2016 NCSM Annual Conference

Strand 3 Sessions

Session information last updated: 4-10-2016

 
Strand 3 Sessions -- Monday, Monday, April 11
 
Strand 3: Advancing the Social Justice Conversation


1103  9:30 AM to
10:30 AM
Junior Ballroom 1-2Secondary
(6-12)
Regular Presentation (60 minutes)Advancing the Social Justice Conversation

What Has Culture Got to Do with the Standards for Mathematical Practice (SMP)?
Teachers who are serious about addressing inequities in mathematical achievement will have to take into account the sociocultural aspects of teaching. In this workshop, participants learn to use specific strategies of an equity pedagogy framework as a lens for understanding the role that culture plays in student engagement of the SMP.

 

Lead Speaker: Pamela Seda
Co-Presenter: Kyndall Brown

1209  10:45 AM to
11:45 AM
OCC 205Secondary
(6-12)
Regular Presentation (60 minutes)Advancing the Social Justice Conversation

Develop Mathematical Practices Through the Lens of Anti-Bias Education: Persevering While Problem Solving in Your World
This interactive session will explore the four goals of Anti-Bias Education (ABE) and provide ready-to-use examples of CCSSM-aligned lessons. We will discuss the importance of developing sociomathematical norms in the classroom and brainstorm ways to embed the four ABE goals in your current leadership roles within schools and classrooms.

 

Lead Speaker: Diane Rogers
Co-Presenter: Danielle Seabold
Co-Presenter: Michelle Wilson-Banks

1401  12:15 PM to
1:15 PM
Grand Ballroom EFGHGeneralMajor PresentationAdvancing the Social Justice Conversation

Student Voices—Let Them Be Heard
Besides being an equity issue, why is it important for all student voices to be heard? What does that look like? How do we create an environment where students have the opportunity to share their thinking, and their peers have time to ask questions or give them critical feedback? If you’re curious, please join us so we can discuss this issue and hear YOUR voices, thoughts, and ideas.

 

Lead Speaker: José Franco

1405  12:15 PM to
1:15 PM
OCC 201GeneralRegular Presentation (60 minutes)Advancing the Social Justice Conversation

Teaching for Social Justice in Mathematics
An important way to enhance student's mathematics experiences is to assist teachers in developing and implementing equity-based lessons that also have social justice goals. These lessons must engage students while taking into account their racial, cultural, linguistic, and socioeconomic communities. We will discuss best practices.

 

Lead Speaker: Linda Fulmore
Co-Presenter: Kristopher Childs
Co-Presenter: Pat Baltzley

1414  12:15 PM to
1:15 PM
OCC 212Elementary
(K - 5)
Regular Presentation (60 minutes)Advancing the Social Justice Conversation

Girls and STEM: Are They Not Going In, or Are We Pushing Them Out?
During their early years, many girls develop the belief that they aren’t good at mathematics—even when they do just as well as their male counterparts. Why is this? We will examine the existing research on external gender biases in education, and discusses best practices for ensuring girls aren’t made to feel that mathematics "isn’t for them."

 

Lead Speaker: Leigh Mingle

1417  12:15 PM to
1:15 PM
SkylineGeneralRegular Presentation (60 minutes)Advancing the Social Justice Conversation

California State University (CSU) Summer Algebra Institute Project: Culturally-Based Program Development and Evaluation
The Summer Algebra Institute (SAI) is a university-community collaboration comprising California’s higher education systems and multi-site partnerships with faith-based organizations in Northern and Southern California. The aim of the project is to expand the college pipeline of African-American middle school students.

 

Lead Speaker: Kyndall Brown
Co-Presenter: Rehema Gray
Co-Presenter: Jacqueline Mimms

1502  1:30 PM to
2:30 PM
Grand Ballroom ABCGeneralSpotlight SpeakerAdvancing the Social Justice Conversation

Supporting Students in Agency, Identity, and Authority
Recent research stresses the importance of students being owners of their learning, developing positive disposition towards mathematics, shifting their beliefs to a growth mind-set and engaging in high cognitive mathematical discourse. We’ll examine how to foster class culture to enable students to develop agency, identity, and authority.

