2016 NCSM Annual Conference

Strand 5 Sessions

Session information last updated: 4-10-2016

 
Strand 5 Sessions -- Monday, Monday, April 11
 
Strand 5: Sharing Research that Informs Mathematics Education


1112  9:30 AM to
10:30 AM
OCC 208GeneralRegular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

Strategies for Encouraging Student Persistence on Cognitively Demanding Tasks: Research Insights from Australia
We have been working alongside elementary and middle school teachers as they introduce cognitively demanding tasks to students. In this session, we will share examples of the tasks, the ways in which the tasks have been used, and insights from teachers and researchers on strategies for encouraging students to persist when working on such tasks.

 

Lead Speaker: Doug Clarke
Co-Presenter: Barbara Clarke

1114  9:30 AM to
10:30 AM
OCC 212Elementary
(K - 5)
Regular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

K–5 Game Changer: The Power of Student Interviews and Mathematical Reasoning Inventories
Come learn how the implementation of mathematical reasoning inventories changed the course of student learning and increased achievement for an entire district. From training and administration, to analyzing data and providing targeted interventions, participants will experience the whole process. Learn what students know by sitting down with them.

 

Lead Speaker: Graham Fletcher
Co-Presenter: Mike Wiernicki
Co-Presenter: Lya Snell
Co-Presenter: Sarah Marshall

1115  9:30 AM to
10:30 AM
CaliforniaMiddle
(6 - 8)
Regular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

Using Fraction Number Talks to Build Effective Discourse in Middle School
Come see how implementing Number Talks helps develop effective discourse in middle school. Learn how student engagement changed when teachers used high leverage number talks to develop fluency with fractions. Participants will be shown classroom videos of students’ fractional reasoning and will discuss the number strings used for the discussions.

 

Lead Speaker: Beth Schefelkler
Co-Presenter: Joe Giera
Co-Presenter: Connie Laughlin

1116  9:30 AM to
10:30 AM
OaklandGeneralRegular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

Developing A Long View: Expanding Professional Learning (PL) Design to Better Support and Cohere Teacher Growth Over Time
This session will explore the use of five well-researched mathematics education frameworks (Talk Moves, Multiple Representation Star, etc.) to enhance PL experiences on differing topics in ways that both help teachers make connections among topics and support more effective generative learning for educators with differing levels of expertise.

 

Lead Speaker: Valerie L. Mills

1201  10:45 AM to
11:45 AM
Grand Ballroom EFGHGeneralMajor PresentationSharing Research that Informs Mathematics Education

Leading Mathematics Change with Powerful Brain Science
Every 12 months the world of brain science changes with new evidence emerging that could and should transform students' mathematical experiences. In this session I will share some of the latest research, much of which runs counter to what happens in mathematics classrooms across the country. We will consider the evidence you most need in leading change, as well as what it means for mathematics classrooms and for teachers and students.

 

Lead Speaker: Jo Boaler

1208  10:45 AM to
11:45 AM
OCC 204Middle
(6 - 8)
Regular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

Changing School Culture: New Teachers Learning to Facilitate High-Quality Mathematics Instruction
A study of three middle-school mathematics teachers showed that those teachers committed to student-centered instruction were able to learn to facilitate it even in teacher-centered school cultures, where teachers with less belief in student-centered instruction were able to change their practice in response to school-based pressure and support.

 

Lead Speaker: Emily Yanisko
Co-Presenter: Deena Khalil

1217  10:45 AM to
11:45 AM
SkylineGeneralRegular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

Expanding Teachers' Knowledge Through Long-Term Collaborative Professional Development: The Case of Algebra
This session includes an overview of a four-year professional development (PD) program developed to increase students’ algebra achievement in an urban district. Results focus on the impact of the PD on teachers’ content and pedagogical knowledge. Specific PD activities and the significant role of the university-district partnership will be explored.

 

Lead Speaker: Babette Benken

1407  12:15 PM to
1:15 PM
OCC 203High School
(9 - 12)
Regular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

Reclaiming Lost Ground: Research-Based Interventions for Underprepared Algebra Students
Students who do not succeed in Algebra I do not have the same choices and life chances as those who do. We will share a comprehensive extended-time approach to helping underprepared students succeed in Algebra I the first time, integrating strategies from literacy, social psychology, and special education with mathematics content.

