 6th-8th math for 14 years. The teaching part was my best idea. Not including having kids.

Friday March 1, 2019 1:25pm - 2:10pm
Sweeney C

Sessions: Educational Equity

MATH STANDARDS & PRACTICES Standards of Mathematical Practices
WHAT WILL ATTENDEES GAIN? Knowledge that many of our own biases and assumptions create confusing situations for the students.
BEYOND "STAND & DELIVER" Allowing the attendees to share ideas and thoughts helps to create a dynamic learning situation.

1:25pm

Building Connections for Instructional Coaches, Math Specialists & Educational Leaders

Limited Capacity full
Adding this to your schedule will put you on the waitlist.

Instructional coaches, math specialists and other educational leaders are encouraged to gather for this valuable networking session!

Meet peers and colleagues, and engage in networking and group discussions with your colleagues about goals, practices, causes for celebration and more! Featured Presenter Kevin Simpson will also highlight best practices, resources and trends related to leadership in math education globally.

Speakers

Kevin Simpson

Managing Director, KDSL Global

Friday March 1, 2019 1:25pm - 2:10pm
Lamy

Sessions: Engage & Explore: Creative Ideas in Lessons & Learning

WHAT WILL ATTENDEES GAIN? Meet other educational leaders and learn from them.
BEYOND "STAND & DELIVER" In this interactive networking session, you'll meet others, share your story and be inspired by others.

1:25pm

Introduction to SMP Tasks

Limited Capacity seats available

What are SMP tasks you ask? SMP stands for Standards of Mathematical Practices. These tasks provide a rich opportunity for students to engage with the current content of the unit through the lens of the Standards of Mathematical Practice.

How is an SMP different than an Essential Skills problem? A SMP task is not a single problem but rather a series of related problems that are leveled. Student choice is a central focus to allow exploration of deep mathematics which includes mathematics, research, and writing.

This session focuses on the structure of SMP tasks and an introduction on steps to create your own.

Speakers

Shannon Mashinchi

High School Math Teacher, Reynolds High School

As a veteran teacher, it has been career changing to work toward a classroom where students are engaged and find success. In our school district there has been an influx of students from war torn countries with interrupted educational experiences. Providing opportunities to interact... Read More →

Clair Thiel

High School Math Teacher, Reynolds High School

As a 6th year teacher, I have immersed myself in the world of Interactive Strategies. As a Sheltered Math Teacher, I have the opportunity to take students with varying educational background and push them toward deeper thinking. As a teacher leader on the Interactive Strategies Team... Read More →

Friday March 1, 2019 1:25pm - 2:10pm
Sweeney B

Sessions: Engage & Explore: Creative Ideas in Lessons & Learning

MATH STANDARDS & PRACTICES Math Practice Standards
WHAT WILL ATTENDEES GAIN? A rich understanding of how to structure SMP tasks that align with your traditional content units.

1:25pm

Math Snacks Early Algebra: Showcase of New Products

Limited Capacity full
Adding this to your schedule will put you on the waitlist.

Join us to learn about Math Snacks: Early Algebra! These two new video games and one interactive tool have been developed by researchers from NMSU, with National Science Foundation Funding, to support the foundational skills which students needed to succeed in Algebra. Early algebra is an emerging term in math education research (Lins & Kaput, 2004) focused on the introduction of algebraic thinking in the elementary grades.

This session will allow you to play with the new games, as we believe that gameplay allows the teacher to become the facilitator of learning, incorporating various strategies to guide learners. We'll also explore the role technology has taken in education, providing both teachers and students with more options and flexibility in their teaching and learning practices, and discuss how teachers can use technology resources to provide opportunities for learning and create the "conditions that optimize learning" (Jonassen, Howland, Moore & Marra, 2003).

BOYD: Please bring a laptop, tablet or iPad with you to this session.
This session is being offered twice; please only sign up for one of the two sessions.

Speakers

Gaspard Mucundanyi

PhD Candidate, New Mexico State University

Gaspard Mucundanyi is a Ph.D. student in Curriculum and Instruction with a specialization in educational learning technologies at NMSU. He holds a Master of Science in Engineering and a Bachelor’s degree in Information Technology. He taught computer science courses at different... Read More →

Barbara Chamberlin

Professor, New Mexico State University

Barbara Chamberlin directs game and media development at New Mexico State University’s Learning Games Lab. The production team works on a variety of content and audiences, most recently completing Math Snacks games for mid school learners (mathsnacks.org). Dr. Chamberlin also conducts... Read More →

Friday March 1, 2019 1:25pm - 2:10pm
Peralta

Sessions: Engage & Explore: Creative Ideas in Lessons & Learning

MATH STANDARDS & PRACTICES 5.OA.A.1-5.OA.A.2
WHAT WILL ATTENDEES GAIN? To develop discussion regarding how computer-based games can enhance the math learning experience.
BEYOND "STAND & DELIVER" This presentation will allow attendees to interact with technology tools that can be used to support teaching.

1:25pm

Constructivist Teacher Gone Rote?!

Limited Capacity full
Adding this to your schedule will put you on the waitlist.

Speakers

Patricia Noble

Math Teacher, The Overlake School

I began my teaching career in rural Vermont and relocated to the Washington DC

Friday March 1, 2019 1:25pm - 2:10pm
Coronado

Sessions: Math Story Projects & Immersions

MATH STANDARDS & PRACTICES 5.NF.A.1, 5.NF.A.2, 5.NF.B.3, 5.NF.B.4, 5.NF.B.5, 5.NF.B.6, 5.NF.B.7
WHAT WILL ATTENDEES GAIN? Belief in students' inherent desire to make sense of fractions, specifically at the fifth grade level.
BEYOND "STAND & DELIVER" Participants will engage in activities as students. I will role play the teacher as facilitator by circulating throughout the tasks and asking questions that will drive thinking and next steps.

1:25pm

Immersion: Pretend Play in Mathematics

Limited Capacity seats available

Pretend play is an evolved, biological design that functions so organisms can construct themselves by using common, cheap, and safe features of the environment to train behaviors that are too costly to be practiced for real. How does this statement relate to math education? Student engagement increases when math is learned for an authentic application. Students cannot always do the math they are learning for a real reason. Therefore, creating an immersive simulation achieves the goal by capitalizing on the biological adaptation of pretend play.

In this session, join researcher and consultant Stephanie Owens to explore the cognitive model of pretend play and the application of the model for creating engaging and effective immersion scenarios for math students.

This session is being offered twice; please only sign up for one of the two sessions.

Speakers

Stephanie Owens

Lead Consultant, Imagine Education, Inc.

My work is quite diverse, from student-centered instructional coaching to whole group professional development to curriculum writing and project management.

Friday March 1, 2019 1:25pm - 2:10pm
Nambe

Sessions: Math Story Projects & Immersions

WHAT WILL ATTENDEES GAIN? Models for engaging students in effective immersion scenarios

1:25pm

Transformations through Animation

Limited Capacity filling up

In this session, you'll explore using animation flip books to help students deepen their understanding of transformations in Math. This animation mini project allows students to create within the math classroom, while helping them to deepen their learning through application of math concepts to a real life application.

We will look at how the project creates a need-to-know, related to the mathematical concepts and how the math relates to the real world. We will explore exemplars created by my students, the process I take them through to create these exemplars, as well as the rubric I have used to provide effective feedback to my students. We'll also look at different ways to structure the project, class management techniques and explore ways to inspire students to maximize the voice and choice the project allows for. You will leave with all the plans needed to implement this mini-project with your students!

Speakers

Angela Reali Crossland

Instructional Coach, Mountain Middle School

Angela has been teaching both Math and Science for 15 years. Her passion for Project-Based Learning and engagement techniques in the classroom has brought her to her current position as an Instructional Guide at a small charter school in Durango CO. She has worked this year to transition... Read More →

Friday March 1, 2019 1:25pm - 2:10pm
Sweeney D

Sessions: Math Story Projects & Immersions

MATH STANDARDS & PRACTICES CCSS.MATH.CONTENT.8.G.A.1 C CSS.MATH.CONTENT.8.G.A.2 CCSS.MATH.CONTENT.8.G.A.3 CCSS.MATH.CONTENT.8.G.A.4
WHAT WILL ATTENDEES GAIN? Participants will feel confident in implementing a mini-project in their class related to animation to reinforce their teaching of transformations in a creative and engaging way.
BEYOND "STAND & DELIVER" As a teacher coach I value the student voice, movement and the ability to work with physical items.