 

Lead Speaker: David Foster

1507  1:30 PM to
2:30 PM
OCC 203Middle
(6 - 8)
Regular Presentation (60 minutes)Advancing the Social Justice Conversation

Access and Production for English Learners—What's the Role of Mathematical Diagrams?
Supporting access to mathematical opportunities and production of mathematical work and talk is essential for English learners. Explore how integrating language support with mathematical diagramming can aid both access and production. Hear how these strategies are used in a coaching program and consider how to support your teachers.

 

Lead Speaker: Johannah Nikula
Co-Presenter: Harold Asturias
Co-Presenter: Pamela Buffington

1509  1:30 PM to
2:30 PM
OCC 205Secondary
(6-12)
Regular Presentation (60 minutes)Advancing the Social Justice Conversation

Modeling Where It Matters Most: Disrupting the Pattern of Endless Algebra
For students, mathematics courses still operate as sorting devices, particularly at the 6–12 level. Drawing upon our own research, we will show how modeling—developed from cultural artifacts—can disrupt the gate-keeping effects of algebra, re-awakening students and solidifying key understandings.

 

Lead Speaker: Kara Imm
Co-Presenter: Brittney Cook

1610  2:45 PM to
3:45 PM
OCC 206GeneralRegular Presentation (60 minutes)Advancing the Social Justice Conversation

Neurodiversity and Mathematics: A Radical Rethinking of Children with Disabilities in Inquiry Mathematics Classrooms
The time has come to challenge deficit thinking about disability and mathematics. Learn about neurodiversity (educating through strengths rather than deficits), explore digital resources that provide access to research that supports including children with disabilities in mathematical inquiry, and participate in activities to shift teacher perspectives.

 

Lead Speaker: Rachel Lambert

1613  2:45 PM to
3:45 PM
OCC 210/11High School
(9 - 12)
Regular Presentation (60 minutes)Advancing the Social Justice Conversation

How Do We Help Underrepresented Minority Students Reach Their Potential in Mathematics?
Learn how implementing the CCSSM can help underrepresented minority students be successful in completing college prep mathematics classes. Explore how a problem-based unit can pique students' interest in mathematics, help them develop problem-solving skills, and also help them practice basic skills they may not have yet mastered.

 

Lead Speaker: Lisa Miller

1701  4:00 PM to
5:00 PM
Grand Ballroom EFGHGeneralMajor PresentationAdvancing the Social Justice Conversation

From Individual to Collective Action in Improving Our Students' Mathematical Achievement
So many of us become teachers because we want to nurture our students’ academic and social development and thus contribute to the betterment of our society. But in an environment of accountability for only narrow dimensions of learning, time for working on our broader goals is hard to come by. I argue that only through vibrant communities of practice and in activities that allow us to work collectively to realize our most fundamental hopes can we improve our students’ life chances and address the longstanding barriers to equity in our school systems.

 

Lead Speaker: Uri Treisman

1709  4:00 PM to
5:00 PM
OCC 205High School
(9 - 12)
Regular Presentation (60 minutes)Advancing the Social Justice Conversation

Yes, They Can! Supporting English Learners in Doing Meaningful Mathematics
All students are mathematical thinkers and learners. To make this a classroom reality, systematic supports must be in place for both mathematical content and language. We will discuss how to scaffold content without reducing the cognitive demand, and how to support discussion so all students are engaged in the Standards for Mathematical Practice.

 

Lead Speaker: Barbara Kuehl

1710  4:00 PM to
5:00 PM
OCC 206Middle
(6 - 8)
Regular Presentation (60 minutes)Advancing the Social Justice Conversation

Teaching Mathematical Argumentation Equitably in Urban Districts
Researchers and practitioners have collaborated to find new ways to meet the needs of diverse learners in addressing CCSSM Practice 3: • improvisational activities to support productive norms, meeting the socio-emotional learning needs of underserved youth in argumentation. • technology-based curriculum and structures supporting justification.

 

Lead Speaker: Jennifer Knudsen
Co-Presenter: Harriette Stevens
Co-Presenter: Teresa Lara-Meloy

1713  4:00 PM to
5:00 PM
OCC 210/11Secondary
(6-12)
Regular Presentation (60 minutes)Advancing the Social Justice Conversation

Secondary Course Sequences: San Francisco and Oakland Partnering Across the Bay Bridge
Math leaders from San Francisco and Oakland collaborated for 18 months around a secondary course sequence aligned with CCSSM. With SERP partners Harold Asturias and Phil Daro, both districts developed board policy approved unanimously by their respective boards. Hear what we've learned about policy, programs, teacher learning, and public outreach.