 

Lead Speaker: Kathi Cook
Co-Presenter: Anne Joyoprayitno

1413  12:15 PM to
1:15 PM
OCC 210/11Middle
(6 - 8)
Regular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

Expeditionary Math: Learning to Be a Mathematician Through Adventures
When we expand our classrooms to include locations such as the hardware store, the grocery store, the zoo, the hockey rink, and the art gallery the opportunities for developing in-depth knowledge and understanding of key mathematical concepts are endless. In these environments, students learn mathematics by being mathematicians.

 

Lead Speaker: Glenys MacLeod

1508  1:30 PM to
2:30 PM
OCC 204Elementary
(K - 5)
Regular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

Bridging Mathematics Specialist Research and Practice
In this session we will examine current research on mathematics specialists including an overview of their: 1) varied roles and responsibilities, and 2) influence on student and teacher learning and classroom practice. We will engage participants in discussions regarding implications for this research on their schools and districts.

 

Lead Speaker: Nicole Rigelman
Co-Presenter: Maggie McGatha

1514  1:30 PM to
2:30 PM
OCC 212Secondary
(6-12)
Regular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

Engaging Teachers in Mathematical Practices in a Statistics Professional Development
The CCSSM, MET II, and the Statistical Education of Teachers report (Franklin et al, 2015) all note that there is a large need in preparing teachers to teach statistics. We give findings from a statistics professional development course and draw comparisons on how the Standards for Mathematical Practice may be used differently in statistics.

 

Lead Speaker: Christina Eubanks-Turner
Co-Presenter: Anna Bargagliotti

1601  2:45 PM to
3:45 PM
Grand Ballroom EFGHHigh School
(9 - 12)
Major PresentationSharing Research that Informs Mathematics Education

Achieving Curricular Coherence in High School with the CCSSM
What does coherence mean in high school? It means tying seemingly disparate techniques together under overarching principles, such as structure in algebra or transformations in geometry. In this talk I will give some examples from the CCSSM, with illustrative tasks that the audience can work on.

 

Lead Speaker: William McCallum

1605  2:45 PM to
3:45 PM
OCC 201Intermediate
(3 - 5)
Regular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

Using Mathematics Education Research to Develop Fraction Concepts: Integrating Learning Progressions and Formative Assessment
Participants will examine the Ongoing Assessment Project (OGAP) that draws on findings and recommendations in mathematics education research in the development of fraction concepts and fluency, and integrates formative assessment and learning progressions. OGAP is used in Alabama, Vermont, New Hampshire, Nebraska, Philadelphia, and Michigan.

 

Lead Speaker: Marjorie Petit
Co-Presenter: Robert Laird

1616  2:45 PM to
3:45 PM
OaklandSecondary
(6-12)
Regular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

A Framework for Building Procedural Fluency on a Foundation of Conceptual Understanding
The Comprehensive Mathematics Instruction Framework, developed by the Brigham Young University Public School Partnership, highlights the relationships between conceptual, procedural and representational understanding. The components of the framework—Teaching Cycle, Learning Cycle, and Continuum of Understanding—will be described and illustrated.

 

Lead Speaker: Scott Hendrickson
Co-Presenter: Sterling Hilton

1702  4:00 PM to
5:00 PM
Grand Ballroom ABCIntermediate
(3 - 5)
Spotlight SpeakerSharing Research that Informs Mathematics Education

Supporting the CCSSM NF Learning Progression and Avoiding Errors by Using the Standards for Mathematical Practice (SMP)
Common errors known from research that students make with fractions will be discussed. Participants will make research-based mathematical drawings to support understanding by all students to overcome such errors. They will discuss videos of students explaining fraction computation and discuss the SMP in action in these situations.

 

Lead Speaker: Karen Fuson

1704  4:00 PM to
5:00 PM
Junior Ballroom 3-4GeneralRegular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

Fraction Number Talks: Moving Beyond Telling
We will look at Fraction Number Talks as a vehicle for shifting teacher beliefs about teaching and learning fractions from a procedural approach to one that focuses on making relationships to build understanding. Classroom videos will be used to analyze student strategies and misconceptions in the area of fractions.