1:25pm

Alien Addition

Limited Capacity seats available

Why does 9 + 1 = 10? Of course we can count out nine objects, add one more the pile, recount and see that there are now ten in the pile. But why do we use the symbol “10” to represent this amount that is one more than nine? Many of our symbols are arbitrary, scratches on paper that have been passed down and altered through time from ancient scripts. But the symbol “10” is not random--there is a very good reason that we use the symbol “10” to represent ten instead of some other symbol, say ^ or }. “10” means, one group of a full set of fingers, with zero fingers left over. And in that way, “11” means one group of a full set of fingers, with one extra finger. So if humans had four fingers on each hand, for a total of eight fingers, the number “10” could presumably mean what we call eight.

In this session, we will explore what mathematics would look like on an alien world where people have only four fingers on each hand (but somehow still use the same written system we do). I will lead the participants through a session I have done several times with 4th-6th grade students, where we start in Alien Kindergarten, counting to 100. We will progress through the elementary grades, performing grade-level arithmetic in this different system. If time and interest permit, we will discuss decimals and fractions as well. We will discuss how they see the solutions and different ways that students in various grades might visualize solutions. We will work in this alien system while also repeatedly relating it to our base ten system: our number “34” means three groups of a full set of fingers with four fingers leftover, but our quantity thirty-four is actually four groups of eight with two leftover, so the aliens would write it as 42.

We will primarily be using paper and pencil (and fingers!) in this session, but we will also discuss what common elementary school manipulatives would look like in this alien world--rods that are eight blocks long instead of ten, for example.

Speakers

Kourtney Peters

Math Teacher, Holland Hall

I have four children who have endured my math play for fourteen years, and as a middle school math teacher for the last three years, I have been able to expand my audience to hundreds of middle school kids in Tulsa, Oklahoma. I have travelled the world with my family and love to study... Read More →

Friday March 1, 2019 1:25pm - 2:10pm
Kearny

Sessions: Mathematical Mindset & Deeper Learning

MATH STANDARDS & PRACTICES CCSS Number Sense; SMP1: Make sense of problems and persevere in solving them
WHAT WILL ATTENDEES GAIN? As middle school math teachers, we see that a lot of our students don't have the deep number sense that we want them to have in order to see the beautiful connections in mathematics.
BEYOND "STAND & DELIVER" I teach the class at my own school--introduce the idea and then turn it over to the students/attendees to explore solutions.

1:25pm

Where’s the Structure Here? An exploration in the power of structural language for mathematical understanding.

Limited Capacity full
Adding this to your schedule will put you on the waitlist.

The power of tasks to promote mathematical discourse lies in the ability to connect student’s problem solving approaches. In this session, we'll explore how there is an underlying component to problem solving that transcends out of the specific task at hand and into the broader world of mathematical structures.

You'll engage in an area exploration using non-standard units of measure. While a typical task debrief involves the connections between the various problem solving strategies, we will tease out the structural language of mathematics from the discussion of participants approach to their task. Our highlight is on the repeated use of structure, and the power of the structural language to promote coherence across grade level content. After viewing the task from the student lens, we'll then highlight the facilitator decisions made based on the Five Practices for Orchestrating Mathematical Discussions set forth by Smith and Stein.

Speakers

Annie Adams

Math Coach, Independent School District of Boise Cit

Sharon Tennent

Math Coach, Independent School District of Boise Cit

With a passion for early numeracy and development of mathematical structures, I work to provide growth opportunities for my fellow educators in the Boise School District.

Andrew Webb

Math Coach, Independent School District of Boise Cit

Suzanne Wolfkiel

Math Coach, Independent School District of Boise Cit

Lucas Younger

Math Coach, Independent School District of Boise Cit

I draw on my education and experience as both a teacher and a school counselor to provide professional education and enrichment for my fellow educators in the Boise School District.

Friday March 1, 2019 1:25pm - 2:10pm
Sweeney A

Sessions: Mathematical Mindset & Deeper Learning

MATH STANDARDS & PRACTICES MP1: Make sense of problems and persevere in solving them; M.P.3 Construct viable arguments and critique the reasoning of others. M.P.6 Attend to precision. M.P.7 Look for and make use of structure.
WHAT WILL ATTENDEES GAIN? Participants of our session will gain a different perspective of how to connect ideas within a class discussion.
BEYOND "STAND & DELIVER" Participants will engage in a hands on activity and discuss the non-standard solution paths that were created due to limiting the access of tools.

2:10pm

Transition to Next Session

Friday March 1, 2019 2:10pm - 2:25pm
Lobby & Pre-Function Hallway

General Session

2:25pm

MSM Comprehensive Curriculum: Under the Hood

Limited Capacity seats available

If your school is considering purchasing new curriculum next year, don't miss this session! Not all math curricula is created equal. Under the hood of most curriculum are the same structures that have been used for the past 100 years and put the US in 25th place on international tests.

Learn how MidSchoolMath's Comprehensive Curriculum was built, how it compared to Eureka and Pearson's CMP3 in a head-to-head study, and how it can transform your teaching and classroom.

Affiliate/Sponsor Session: The MidSchoolMath Curriculum is available for purchase for classrooms, schools and districts, providing standards-aligned content for 5th through 8th grade.

Speakers

Ashley Kendall

Director of Accounts, MidSchoolMath

After receiving my Masters in Teaching and Learning from the University of Oregon, I have been happily teaching for the last six years. I have worked at two amazing schools, one in the South Valley of Albuquerque and one here in Santa Fe. My favorite part of being an educator is figuring... Read More →

Scott Laidlaw

Co-founder, MidSchoolMath

Megan LeBleu

Director of Curriculum, MidSchoolMath

Friday March 1, 2019 2:25pm - 3:10pm
O'Keeffe

Sessions: Affiliate/Sponsor

2:25pm

Academic Talk & Technology in the Math Classroom

Limited Capacity filling up

In San Lorenzo Unified School District, we, as a Mathematics Collaborative, have been exploring ongoing ways to incorporate technology into accessible and engaging math lessons. The focus of the work is to provide students with opportunities to experience their course level content, and be engaged with Mathematical Learning Routines that are based in the Design Principles for promoting discussion as written by the Stanford Graduate School of Education.

We, by no means have found the ""magic bullet"", but we do believe we are moving in a more equitable direction in Mathematics for Middle School students by working collaboratively, sharing resources, and using Lesson Study to have a lens on how content and pedagogy are inherently linked to each student's success in math.

Our cafe style approach will be to share a 7th grade lesson created by one of our lead teachers, and use it to contextualize how we think about technology and ELD in Math. We will share specific ways that we design accessible lessons to build student agency and develop academic language.

Note: This is a BYOD Session! Please bring a laptop or tablet with you to the session if you have one available.

Speakers

Brian Lundgren

Math Teacher, San Lorenzo Unified School District

Erik Moll

MS Math TSA, San Lorenzo Unified

Friday March 1, 2019 2:25pm - 3:10pm
Coronado

Sessions: Educational Equity

MATH STANDARDS & PRACTICES MP.3, MP.4
WHAT WILL ATTENDEES GAIN? We envision teachers inspired to think and learn more about what ELD in math looks like.
BEYOND "STAND & DELIVER" Teachers will have the opportunity to explore rates and make their own conclusions about how middle school students think and explore using technology.

2:25pm

Vocabulary Building in Mathematics for English Language Learners (ELLs)

Limited Capacity full
Adding this to your schedule will put you on the waitlist.

