CMC - South 2015

These engaging problems provide a context you can use to make conceptual understanding more tangible. WeÕll do a problem and discuss how to help students articulate their mathematical thinking in writing as well as options for assessing their work._x000B__x000B_EVALUATION POLL CODE:

Research shows importance of students as owners of their learning, with a positive disposition to math, and engaging in high cognitive discourse. We’ll examine how to foster class culture to enable students to develop agency, identity and authority.

EVALUATION POLL CODE: 48501

Rigor in mathematics classrooms should be the foundation for engaging students in high-quality teaching and learning. Find out what rigor in math classrooms is all about. Then, experience how your passion for math can fuel studentsÕ passion for learning and succeeding in life._x000B__x000B_EVALUATION POLL CODE:

I have been blessed with an ever growing data base of more than 1000 K-12 mathematics classroom observations since 2010. This session is an opportunity to capture and share some of what I've observed and learned. We will use specific examples to look at such issues as on-going cumulative review, homework, worksheets, saying vs. showing, formative assessment, questioning and tasks that either numb or energize our neurons - all of which can be transported to every classroom in which mathematics is taught._x000B__x000B_EVALUATION POLL CODE:

The Standards for Mathematical Practice describe the habits of proficient students they learn mathematics and solve problems. These habits can only be observed in the context of specific mathematical ideas and methods. We will look at examples of student work and classroom videos which illustrate mathematical practice in the classroom, at various grade levels.

EVALUATION POLL CODE: 11382

In this session, I share what I learned from my dissertation video study of two high school teachers who were learning to enact Number Talks. I wanted to learn what the teachers found most challenging and how coaching supported their learning. _x000B_ In examining the videos of the Number Talks, I noticed that even when teachers use teaching strategies that are recommended for engaging students in productive mathematical discussions, it can be hard to let go of familiar practices that we think of as "teaching" (such as asking leading questions or verifying students' answers), but that when we are able to forego those habits, students' agency and authority has more space to grow. I hope these ideas will be useful for teachers and coaches alike._x000B__x000B_EVALUATION POLL CODE:

Students with special needs are often taught exclusively through key words and direct instruction. Learn first-hand from a student with special needs how teaching key words and direct instruction were successfully replaced with teaching for understanding in an inclusive environment. Alex Dixon was a normal, bright, healthy girl, when a sudden onset of a mysterious illness took over her life. Months of treatments failed to provide relief from acute pain and muscle spasm. Brain surgery stopped the spasms but caused a massive stroke. Alex had to relearn everything. Alex provides a personal account of strategies for supporting a student with special needs to learn mathematics with depth. Alex's mom, Juli Dixon, a professor of mathematics education, shares her perspective on what worked for teaching students with special needs.

EVALUATION POLL CODE: 12930

What do the most powerful digital math tasks have in common? What teacher moves allow students to get the most out of any lesson? In this session, weÕll consider answers to these questions and use the Desmos Activity Builder as a lens for exploring the intersection of computers, teaching, and math._x000B__x000B_EVALUATION POLL CODE:

How do adult interactions in school impact student interactions in schools? What do robust academic discussions sound like among teachers and among students? How do we cultivate rich, engaging, inquiries at the administrative and the teacher and the student levels in any given school or district? How do we address problems in school and how do those habits impact how we engage with mathematics problems? What does culture have to do with learning and how do we cultivate the culture we all want to live in? In this talk I will share my thinking about how to develop the kind of dialogue needed to actually improve learning. We will explore "learning communities" and the role of each player in the community to both learn and contribute to the collective and individual knowledge in the community. What habits of discourse need to be cultivated so that all of us, no matter age or rank, can engage productively in dialogue that furthers learni ng, innovation, problem solving and collaboration?_x000B__x000B_EVALUATION POLL CODE:

Students often lack opportunities to strengthen their problem-solving skills. Dive deeper into why problem-solving is absolutely necessary for all students in math class by exploring accessible tasks, instructional strategies, and scaffolds.

EVALUATION POLL CODE: 176838