 

Lead Speaker: Sherry Parrish
Co-Presenter: Ann Dominick

1705  4:00 PM to
5:00 PM
OCC 201Secondary
(6-12)
Regular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

Growth Mindset Interventions Yield BIG Dividends
Mindset makes a big difference in students' belief that they can and need to learn mathematics. In response to the many teaching experiences that do not promote mathematical reasoning and efficacy, one high school teacher chose to provide mindset interventions that made a significant impact on herself as an educator and on her students.

 

Lead Speaker: Tina Westwood
Co-Presenter: Cathi Cracraft

 
Strand 5 Sessions -- Tuesday, Tuesday, April 12
 
Strand 5: Sharing Research that Informs Mathematics Education


2108  8:15 AM to
9:15 AM
OCC 204GeneralRegular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

Formative Assessment: Practical Solutions That Leverage Promising Practices from Research
Are you trying to implement formative assessment to improve student achievement? What does the research say, and how do we turn promising practices from research into practical solutions for busy teachers? This session will consider how a comprehensive formative assessment process leads to classroom climate shifts and improved student achievement.

 

Lead Speaker: Katey Arrington

2110  8:15 AM to
9:15 AM
OCC 206GeneralSponsor ShowcaseSharing Research that Informs Mathematics Education

Number Talks: Fractions, Decimals, and Percentages
The use of Number Talks to develop efficient, accurate, and flexible computation strategies with rational numbers will be explored. We will look at common student-invented strategies based on the CCSSM and the use of the Standards for Mathematical Practice.

 

Lead Speaker: Sherry Parrish
Co-Presenter: Ann Dominick

2202  10:00 AM to
11:00 AM
Grand Ballroom ABCGeneralSpotlight SpeakerSharing Research that Informs Mathematics Education

A Brief History of Mathematics Education: Lessons for Today's Leaders
Arguments concerning what and how to teach mathematics today are not new. If we are to make progress we must stop recycling the same old arguments. This session will examine implications from the past for your work as a leader today as you strive to constructively engage parents and the public in order to improve student learning.

 

Lead Speaker: Matt Larson

2204  10:00 AM to
11:00 AM
Junior Ballroom 3-4GeneralRegular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

Smarter Balanced - Making Connections: Eliciting to Acting on Evidence
We’ll look at several Smarter Balanced summative test questions, along with the field-test data from these items, in order to use that information to inform instruction.

 

Lead Speaker: Judy Hickman

2209  10:00 AM to
11:00 AM
OCC 205Elementary
(K - 5)
Regular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

Fraction! Fraction! Learn All About 'Em: Professional Development (PD) Research Results and Building Schema Through Problem Solving
Experience a research-based instructional sequence on fraction concepts to increase teachers’ content knowledge, instructional practices, and student engagement. Learn a PD structure that supports implementing rigorous, CCSSM-aligned problem solving. Teacher reflections, analysis of student work, and changes in teacher effectiveness will be shared.

 

Lead Speaker: Erich Zeller

2215  10:00 AM to
11:00 AM
CaliforniaGeneralRegular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

(How) Can Video Be Used to Support Teacher Learning?
Video records of teaching have become broadly available and are increasingly popular for use in teacher development. We will offer a framework for selecting among the types of videos available (e.g., Teaching Channel, participants’ own teaching) and protocols for using videos to support teacher learning of mathematics and teaching practices.

 

Lead Speaker: Deborah Ball
Co-Presenter: Meghan Shaughnessy
Co-Presenter: Nicole Garcia
Co-Presenter: Sarah Kate Selling

2302  11:15 AM to
12:15 PM
Grand Ballroom ABCSecondary
(6-12)
Spotlight SpeakerSharing Research that Informs Mathematics Education

Supporting Educators in Applying Psychology and Learning Sciences Research in Classrooms
As leaders, how can we engage teachers in studying and applying the latest findings from psychology and the learning sciences? In what ways can we connect this research to their everyday classroom routines, the Standards for Mathematical Practice, and students' social-emotional learning competencies? Explore these questions and promising practices.