This session specifically addresses the vocabulary challenges faced by students who are learning the English language. The vocabulary challenges they have correlate with the results for ELLs in problem solving in the content of mathematics. The purpose of the session is to provide math teachers will strategies to develop language of ELLs by using the four language development domains in the subject of math so they will be better equipped to solve real world math problems.

Together, we'll address how to choose academic and math specific vocabulary appropriate for the math concepts being taught, strategies for recall and the use of the vocabulary throughout instruction, and applying the vocabulary to real world math problems. In this session, I will explain the four domains of language development according to WIDA, which are speaking, writing, listening, and reading. It is important for educators of math to incorporate the four language domains when teaching ELLs because each domain contributes to the ultimate goal of being able to apply the language to mathematical problem solving.

I will also introduce three instructional strategies for attendees to take away to use in their math classrooms. All three strategies will come from the 2014 guide “Dekalb County Strategies for Teaching English Language, Literature, and Content: A Teacher’s Guide” written by Mary Lou McCloskey, Janet Orr, Lydia Stack, and Gabriela Kleckova. The first technique is to take the content standard and unpack the vocabulary needed to meet the objective of that particular standard. The second strategy is to create a Word Square graphic organizer to show the word, meaning, symbol or picture, and a sentence/example. Next, attendees will engage in interactive activity, Conga Line/Inside Outside Circles for review and to get them speaking and listening to each other. Lastly, they will apply the vocabulary to solve real world and mathematical problems.

Speakers

Allyson Goode

Teacher, Freedom Middle School

Allyson Goode is passionate about bridging the academic achievement gaps that exist between the growing populations of English Language Learners (ELLs) and native English speakers. She holds a Bachelor’s Degree In Middle Grades Education from Georgia Southern University. She is... Read More →

Friday March 1, 2019 2:25pm - 3:10pm
Sweeney C

Sessions: Educational Equity

MATH STANDARDS & PRACTICES The Standards of Mathematical Practices
WHAT WILL ATTENDEES GAIN? Engage in vocabulary building strategies and the application of academic and content specific vocabulary in real world math problems.
BEYOND "STAND & DELIVER" Attendees of this session will actively participate in stations. They will first take the content standard and unpack the vocabulary needed to meet the objective of that particular standard.

2:25pm

Tiered Tests: A differentiated assessment that provides students more voice and choice

Limited Capacity full
Adding this to your schedule will put you on the waitlist.

The need to create a better system for assessment arose from the recognition that our tests did not reflect or reward what we said we valued in our math classrooms. Specifically, a once-size-fits-all test often felt stressful and overwhelming and did not encourage students to take risks or provide enough opportunities for deeper problem solving.

Over the past two years we created and piloted a “tiered” style of assessment that allows students to choose the types of questions they want to answer. Each test features a wide range of questions and no two students will take the same test in the same way!

Come to this session to learn about how this type of assessment has:
• Significantly reduced stress around testing
• Rewards risk taking
• Encourages students to “know thyself” and take ownership of their learning and progress.
• Allows students from a wide range of skills and readiness to be successful on the same assessment
• Provides even more opportunity for challenge for those who are ready
• Provides real data about the types of questions students are answering which is helpful in giving students feedback, setting personal goals, and making informed course placements.

Speakers

Laurie Chandler

Math Teacher, Kent Denver School

Bruce Collamore

Math Teacher, Kent Denver School

Whitney McMurtry

Math Teacher, Kent Denver School

Whitney is an educator, traveller, artist, mathematician and mother. She has over 20 years of experience in middle school education. She sees her primary role as a coach to help students feel empowered as individuals and capable as mathematicians. She currently teaches 7th grade... Read More →

Friday March 1, 2019 2:25pm - 3:10pm
Sweeney A

Sessions: Effective Feedback & Assessment

WHAT WILL ATTENDEES GAIN? The primary goal is to share HOW this style of assessments works- how it is created, administered and then used for feedback.
BEYOND "STAND & DELIVER" Regular opportunities for table groups to process and share insights and observations throughout.

2:25pm

Advanced SMP Tasks: Creating a Quality Task

Limited Capacity seats available

Now that you know what an SMP (Standards of Mathematical Practice) task is, it's time to create one!

During this session, we will dive deep into the creation of an SMP task that you can take back to your classroom. Bring a content standard that you will be using this spring and an idea of the pre-skills and skills required to show mastery of this standard. We look forward to creating with you!

Speakers

Shannon Mashinchi

High School Math Teacher, Reynolds High School

Clair Thiel

High School Math Teacher, Reynolds High School

Friday March 1, 2019 2:25pm - 3:10pm
Sweeney B

Sessions: Engage & Explore: Creative Ideas in Lessons & Learning

MATH STANDARDS & PRACTICES Math Practice Standards
WHAT WILL ATTENDEES GAIN? You'll have time to develop a SMP task to take back to your students.

2:25pm

Keep em' uncomfortable!

Limited Capacity full
Adding this to your schedule will put you on the waitlist.

Math pretty much sucks when have no idea what is happening! This is what I tell my students and parents every year because I was once in their shoes. Struggling with the concepts, completing the plug and chug problems from the textbook, and feeling totally helpless. I knew that there had to be a better way to teach math.

I also tell my students to embrace the suck because real learning is deeper and more durable when it is effortful and challenging. While getting my masters in mathematics education, I set out to find a way to keep students from getting comfortable and bored with their routine. I wanted to make the learning environment fun, challenging, as well as achievable. I enrolled in really challenging math classes so I could actually put myself in the student’s shoes. I remembered how stressful it was to not understand the material. I also learned through lots of research that we don’t really understand how to learn in the best ways on our own.

Mathematics doesn’t have to be stale and boring, so I have taken concepts and proven strategies and morphed them into my own teaching philosophy. Students are given each week a real life task to help with future ready skills, procedural practice, deep conceptual understanding, blended learning, video tutorials, and papers to help prove their understanding of mathematics.

In this session, we'll explore teaching philosophies and strategies from a range of authors and experts including Henry Roediger, Mark McDaniel, Dr. Clayton Edwards, Jo Boaler, Marilee Springer, Judy Willis and many more.

Speakers

Joey Lankelma

7th Grade Math Teacher, South East Junior High School

I used to struggle with math and avoided it at all cost. While I was teaching 6th grade I began to realize how fun it was to teach mathematics. I enjoyed helping students because I could put myself in their shoes. I decided I wanted to be a math teacher so I got my Math endorsement... Read More →

Friday March 1, 2019 2:25pm - 3:10pm
Sweeney D

Sessions: Engage & Explore: Creative Ideas in Lessons & Learning

MATH STANDARDS & PRACTICES CCSS
WHAT WILL ATTENDEES GAIN? Abundance of resources used in real life task, procedural practice websites, online tools, and video creation methods.
BEYOND "STAND & DELIVER" I will teach my lesson in the same format that I teach my class on a weekly basis. The introduction will be a quick video where I front-load the class with information.

2:25pm

Math Snacks: Early Algebra Showcase of New Products

Limited Capacity filling up

Speakers

Gaspard Mucundanyi

PhD Candidate, New Mexico State University

Barbara Chamberlin

Professor, New Mexico State University

Friday March 1, 2019 2:25pm - 3:10pm
Peralta

Sessions: Engage & Explore: Creative Ideas in Lessons & Learning

MATH STANDARDS & PRACTICES 5.OA.A.1, 5.OA.A.2
WHAT WILL ATTENDEES GAIN? To develop discussion regarding how computer-based games can enhance the math learning experience.
BEYOND "STAND & DELIVER" This presentation will allow attendees to interact with technology tools that can be used to support teaching.

2:25pm

Math Tank: Education Entrepreneurship

Limited Capacity seats available

Do you have an idea for a new math product or service? Join featured presenter, and educational entrepreneur, Kevin Simpson, for this session where you will have a chance to connect with others, pitch your idea, and explore the world of entrepreneurship.