 

Lead Speaker: Phil Tucher
Co-Presenter: Lizzy Hull Barnes
Co-Presenter: Phil Daro
Co-Presenter: Harold Asturias

 
Strand 3 Sessions -- Tuesday, Tuesday, April 12
 
Strand 3: Advancing the Social Justice Conversation


2102  8:15 AM to
9:15 AM
Grand Ballroom ABCGeneralSpotlight SpeakerAdvancing the Social Justice Conversation

Support Novice Teachers to Be Culturally Empathetic
We will explore two critical questions for coaches: "How do we teach each child well in a racist nation?" and "How can each teacher improve her or his leadership for equity?" Using a teacher residency model we will consider implementation of equity-based practices to strengthen mathematical learning.

 

Lead Speaker: Ruth Cossey
Co-Presenter: Karen Mayfield-Ingram

2207  10:00 AM to
11:00 AM
OCC 203Secondary
(6-12)
Regular Presentation (60 minutes)Advancing the Social Justice Conversation

Supporting All Learners in a Common Core Classroom: A Focus on Reasoning and Language Development in 6–12 Mathematics
Meeting the needs of mathematics teachers supporting ELL students’ learning of mathematics and the ESOL teacher supporting students’ learning of language through mathematics requires a team effort. Learn about a professional learning experience and engage in tasks that highlight the importance of teacher collaboration to meet the needs of students.

 

Lead Speaker: Jane LaVoie
Co-Presenter: Stephanie Martin
Co-Presenter: Genie Foster

2301  11:15 AM to
12:15 PM
Grand Ballroom EFGHGeneralMajor PresentationAdvancing the Social Justice Conversation

Mathematics for All
In Principles and Standards for School Mathematics, NCTM provided a grand vision of mathematics for all. This phrase soon became a popular slogan. Although a worthy premise, in this session I will critically interrogate it in terms of both equity and access. Primarily the focus will be to develop an understanding on whose mathematics is foregrounded and valorized, and whose funds of knowledge are left out. I will share ideas on shifting to mathematics of all as a premise for learning, teaching, and curriculum design.

 

Lead Speaker: Swapna Mukhopadhyay

2305  11:15 AM to
12:15 PM
OCC 201Secondary
(6-12)
Regular Presentation (60 minutes)Advancing the Social Justice Conversation

Fighting the Good Fight: Standing up for Equity in Mathematics
San Francisco has worked for two years to develop and implement a board policy that detracks mathematics classes through the end of 10th grade. Through research from the field and attention to our data we have framed this as a social justice issue and an instructional opportunity. Hear the superintendent and curriculum leaders reflect on our experiences.

 

Lead Speaker: Lizzy Hull Barnes
Co-Presenter: Richard Carranza

2512  2:15 PM to
3:15 PM
OCC 208Middle
(6 - 8)
Presidents ExchangeAdvancing the Social Justice Conversation

Equity and Excellence: Understanding Ratios and Proportional Reasoning
We want all students to develop mathematical proficiency in using ratios and proportional reasoning. For this to occur, we must address the language needs of students, particularly English learners, and address our own understanding of ratios and proportional reasoning, thus focusing on equity and excellence. Be prepared to do some mathematics!

 

Lead Speaker: Susie Hakansson

2513  2:15 PM to
3:15 PM
OCC 210/11GeneralRegular Presentation (60 minutes)Advancing the Social Justice Conversation

Four Keys to Effective Mathematics Leadership
During this collaborative session, leaders will investigate four tenets of effective district leadership. Leaders will work together to examine tools and resources designed to improve mathematics teaching and learning, build leadership capacity, and empower students and families as equal partners.

 

Lead Speaker: Mona Toncheff
Co-Presenter: Bill Barnes

 
Strand 3 Sessions -- Wednesday, Wednesday, April 13
 
Strand 3: Advancing the Social Justice Conversation


3110  8:45 AM to
9:45 AM
OCC 206Secondary
(6-12)
Regular Presentation (60 minutes)Advancing the Social Justice Conversation

Developing the Standards for Mathematical Practice (SMP) with Special Needs and Other At-Risk Students
Developing the SMP with special needs and other at-risk students can be challenging. Learn about classroom strategies used effectively in classrooms to meet this challenge, and hear from teachers and professional development and support providers about using rich mathematical tasks with appropriate supports to develop the SMP.