 

Lead Speaker: Lisa Brown
Co-Presenter: Brian Newsom

2309  11:15 AM to
12:15 PM
OCC 205CollegeRegular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

Supporting Secondary Mathematics Pre-Service Teachers in Developing Their Own Formative Assessment Practices
This presentation is based on a study focused on pre-service teachers (PSTs) developing formative assessment practices. I will share data on how methods courses helped PSTs develop their knowledge and ability to implement formative assessment practices in their classrooms. Participants will engage in discussion about ways to support PSTs.

 

Lead Speaker: Joanne Philhower

2310  11:15 AM to
12:15 PM
OCC 206GeneralSponsor ShowcaseSharing Research that Informs Mathematics Education

The Struggle Is Real: Bringing Authentic Opportunities for Productive Struggle
We all know that productive struggle is critical to creating powerful learning experiences and to effective teaching. This is easier said than done. Join us for a hands-on workshop to learn about productive struggle for your students. You will leave with practical ideas and tools to help you create opportunities for authentic productive struggle.

 

Lead Speaker: Meghan Hearn
Co-Presenter: Colette Chambers

2315  11:15 AM to
12:15 PM
CaliforniaMiddle
(6 - 8)
Regular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

Professional Development That Empowers Teachers to Implement the Standards for Mathematical Practice with a Focus on Problem Solving
This session will explore an effective professional development model for improving teachers’ and students’ problem-solving behaviors. Topics will include promoting classroom discourse, shifting to a student-centered classroom, and teacher and student resources. Preliminary results of the Arizona Mathematics Partnership NSF grant will be shared.

 

Lead Speaker: James Vicich
Co-Presenter: April Strom

2501  2:15 PM to
3:15 PM
Grand Ballroom EFGHGeneralMajor PresentationSharing Research that Informs Mathematics Education

Learning to See, Connect With, and Build Students' Resources
Teaching effectively depends on building on students’ strengths and using what they already know and can do to support their development. However, it is not always easy to see what students bring, especially when working across the many differences of culture, race, language, age, gender identity, and national origin that can exist between teachers and students. A paradox is that, without knowing mathematics well, teachers can easily not notice children’s mathematical ideas and practices, yet teachers’ knowledge can also obscure from view children’s different ways of approaching and thinking about math. In this presentation, we will explore ways in which teachers can sharpen their ability to see and hear their students’ mathematical strengths and resources.

 

Lead Speaker: Deborah Ball

2507  2:15 PM to
3:15 PM
OCC 203Secondary
(6-12)
Regular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

Empowering Teacher Leaders Through Innovative Professional Development: The South Texas STEM Center
This session will report on the development, implementation, and initial findings of the South Texas STEM Center, a collaborative professional development program that centers on culturally responsive, problem-based teaching strategies. We will discuss the program structure and present findings related to teacher beliefs, practice, and outcomes.

 

Lead Speaker: Emily Bonner
Co-Presenter: Oscar Chavez
Co-Presenter: Guadalupe Carmona
Co-Presenter: Marta Zuflacht
Co-Presenter: Can Saygin
Co-Presenter: Betty Travis

 
Strand 5 Sessions -- Wednesday, Wednesday, April 13
 
Strand 5: Sharing Research that Informs Mathematics Education


3018  7:30 AM to
8:30 AM
Exhibit Hall WestGeneralFunctionSharing Research that Informs Mathematics Education

Informing Practice Through Research: Ten Lessons
Come explore ten lessons I learned through my transition from a thirteen-year elementary mathematics classroom teacher to working for a research organization. We’ll cover topics spanning a variety of mathematics content areas from Pre-K through 8th Grade. We’ll also explore research based pedagogical ideas and instructional implications.

 

Lead Speaker: Zachary Champagne

3105  8:45 AM to
9:45 AM
OCC 201Intermediate
(3 - 5)
Regular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

Fraction Division Using Hands-On Measurement Models
In this session we will collaboratively explore hands-on spatial measurement (length, area, volume) activities for professional development and classroom use to support conceptual understanding of division of fractions. We will also discuss connections to the CCSSM and research related to the understanding of these concepts.