Speakers

Kevin Simpson

Managing Director, KDSL Global

Friday March 1, 2019 2:25pm - 3:10pm
Lamy

Sessions: Engage & Explore: Creative Ideas in Lessons & Learning

BEYOND "STAND & DELIVER" undefined

2:25pm

Immersion: Pretend Play in Mathematics

Limited Capacity seats available

PPretend play is an evolved, biological design that functions so organisms can construct themselves by using common, cheap, and safe features of the environment to train behaviors that are too costly to be practiced for real. How does this statement relate to math education? Student engagement increases when math is learned for an authentic application. Students cannot always do the math they are learning for a real reason. Therefore, creating an immersive simulation achieves the goal by capitalizing on the biological adaptation of pretend play.

In this session, join researcher and consultant Stephanie Owens to explore the cognitive model of pretend play and the application of the model for creating engaging and effective immersion scenarios for math students.

This session is being offered twice; please only sign up for one of the two sessions.

Speakers

Stephanie Owens

Lead Consultant, Imagine Education, Inc.

My work is quite diverse, from student-centered instructional coaching to whole group professional development to curriculum writing and project management.

Friday March 1, 2019 2:25pm - 3:10pm
Nambe

Sessions: Math Story Projects & Immersions

WHAT WILL ATTENDEES GAIN? Models for engaging students in effective immersion scenarios

2:25pm

Mathematics Book Clubs and the Middle School Classroom

Limited Capacity full
Adding this to your schedule will put you on the waitlist.

Learn how to set up a book club in the classroom, as part of regular mathematics instruction! This session explores how to adapt book talks/book circles from ELA to engage students in the intriguing stories laced throughout mathematics history--fact really is stranger than fiction--especially in mathematics!

You'll leave with ideas for differentiated book circles, lesson plans, book discussion topics, and ways to engage community members in the book club. The session will include book titles used with students from a variety of reading levels, as well as planning and pacing ideas.

Come learn about this practice that is sure to become the highlight of your mathematics teaching experience during the next year!

Speakers

Kate Degner

Teacher, South East Jr High

I have been teaching secondary and post-secondary mathematics for 16 years. Since beginning my teaching career I have become very interested in ensuring all students learn mathematics at high levels. This interest has lead me to working to engage students in the mathematics classroom... Read More →

Friday March 1, 2019 2:25pm - 3:10pm
Milagro

Sessions: Math Story Projects & Immersions

MATH STANDARDS & PRACTICES Mathematical Practice 1, Mathematical Practice 3
WHAT WILL ATTENDEES GAIN? Attendees will leave the session having identified books to use for book circles in their mathematics classroom.
BEYOND "STAND & DELIVER" The sessions transcends traditional presentations in that there is very little 'sit and get' during the presentation.

2:25pm

Two Big Diagrams for Deeper Understanding

Limited Capacity full
Adding this to your schedule will put you on the waitlist.

In this session, I'll present two advance organizer diagrams that I use to guide students in class. One is an overview of several key concepts in 8th grade math and their interconnectedness. The other illustrates the relation between the order of operations, distributive properties and operations with exponents. Both are helpful for understanding the structure of math as opposed to merely memorized facts and procedures.

The first is presented early in the 8th grade year and illustrates relations between: Ratio and Proportion, emphasized in the 7th grade year, Dilation, Similar Figures and Indirect Measurement, Functions, Pythagorean Theorem, Slope and other related concepts. When finished, some students choose to embellish them into artwork, similar to the ""student reflections"" in MidSchoolMath.

This visual organizer of various but related concepts helps us understand the structure of mathematics. It is used as a touchstone now and then during the year. Also, later in the year, a very similar diagram could be presented to illustrate the transition to slope-intercept equations. The second diagram is my presentation of the 'hierarchy of operations' as it relates to the distributive properties and operations with exponents. The understanding of this structure also extends to the topics of recursive and explicit formulas for geometric and arithmetic sequences, and logarithms in future classes.

This diagram allows one overarching concept to inform several seemingly disparate topics, deepening understand and facilitating use of algorithms and procedures. I will present as much as I do for my 8th grade students, but extending and deepening the information for a teacher audience.

Speakers

Sean Genovese

Math Teacher, Macomb Jr. High School

Geno's been teaching math in one way or another for 25+ years. This is mainly because a bunch of Jr. High students in study hall he was supervising told him he should. He was good at explaining their math work and that he should be a math teacher. He considers middle school to be... Read More →

Friday March 1, 2019 2:25pm - 3:10pm
Kearny

Sessions: Mathematical Mindset & Deeper Learning

MATH STANDARDS & PRACTICES Mainly Making Use of Structure, also Modeling. 8EE1, 8EE5, 8EE6, 8F1, 8F2, 8F4, possibly 8G4.
WHAT WILL ATTENDEES GAIN? Attendees will walk away with two hand made diagrams and the ability to share them and the procedure of making them with their students.
BEYOND "STAND & DELIVER" While this is technically Lecture / Notes, the 'construction' of the diagrams boarders on a 'hands-on' experience.

3:10pm

Snack Break

Limited Capacity filling up

Need a pick-me up? Help yourself to a snack, along with fresh coffee, tea or water, as you make your way into the Keynote Presentation by Jo Boaler!

Snack and Beverage stations are located in both the Lobby and the Pre-Function Hallway.

Friday March 1, 2019 3:10pm - 3:30pm
Lobby & Pre-Function Hallway

General Session

3:30pm

Unlocked: Transforming Mathematical Relationships for Teachers and Students with Mindset Mathematics

Limited Capacity filling up

In this all-new keynote session, Jo will share recent and important research on the brain and mathematics learning that has profound implications for students' mathematics achievement.

Moderators

Gladys Graham

MidSchoolMath

Kevin Simpson

Managing Director, KDSL Global

Speakers

Jo Boaler

Professor of Mathematics Education, Stanford University

Friday March 1, 2019 3:30pm - 4:45pm
Grand Ballroom (Sweeney E/F)

General Session

7:45am

Arrivals and Breakfast Snacks

The Conference Center will open at 7:45 am; help yourself to complimentary coffee, tea, and breakfast snacks!

You will not need to check-in today, but make sure to arrive in plenty of time for the opening session at 8:15 am.

Saturday March 2, 2019 7:45am - 8:15am
Lobby

General Session

8:15am

LIVE Classroom Immersion

Limited Capacity filling up

Immerse in a classroom demonstration with students from Turquoise Trail Charter Elementary School.

Moderators

Gladys Graham

MidSchoolMath

Kevin Simpson

Managing Director, KDSL Global

Speakers

Sharyn Gray

Math Teacher/MS Principal, Turquoise Trail Charter School

I was never a "math person" as a kid - I did math, and I did it just fine, but I don't recall being particularly interested in anything I learned, and was definitely uninterested in calculus. I first attended the MidSchoolMath conference in 2014, and was so inspired I was willing... Read More →

Saturday March 2, 2019 8:15am - 9:25am
Grand Ballroom (Sweeney E/F)

General Session, LIVE STUDENTS

9:25am

Transition to Sessions

Head off to your first Concurrent Session of the day!

Saturday March 2, 2019 9:25am - 9:40am
Lobby & Pre-Function Hallway

General Session

9:40am

Language and Literacy in Math Class

Limited Capacity seats available

Language instruction during mathematics instruction should go beyond teaching content-specific vocabulary and making sense of word problems. It is also an opportunity for students to learn how to communicate precisely while engaging in reading, writing, listening, questioning, and explaining.

In this session, we'll explore the use of content-based language objectives which clarify how students will develop language and literacy skills within mathematics instruction, together with student engagement strategies which support student use of academic language in their math class.

Speakers

Noirin Foy

Instructional Support Teacher, Los Altos School District

Having worked in the high tech industry, Noirin Foy made a career change to mathematics education in 2009. She has taught middle school math and is now a middle school math instructional coach in Los Altos, California. She believes that students learn best in a language-rich classroom... Read More →

Saturday March 2, 2019 9:40am - 10:55am
Lamy

Sessions: Educational Equity

MATH STANDARDS & PRACTICES Math Practice Standard 3 and Math Practice Standard 6
WHAT WILL ATTENDEES GAIN? Attendees will learn how to develop language objectives to support the development of student literacy skills during mathematics instruction.
BEYOND "STAND & DELIVER" Attendees will participate in student engagement strategies which they can use with their students. There will be time for attendees to explore the presenter's resources and ask questions.