 

Lead Speaker: James Short
Co-Presenter: Vicki Vierra
Co-Presenter: Jennifer Silva

3114  8:45 AM to
9:45 AM
OCC 212GeneralRegular Presentation (60 minutes)Advancing the Social Justice Conversation

Building a Social Justice Mathematics Educator Community of Practice
Join a discussion about one county’s effort to build a community of social justice mathematics educators, examining the process as well as outcomes for teachers and students. Participants will look at the conditions of their site and identify an entry point for mathematics education that has equity and social justice as an explicit lens and outcome.

 

Lead Speaker: Celine Liu
Co-Presenter: James Town
Co-Presenter: Juwen Lam

3201  10:00 AM to
11:00 AM
Grand Ballroom EFGHGeneralMajor PresentationAdvancing the Social Justice Conversation

Moving Principles into Actions: Access and Equity
In Principles to Actions, NCTM sets forth a vision to support the goal of ensuring the mathematical success of all students. This session introduces professional learning resources designed to support teachers and other stakeholders as they strive to achieve the vision outlined in the Access and Equity Principle.

 

Lead Speaker: Marilyn Strutchens

3215  10:00 AM to
11:00 AM
CaliforniaGeneralRegular Presentation (60 minutes)Advancing the Social Justice Conversation

What Do Student Say About Equity in the Mathematics Classroom?
In this session, participants will explore strategies for empowering student voice as a catalyst for continuous improvement for a school or district mathematics program. Participants will hear how students describe their experiences in and around the mathematics classroom and regarding issues of equity and cultural proficiency.

 

Lead Speaker: Bill Barnes
Co-Presenter: Jon Wray

3301  11:15 AM to
12:15 PM
Grand Ballroom EFGHGeneralMajor PresentationAdvancing the Social Justice Conversation

Understanding Identity and Agency in Mathematics Teaching and Learning: Working with Teachers to Cultivate Equity-Based Classroom Practices
This presentation will focus on conceptual tools and equity-oriented practices that support powerful mathematics learning. Key concepts include mathematical identity and mathematical agency. Practices will include: (1) rethinking the identities that we often assign students, (2) designing rigorous mathematics instruction, (3) critically reflecting on the identities that teachers themselves bring to teaching, and (4) partnering with families and communities to promote mathematics learning.

 

Lead Speaker: Karen Mayfield-Ingram
Co-Presenter: Danny Martin
Co-Presenter: Julie Aguirre

3304  11:15 AM to
12:15 PM
Junior Ballroom 3-4Elementary
(K - 5)
Regular Presentation (60 minutes)Advancing the Social Justice Conversation

Early Mathematics Intervention: Catching Up Sooner Is Better
Not all students start mathematics with the same innate capacities or environmental experiences. Inequities start early, and gaps expand over time. This session will highlight how to identify critical knowledge and skill gaps in the elementary years, along with ways to build the mathematical reasoning and confidence all students need for long-term success.

 

Lead Speaker: David Dockterman

3314  11:15 AM to
12:15 PM
OCC 212GeneralRegular Presentation (60 minutes)Advancing the Social Justice Conversation

The Mathematics Classroom as a Forum to Discuss Historical Events and Connect with Current Social Justice Issues
This session presents the Mendez vs. Westminster case (a precursor of Brown) that led to school desegregation in California in 1947. Analysis of data and graphs and the mathematical ideas in the construction of a timeline of events will help make connections between this case and the current state of the education of minority students.

 

Lead Speaker: Susana Davidenko

3616  3:30 PM to
4:30 PM
OaklandIntermediate
(3 - 5)
Regular Presentation (60 minutes)Advancing the Social Justice Conversation

Who Is Mathematics Talk Good For?
The Standards for Mathematical Practice require all students to make sense of problems, reason abstractly and quantitatively, and construct viable arguments and critique the reasoning of others. Mathematics leaders and coaches of students of color will learn how to engage their students in productive discourse to assess their learning.

 

Lead Speaker: Le Vada Gray
Co-Presenter: Genni Steele

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