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Welcome to the 2019 MidSchoolMath National Conference! #MidSchoolMath2019

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

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

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

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


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Sessions: Math Story Projects & Immersions [clear filter]
Friday, March 1
 

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
avatar for Patricia Noble

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

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
avatar for Matthew Kolb

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
  • 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
avatar for Aaron Anderson

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
  • 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
avatar for Brian Smith

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
  • 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.

1:25pm

Constructivist Teacher Gone Rote?!
Limited Capacity full
Adding this to your schedule will put you on the waitlist.

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
avatar for Patricia Noble

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
  • 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
avatar for Stephanie Owens

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
  • 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
avatar for Angela Reali Crossland

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
  • 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.

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
avatar for Stephanie Owens

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
  • 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
KD

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
  • 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.
 
Saturday, March 2
 

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
avatar for Nick Elsbury

Nick Elsbury

8th Grade Teacher, Byron Community Unit School District
avatar for Ryan Nestler

Ryan Nestler

6th Grade Teacher, Byron Community Unit School District
avatar for Martha Reilly

Martha Reilly

7th Grade Teacher, Byron Community Unit School District


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

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
avatar for Erin Mayer

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
  • 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.

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
avatar for Scott Laidlaw

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 →
avatar for Megan LeBleu

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 →


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