9:40am

Putting ideas into Action

Limited Capacity seats available

It’s a long road from idea to reality. Getting into the car after a conference can inadvertently kill your drive to implement the ideas that you learned. Even if those ideas just had you on cloud nine, when you step away from the conference environment, it is sometimes very hard to follow through. The roadblocks that creep into our brains as we drive home, or sit on that plan can bog us down. Most of the time, that’s where it ends. It was well intentioned but it just doesn't seem achievable.

In this session, we'll look at what your resources are to ensure you don’t let those roadblocks get in the way! We will reflect on how to take an idea and link it with the outcome you want to see in the classroom. This is your chance to create an action plan to bring the strategies and ideas to life. Bring bring ideas that you want to implement, or have tried to implement already, but haven’t quite panned out yet.

Speakers

Emily Buchhop

7th Grade Teacher/Team Lead, The Pinnacle Charter School

A Michigander living in Colorado since 2011. I am a seventh year teacher who has taught science, math intervention, and core math classes as well as being qualified to teach social studies, math, and if I'm in Indiana Science too! I have taught in Indiana and Colorado. A 2010 Valparaiso... Read More →

Saturday March 2, 2019 9:40am - 10:55am
Peralta

Sessions: Effective Feedback & Assessment

MATH STANDARDS & PRACTICES CCSS.Math.Practice.MP1, CCSS.Math.Practice.MP5 Use appropriate tools strategically.
WHAT WILL ATTENDEES GAIN? Attendees will have an action plan when they leave our session.
BEYOND "STAND & DELIVER" We don't intend to lecture the attendees, we want to collaborate with them. It will utilize team effort so that we can make the idea they want to implement into a reality.

9:40am

Math Snacks: Learning expressions with creativity through Agrinautica

Limited Capacity seats available

Agrinautica is a new computer-based game, part of the already existing Math Snacks suite of learning materials. Math Snacks Early Algebra focuses on student understanding of early algebra concepts as they relate to the Common Core State Standards and Mathematical Practices. Early algebra is an emerging term in math education research (Lins & Kaput, 2004) focused on the introduction of algebraic thinking in the elementary grades.

In this session, we'll explore the following key concepts:
-Comfort with the notation and syntax of expressions
-Facility in reading, writing, and interpreting numerical expressions
-Utility in writing an expression to represent a specific numeric value
-Understanding that when there is more than one operation, order matters
-Experience mathematics as something that can be explored
-Ask questions and make conjectures
-Practice and reinforce simple mental math

After discussing what students may know or not know about writing numerical expressions, we'll play Math Snacks: Agrinautica to create bright, beautiful plants on the screen by using parenthesis, operations, and digits 1 through 9. The more complex their expression becomes, the bigger and brighter their plants will be! The goal is to increase the use of parentheses and operations to make the sunburst as big as possible.

BOYD: Please bring a laptop, tablet or iPad with you to this session, if you have one available.

Speakers

Ted Stanford

Associate Professor, New Mexico State University

I am a topologist by temperament and training, which means I have trouble telling the difference between a donut and a coffee cup, or between a five-dollar bill and a ten-dollar bill. I managed to earn a PhD in 1993, after which I had faculty positions at the University of California... Read More →

Ruth Constansa Torres Castillo

PhD Student, New Mexico State University

Ruth Torres Castillo is a senior Ph.D. student in the Interdisciplinary Doctorate with a concentration in Curriculum & Instruction and Computer Science at New Mexico State University (NMSU). She received a Masters degree in Management of Information Technologies from Instituto Tecnologico... Read More →

Saturday March 2, 2019 9:40am - 10:55am
O'Keeffe

Sessions: Engage & Explore: Creative Ideas in Lessons & Learning

MATH STANDARDS & PRACTICES 5.OA.A.1, 5.OA.A.2
WHAT WILL ATTENDEES GAIN? To develop discussion regarding what students may know and not know about writing numeric expressions.
BEYOND "STAND & DELIVER" All of the Math Snacks and Math Snacks Early Algebra materials are designed to enhance the curriculum used by teachers and not intended to replace it.

9:40am

Ratios, Proportions, Discourse, Oh My!

Limited Capacity full
Adding this to your schedule will put you on the waitlist.

What do ratios/proportions, math practices, discourse, and centers have in common?

This interactive and inquiry-based session will weave all four into an action packed learning experience. Ratios and proportions are the some of the most misunderstood concepts in middle school. When the learning of ratios and proportions are done through an interactive conceptual way, students make sense of these ideas and build an understanding of these concepts.

This session will mirror that type of learning by having attendees engaging and interacting in a meaningful way with ratios and proportions through rich, hands-on activities. Math practices will be used to create viable arguments, reasonable solutions, and critique the reasoning of others. Because the activities will be open-ended, participants will engage in discourse through discussion with other participants.

Speakers

Patricia Carden

Math Specialist, Math and Science Bureau

Shafiq Chaudhary

Math and Science Specialist, NM PED Math and Science Bureau

Saturday March 2, 2019 9:40am - 10:55am
Sweeney A

Sessions: Engage & Explore: Creative Ideas in Lessons & Learning

MATH STANDARDS & PRACTICES 6th grade Domain: Ratios and Proportional Relationships-Understand ratio concepts and use ratio reasoning to solve problems.
WHAT WILL ATTENDEES GAIN? Attendees will gain a vision of how ratios and proportions can be taught through manipulatives and inquiry based learning.
BEYOND "STAND & DELIVER" This is not a presentation on how to learn math. This is a math experience where learning happens through interactions and discussions among the attendees.

9:40am

The Kindness Project: Can Math Change the Culture of a School?

Limited Capacity filling up

Learn about a school-wide project in which all of the students were surveyed about the level or degree of kindness a their school and how this math project influenced the culture.

Speakers

Nick Elsbury

8th Grade Teacher, Byron Community Unit School District

Ryan Nestler

6th Grade Teacher, Byron Community Unit School District

Martha Reilly

7th Grade Teacher, Byron Community Unit School District

Saturday March 2, 2019 9:40am - 10:55am
Sweeney C

Sessions: Math Story Projects & Immersions

9:40am

Working Problems from the Inside Out: Putting students and real-world application at the center

Limited Capacity full
Adding this to your schedule will put you on the waitlist.

Come experience how to take a PARCC, Smarter Balanced or text-book problem and turn the problem inside out so students are asking the questions and seeing the real-life application of the math!

Participants will learn a powerful new strategy that 1) provides experiences for students to bring their math understanding to real situations, 2) gives many ways for students to be right in the math classroom, 3) builds positive disposition and adaptive reasoning in their students, and 4) builds a high-ceiling, low-floor task so all students have an entry point. Instead of answering someone else's questions, students learn that math in the real world involves asking your own questions, applying what you know and communicating your thinking to others.

Speakers

Erin Mayer

Professional Development Coordinator, Dual Language Education of New Mexico

Erin is a classroom teacher, a developer for the AIM4SCubed Math Framework (Achievement Inspired Mathematics for Scaffolding Student Success) and has taught remedial math courses at the local community college. She is driven by a desire to give all students equitable access to mathematics... Read More →

Saturday March 2, 2019 9:40am - 10:55am
Sweeney D

Sessions: Math Story Projects & Immersions

MATH STANDARDS & PRACTICES Common Core State Standards that involves students using multiple Math Practices.
WHAT WILL ATTENDEES GAIN? Participants will experience the power of the Inside Out Strategy.
BEYOND "STAND & DELIVER" Participants will experience an Inside Out Problem during the session and see examples from my classroom.

9:40am

Developing Numerical Fluency

Limited Capacity filling up

Numerical fluency is about understanding, not memorization. It comes over time as students engage in active thinking and doing, not endless worksheets and timed tests. Classroom instruction and materials, however, often don't feel aligned with these realities. "Students do not develop numerical fluency by memorizing and regurgitating rules." But many of us learned mathematics in exactly this way, making shifting our instruction challenging.

In Developing Numerical Fluency, Steve Leinwand takes a fresh look at a commonly-asked question: "How do I teach number facts so my students know them fluently?" Developing Numerical Fluency provides just the right support, offering big ideas for rethinking instruction paired with classroom-tested activities you can use right away.

This session is based on the book Developing Numerical Fluency; Making Numbers, Facts, and Computation Meaningful by Patsy Kanter and Steven Leinwand.

Speakers

Steven Leinwand

Principal Research Analyst, American Institutes for Research

Saturday March 2, 2019 9:40am - 10:55am
Sweeney B

Sessions: Mathematical Mindset & Deeper Learning

9:40am

May In March: Engaging Games and Activities based on the work of Lola May

Limited Capacity filling up

Speakers

Martha Hildebrandt

Assistant Professor, Chatham University

Saturday March 2, 2019 9:40am - 10:55am
Nambe

Sessions: Mathematical Mindset & Deeper Learning

MATH STANDARDS & PRACTICES Develop numerical fluency and hone their problem solving skills and grow their mathematical curiosity.
WHAT WILL ATTENDEES GAIN? Attendees will have the opportunity to engage in activities that can be immediately implemented into their classrooms.
BEYOND "STAND & DELIVER" Every activity requires participation by the attendees. They will be challenged, entertained, inspired and infused with enthusiasm when they leave the session.

9:40am

Using Tools Strategically: Connecting the critical points of math understanding

Limited Capacity seats available

In this session, you'll investigate geometry standards in grades 6-8 through a hands-on real world problem that can be used in different ways in each grade level.

Following the activity, we'll debrief with a focus on the structures of mathematics connecting the different representations (concrete, iconic, and symbolic) seen in the different participants’ solution paths. You'll share about your experience, and explore ideas such as components of structural language, concrete models, iconic models, and symbolic notation from the lesson to fill in an organizational tool. A challenge then will be posed: can the organizational tool be used to inform core instruction differentiation, assessment, and student enrichment or support?

Speakers

Annie Adams

Math Coach, Independent School District of Boise Cit

Sharon Tennent

Math Coach, Independent School District of Boise Cit

With a passion for early numeracy and development of mathematical structures, I work to provide growth opportunities for my fellow educators in the Boise School District.

Andrew Webb

Math Coach, Independent School District of Boise Cit

Suzanne Wolfkiel

Math Coach, Independent School District of Boise Cit

Lucas Younger

Math Coach, Independent School District of Boise Cit

I draw on my education and experience as both a teacher and a school counselor to provide professional education and enrichment for my fellow educators in the Boise School District.

Saturday March 2, 2019 9:40am - 10:55am
Kearny

Sessions: Mathematical Mindset & Deeper Learning

MATH STANDARDS & PRACTICES 6.G.A.1, 6.G.A.2, 7.G.B.6, 8.G.C.9
WHAT WILL ATTENDEES GAIN? Attendees will gain an understanding of how to use a graphic organizer to plan.
BEYOND "STAND & DELIVER" Our presentation will ask attendees to create different models with their table mates as well as challenge the framework that is structuring their thinking. This is a hands on - brains on session.

9:40am

What Do Mathematicians Do?

Limited Capacity filling up

During this session we will share the opening unit we use with our 7th and 8th grade students during the first week of school. The unit is modeled around a unit described in Tracy Zager's book Becoming the Mathematics Teacher You Wish You Had (2017). The unit uses picture books, articles, and videos for students to learn about what it is mathematicians do. The unit uses blended learning and addresses the ideas of mathematical mindset, making mistakes and learning from them, and persevering through problems.

In this session, you'll complete the unit, as a student, then have time to discuss and adapt the unit to fit the needs of their own classroom.

Speakers

Heidi Anderson

7th and 8th Grade Teacher, South East Jr High

Kate Degner

Teacher, South East Jr High

Saturday March 2, 2019 9:40am - 10:55am
Coronado

Sessions: Mathematical Mindset & Deeper Learning

MATH STANDARDS & PRACTICES This sessions address the standards for mathematical practice 1 and 3.
WHAT WILL ATTENDEES GAIN? Attendees will leave the session with an exciting unit to use anytime throughout the school year.
BEYOND "STAND & DELIVER" This session does not use 'stand and deliver' at all. The presentation will use blended learning techniques and small group discussions to engage session participants.

10:55am

Snack Break

Help yourself to a snack, along with fresh coffee, tea or water, then head off to your final Concurrent Session!

Snack and Beverage stations are located in both the Lobby and the Pre-Function Hallway.

Saturday March 2, 2019 10:55am - 11:15am
Lobby & Pre-Function Hallway

General Session

11:15am

Culturally Responsive Math Practices

Limited Capacity full
Adding this to your schedule will put you on the waitlist.

Join Featured Presenter Gladys Graham in this session examining what it means to teach using culturally responsive practices, in theory and in practice.

You'll take a critical look at the characteristics of culturally responsive teaching as it relates to math instruction. Then, explore opportunities for professional self-reflection, building cultural competence and conduct a personal analysis of dimensions of instruction (the curriculum, teaching methodology, classroom culture, relational trust, and more). Strategies and skills will be shared and modeled in this important and relevant session.

Speakers

Gladys Graham

MidSchoolMath

Saturday March 2, 2019 11:15am - 12:30pm
O'Keeffe

Sessions: Educational Equity

11:15am

Experience how to Best Support your ELLs Mathematical Journey: Walk a Mile in Their Shoes!

Limited Capacity seats available

How do we give English language learners access to rich problems and stories in our mathematics classrooms? How can we decrease frustration and increase engagement and participation?

Come participate in a short problem-solving lesson in Spanish to experience sheltering and scaffolding strategies that support English learners in having access to the CCSSM and Mathematical Practices. This session is designed for teachers who have zero to an intermediate level of Spanish. This session will give teachers concrete strategies and instructional moves to give language learners access to projects, 3 Act Tasks, and story problems that you are already using in your classroom. The short lesson will be in Spanish. The reflection and share outs will be in English so participants can fully participate in the professional dialogue.

This session will be interactive, engaging and give you the opportunity to step into the shoes of the English language learners in your classroom.

This session will have two presenters. One will take the teacher role with sheltering and facilitating the lesson in Spanish. The other presenter will take a coaching role, facilitating the reflection and share outs of participants about the lesson in English. Both presenters will share personal experiences about working with language learners in the mathematics classroom and the research that supports these strategies. Feedback when we have used this structure with teachers and administrators in the past has been very positive. There is nothing quite like experiencing in 15 minutes the challenges that our English language learners face all day as they navigate their different content classes.

Speakers

Evelyn Chavez

Professional Development Coordinator, Dual Language Education of New Mexico

Evelyn Chavez is an experienced classroom teacher and a professional development coordinator committed to supporting teachers in meeting the needs of our language learners. She is a lead trainer with the math framework Achievement Inspired Mathematics for Scaffolding Student Success... Read More →

Lisa Meyer

Director of Operations & Programming, Dual Language Education of NM

Lisa Meyer has spent the last eight years supporting teachers and schools with meeting the needs of English learners and academic language learners through high-quality, engaging instruction. As a classroom teacher, professional development coordinator, and developer for the math... Read More →

Saturday March 2, 2019 11:15am - 12:30pm
Nambe

Sessions: Educational Equity

MATH STANDARDS & PRACTICES Participants will experience strategies that give students access to the CCSSM and the Mathematical Practice Standards.
WHAT WILL ATTENDEES GAIN? Participants will walk away with concrete ideas on how to adjust planning and classroom delivery to better meet the needs of English language learners.
BEYOND "STAND & DELIVER" Instead of using a traditional presentation to deliver the content, the participants experience why it is essential to use well-developed visuals and high-level supported language.

11:15am

Personalization in Math

Limited Capacity full
Adding this to your schedule will put you on the waitlist.

Rather than strictly following a textbook, we tackle math based solely off the standards. As teachers, we are familiar with what students need to know, so why not share those expectations directly with them? In this session, we'll introduce you in detail to our systems!

To be engaged in their learning, the students spend time individually breaking down the standards on their frequently accessed “I Can” statements. These, along with all of our management tools, are housed in Google Classroom. Students then determine how to tackle the standards in any approach they prefer. There are three classrooms they choose from EVERY day. They may sign up for “small group,” run by a teacher on a specific standard, “independent,” using websites, textbooks, worksheets, or manipulatives to practice solo, or “assessment” to demonstrate their proficiency one-on-one with a teacher.

Each student creates their own assessment and assesses on an individual basis, allowing the teacher to provide immediate feedback. While they assess, their verbal articulation of skill acquisition provides excellent data for us as teachers. The students are also responsible for a great deal of data collection and progress monitoring. They each write a daily log explaining their learning. We respond to these nightly in order to help guide them “picking their path” the next morning. They also record their assessment scores in their own “I Can” form as a way of self-monitoring.

The flexibility of this approach is very beneficial for varied pacing of learners. It allows for solid learning of content, while ensuring a personalized path that works for all students. We really pride ourselves on the fact that we meet the needs of all learning styles and ability levels. One of the biggest strengths of this method is the fact the it teaches students to advocate for their learning. Seeing the newfound confidence in our students. Students that have always “hated” math are now loving it because they understand how THEY learn best.

Note: This is a BYOD session (Bring Your Own Device). Please bring a laptop or tablet and headphones with you to the session.

Speakers

Erin Coggan

6th Grade Teacher, Cherokee Trail Elementary

I received my Bachelor's degree in Oklahoma and moved to Colorado shortly thereafter. I am in my 6th year of teaching and have worked with PK-6th grade. I strive to continually evolve my teaching in order to engage students and build my "toolbox" by attending professional developments... Read More →

Aubrie Duncan

6th Grade Teacher, Cherokee Trail Elementary

Education has always been a passion for me, starting at a very young age. My journey started with me earning a Bachelor’s Degree in Human Development and Family Studies from Colorado State University in 2005. Shortly after graduation, I extended my education through the University... Read More →

Madison Levine

5th Grade Teacher, Cherokee Trail Elementary

My lifelong passion has always been education and I began my path at Florida State University where I received my Bachelor's Degree in Elementary Education. Before jumping into the classroom, I became a graduate research assistant and worked on a study with elementary students on... Read More →

Lindsay Tyler

6th Grade Teacher, Cherokee Trail Elementary

I attended the University of Northern Colorado and graduated in 2009 with a degree in Interdisciplinary Studies of Liberal Arts with an emphasis in English. I am currently in my tenth year of teaching and have taught primarily intermediate elementary grade levels (4-6). Four years... Read More →

Saturday March 2, 2019 11:15am - 12:30pm
Sweeney D

Sessions: Effective Feedback & Assessment

MATH STANDARDS & PRACTICES Our approach to math instruction is completely standards based.
WHAT WILL ATTENDEES GAIN? Attendees will gain a new perspective on how to teach math in a personalized way in order to improve student engagement and ownership.
BEYOND "STAND & DELIVER" Though some “stand and deliver” presenting will be required, we do take opportunities throughout to provide a chance for attendees to explore the tools and reflect on the current learning.

11:15am

Building a Foundation for Functions in the Middle Grades

Limited Capacity seats available

Speakers

Thomas Evitts

Professor Emeritus, Shippensburg University

Saturday March 2, 2019 11:15am - 12:30pm
DeVargas

Sessions: Engage & Explore: Creative Ideas in Lessons & Learning

MATH STANDARDS & PRACTICES CCSS.MATH.CONTENT.8.F.A.1
WHAT WILL ATTENDEES GAIN? Attendees will gain an appreciation for function as a concept and for various representations of function.
BEYOND "STAND & DELIVER" As noted above and in keeping with my espoused approach to professional learning, teacher-participants must engage with the material and interact together.

11:15am

Create, Solve, Share: Student-crafted word problems

Limited Capacity seats available

Algebra is a critical part of success as students move into higher mathematics and into careers. Therefore, it is important to not only have students master the concepts in algebra but also have a deeper understanding of functions and variables. But how do you obtain mastery while empowering the students to take charge of their learning? For several years, we have been designing and implementing activities in algebra classrooms where students pose, solve, and share algebra problems related to their interests in popular culture areas like sports and social networking.

In this session, you'll experience one of our activities – they will first work in small groups to solve problems involving linear equations and direct variation. Participant groups will then select a topic of interest to them and will be asked to pose their own algebra story problem related to their interests. Through small-group and whole-group discussions, participants will compare direct variation versus linear change using multiple representations. Participants then will hear about personalized problem-posing activities that have been implemented in the classroom, including success stories, common trouble spots, and example problems written by students. There will be general discussion about the instructional strategies of connecting mathematics to students’ interests and about using problem-posing in the mathematics classroom.

Speakers

Trevelyn Everitt-Gyure

Instructional Lead Coach, Dallas ISD

I moved into the educational arena in 2008 after spending many years in the business world. I began my career in Raleigh, North Caroline in Wake Country Public Schools where I served in many different capacities. Upon returning to Texas, I shifted into Urban education in Dallas ISD... Read More →

Saturday March 2, 2019 11:15am - 12:30pm
Milagro

Sessions: Engage & Explore: Creative Ideas in Lessons & Learning

MATH STANDARDS & PRACTICES Solving direct variation and linear equations using all forms of representation at approximately an 8th grade math level.
WHAT WILL ATTENDEES GAIN? Participants will be able to develop word problems at a personalized level for students which will in turn create higher student engagement.
BEYOND "STAND & DELIVER" Participants will select a topic from the given choices that are of interest to them. They will then work on hands on activities in a small group.

11:15am

Design Thinking for the Math Classroom

Limited Capacity full
Adding this to your schedule will put you on the waitlist.

Curriculum maps and time limitations often make us feel like there isn’t time for one more thing. Design thinking in the math classroom isn’t something extra, instead it allows for students to validate their content acquisition, extend their skillsets, and connect classwork to their native creativity.

While the phrase “design thinking” is often attributed to maker spaces and fablabs, authentic design in the classroom doesn’t require one to one computers, 3D printers, or digital fabrication tools – you already have everything you need in your classroom or at your site!

We will explore several models of design thinking as well as tackling authentic design challenges which are aligned to the middle school Common Core State Standards. Design thinking is not the purview of one single discipline or class, rather it is a toolbox with which to solve problems. Teachers participating in this session will create a collaborative space focused on transforming challenging mathematical concepts into opportunities for meaningful, student-lead designs.

Speakers

Dave Forester

STEM Project Coordinator, LANL Foundation

A Las Vegas, NM native, Dave has been in Santa Fe since 1995 when he got involved with Santa Fe Brewing Company, and eventually realized a college dream of being part owner of a microbrewery. After parting ways with SFBC, he focused his energy on deploying interdisciplinary curriculum... Read More →

Saturday March 2, 2019 11:15am - 12:30pm
Peralta

Sessions: Engage & Explore: Creative Ideas in Lessons & Learning

MATH STANDARDS & PRACTICES CCSS.MATH.PRACTICE.MP4, CCSS.MATH.PRACTICE.MP5, CCSS.MATH.PRACTICE.MP6
WHAT WILL ATTENDEES GAIN? Attendees will experience a design challenge as well as gain exposure to several different design thinking models.
BEYOND "STAND & DELIVER" This session casts attendees in the role of students, putting them at the heart of a student-centered lesson.

11:15am

Total Math Immersion: Simulations, Pretend Play & the Imagination

Limited Capacity seats available

Learn how to build fun, simple immersions in your classroom!

Speakers

Scott Laidlaw

Co-founder, MidSchoolMath

Megan LeBleu

Director of Curriculum, MidSchoolMath

Saturday March 2, 2019 11:15am - 12:30pm
Sweeney C

Sessions: Math Story Projects & Immersions

11:15am

Developing Numerical Fluency

Limited Capacity filling up

Numerical fluency is about understanding, not memorization. It comes over time as students engage in active thinking and doing, not endless worksheets and timed tests. Classroom instruction and materials, however, often don't feel aligned with these realities. "Students do not develop numerical fluency by memorizing and regurgitating rules." But many of us learned mathematics in exactly this way, making shifting our instruction challenging.

In Developing Numerical Fluency, Steve Leinwand takes a fresh look at a commonly-asked question: "How do I teach number facts so my students know them fluently?" Developing Numerical Fluency provides just the right support, offering big ideas for rethinking instruction paired with classroom-tested activities you can use right away.

This session is based on Developing Numerical Fluency; Making Numbers, Facts, and Computation Meaningful by Patsy Kanter and Steven Leinwand.

This session is being offered twice; please only sign up for one of the two sessions.

Speakers

Steven Leinwand

Principal Research Analyst, American Institutes for Research

Saturday March 2, 2019 11:15am - 12:30pm
Sweeney B

Sessions: Mathematical Mindset & Deeper Learning

11:15am

Equations, Expressions, and Embarrassment

Limited Capacity full
Adding this to your schedule will put you on the waitlist.

Deep mathematical learning requires a growth mindset and a willingness to take risks. On the other hand, middle school students are at an age where the worst thing in the world is to be embarrassed in front of your peers. We have seen the same students who were fearless risk-takers in 6th grade become stubbornly afraid to be wrong by the time they got to 8th grade.

In this session, we will discuss strategies for open-ended exploration, group work, and class discussion. We will discuss strategies for pushing student thinking, and exploring mistakes, while at the same time being mindful and respectful of the adolescent phase of life. We will use several specific mathematical tasks whose purpose is to write equations and expressions that have meaning in contexts related to geometry and proportional thinking. Most of the session will be spent with participants exploring the mathematics, then exploring pedagogical resources, and finally discussing ways to implement these ideas in their own classrooms.

For the mathematics as well as the pedagogy, we will draw on several federally funded math education projects we have worked on, as well as experiences with 6th, 7th, and 8th grade at a small, project-learning-focused charter school.

Speakers

Allison Conway

Teacher, J Paul Taylor Academy

I work at a K-8 public charter school in Las Cruces, New Mexico where I am a “math department of one” for our middle school program, teaching sixth, seventh, and eighth grade math classes. I started my career in bilingual education and taught kindergarten for several years in... Read More →

Ted Stanford

Associate Professor, New Mexico State University

Saturday March 2, 2019 11:15am - 12:30pm
Sweeney A

Sessions: Mathematical Mindset & Deeper Learning

MATH STANDARDS & PRACTICES 6.EE.A.4, 6.RP.A.3, 7.EE.A.2, 7.G.A.1, 8.F.A.2.
WHAT WILL ATTENDEES GAIN? A list of ideas and resources for promoting exploration and learning from mistakes in middle school algebra.
BEYOND "STAND & DELIVER" Most of the session will consist of group work and discussion at tables.

11:15am

Making Connections Outside the Classroom

Limited Capacity seats available

In this session, attendees will be exposed in a hands-on way to a variety of engagement techniques that help students with the process of understanding and interacting in useful way with algebra. I will dig into my 20 years experience as a math teacher at Denver Academy, a school founded to help students that learn differently, and share what I know works. I will share my best practices in getting students to look forward to coming to math class because they know in life they will use what they learn. I will show ways to get students engaged in an interactive way that benefits both the academic as well as the social emotional side of the middle school brain.

Speakers

Matthew Dastin

Middle School Dean, Denver Academy

Matt Dastin has been a teacher at Denver Academy for over 20 years. Throughout his time at DA he has learned that connecting with students is very often the key to their success. He spends time with students after school golfing, teaching a geocaching class and even camping in... Read More →

Saturday March 2, 2019 11:15am - 12:30pm
Kearny

Sessions: Mathematical Mindset & Deeper Learning

MATH STANDARDS & PRACTICES Development of conceptual understanding, independent understanding of the process and strategic comprehension of meaningful problem solving.
WHAT WILL ATTENDEES GAIN? Make a weekly plan that accounts for academic content, student engagement, purposeful work both in class and assignments outside of the classroom.
BEYOND "STAND & DELIVER" A teaching methodology used at Denver Academy of think, pair and share will immediately get the conversation started.

11:15am

Productive Mathematic Discussions

Limited Capacity seats available

In this session, we'll explore framework that identifies concrete instructional practices to set up productive discussions rooted in student thinking. Through examples, you'll learn to use student work as the starting point for discussions; discussions that are focused on introducing mathematical ideas, highlighting contradictions and misconceptions, and developing or refining understandings.

In addition to the set up and actual discussion, we will explore other aspects needed such as setting clear goals, selecting an appropriate task, and questioning techniques. These instructional practices will help our students learn how to tackle complex problems by thinking, reasoning, and engaging effectively in quantitative problem solving (Smith & Stein, 2011). The anchor for this session is the book Five Practices for Orchestrating Productive Mathematics Discussions by Margaret Smith and Mary Kay Stein.

BYOD (Bring Your Own Device): Please bring a laptop or tablet with you to this session. You will also need a Gmail (google email) account to use as a log-in for an activity using Pear Deck.

Speakers

Jen Loescher

Middle School Math Trainer, Southern Nevada Regional Professional Development Program

Jen Loescher has worked within the Clark County School District for 18 years. In 2018, she joined the Southern Nevada Regional Professional Development Program team as a Middle School Math Project Facilitator. From 2009-2018, she had been serving Sedway Middle School as a Strategist... Read More →

Saturday March 2, 2019 11:15am - 12:30pm
Lamy

Sessions: Mathematical Mindset & Deeper Learning

MATH STANDARDS & PRACTICES Math Practice Standards 1,2,3 are the foundation for the use of mathematics discussions in the classroom.
WHAT WILL ATTENDEES GAIN? Participants will know the ‘5 Practices’ is an evidence-based approach to instruction and include: anticipating,monitoring,selecting,sequencing,and connecting.
BEYOND "STAND & DELIVER" Complex knowledge and skills are learned through social interactions.

11:15am

Strategically Design Your Middle School Mathematics Achievement Plan

Limited Capacity seats available

The focus of this work session with administrators, teachers, and mathematicians is how to successfully design a middle school mathematics achievement plan for the success of every student. Teaching Mathematics is complex. Teaching students to think like mathematicians is even more complex. But, success for every student requires the school and district to strategically establish a mathematics mindset and a learning environment optimal for the advanced math student, the struggling math student, and the math student with special needs.

Speakers

James DiDonato

Educator, Mount Holly Township Public Schools

My experience timeline is special education teacher, instructional coach, mathematics supervisor, curriculum and instruction director, and superintendent (all in the Mount Holly Township School District, NJ). In my 5th year as superintendent, I have noticed continuous change in teaching... Read More →

Susan Lynch

6th Grade Math Teacher, Mount Holly Township Public Schools

With nearly twenty five years of middle school math teaching experience, I have seen first-hand how learning styles have changed. Small group instruction, targeted learning centers, and a positive growth-mindset philosophy are all integral parts to a successful mathematics classr... Read More →

Saturday March 2, 2019 11:15am - 12:30pm
Coronado

Sessions: Mathematical Mindset & Deeper Learning

MATH STANDARDS & PRACTICES The focus is strategic planning and systems thinking and incorporating math practice standards into the mathematics achievement plan.
WHAT WILL ATTENDEES GAIN? Critically designing the optimal learning environment for your classroom/school Strategically establishing a mathematics achievement plan that focuses on every student.
BEYOND "STAND & DELIVER" Whether this session is 45 minutes or 75 minutes, the presentation is 80% learner-centered.

12:30pm

Transition to General Session

Head to the Ballroom for the final closing session of #MidSchoolMath2019!

Saturday March 2, 2019 12:30pm - 12:45pm
Lobby & Pre-Function Hallway

General Session

12:45pm

The "Not to Miss" Closing with the MSM Team

Limited Capacity filling up

Moderators

General Session