 

Lead Speaker: Nicholas Gilbertson
Co-Presenter: John Smith
Co-Presenter: V. Satyam
Co-Presenter: Jia He

3112  8:45 AM to
9:45 AM
OCC 208GeneralRegular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

Challenges in Mathematics Education: A Call to Action
In recent years, politicians, the business community, and the Council of Chief State School Officers, amongst others have impacted the mathematics education conversation. This session will look at the challenges we face in mathematics education from the CCSSM, to teacher evaluation, to testing and provide talking points and research to take back the conversation.

 

Lead Speaker: Eric Milou

3113  8:45 AM to
9:45 AM
OCC 210/11GeneralPresidents ExchangeSharing Research that Informs Mathematics Education

A Review of Research on the Integration of Mathematics and Science: Independent Subjects to STEM
Numerous models have been offered describing the integration of mathematics and science. Words such as integrated, coordinated, interdisciplinary, thematic and other terms have been used with the acronym STEM now being popular. The session will provide an overview of published research related to such integration.

 

Lead Speaker: Gil Naizer

3115  8:45 AM to
9:45 AM
CaliforniaGeneralRegular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

Findings from the NCSM/AMTE Joint Task Force on Formative Assessment (FA): Two New Powerful Lenses on a Familiar Topic
Join us as we first explore the critical role that FA plays sitting quietly inside popular instructional frameworks & approaches such as Discourse, Cognitively Guided Instruction, learning progressions, etc. Next, we will consider an opportunity to use FA as a cohering thread across seemingly diverse PL efforts to deepen teacher growth over time.

 

Lead Speaker: Valerie L. Mills
Co-Presenter: Edward A. Silver
Co-Presenter: Marilyn Strutchens
Co-Presenter: Megan Burton
Co-Presenter: Wanda Audrict

3202  10:00 AM to
11:00 AM
Grand Ballroom ABCIntermediate
(3 - 5)
Spotlight SpeakerSharing Research that Informs Mathematics Education

Productive Lingering: Elementary Students Learn About Structure of the Operations Through Representation-Based Argument
Too often representations are passed over quickly, as if what they illustrate is obvious. What does it look like when grades 2–5 students spend focused time creating, comparing, and analyzing representations in order to understand the structure and behavior of the operations? Video examples from our research will be used to examine these questions.

 

Lead Speaker: Susan Jo Russell

3203  10:00 AM to
11:00 AM
Junior Ballroom 1-2High School
(9 - 12)
Regular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

NCTM's Principles to Actions Toolkit: Promoting Productive Struggle
What does productive struggle look like? How can we encourage students to be engaged when success doesn't happen instantly? We will work on a geometry task, look at a video case based on it, and then examine key steps that were used to keep students on task, discussing and moving forward with their learning. (Video and task available through NCTM.)

 

Lead Speaker: Fred Dillon
Co-Presenter: Melissa Boston

3214  10:00 AM to
11:00 AM
OCC 212Secondary
(6-12)
Regular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

Supporting Secondary Teachers' Conceptions of Mathematical Modeling
We discuss challenges in teaching mathematical modeling and present research-based strategies for supporting teachers to navigate this new and unfamiliar terrain. Through our collaboration with teachers, we offer resources for helping teachers become better modelers and for supporting students in becoming successful modelers.

 

Lead Speaker: Michelle Cirillo
Co-Presenter: John Pelesko

3303  11:15 AM to
12:15 PM
Junior Ballroom 1-2Primary
(PK - 2)
Regular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

Teaching Mathematics with Intent: The Power of Intentional Instruction Strategies in Early Mathematics Classrooms
This presentation will demonstrate ways in which supervisors can take a leadership role in working with early level mathematics teachers to develop and implement intentional teaching strategies. Teachers must use their judgment, knowledge, and experience to create learning opportunities that will achieve specific outcomes and goals for their students.

 

Lead Speaker: Stuart Murphy

3305  11:15 AM to
12:15 PM
OCC 201Middle
(6 - 8)
Regular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

What Do They Need? Supporting Middle School Teachers' Professional Development (PD) Needs for Implementing the Common Core
What PD experiences do teachers need to support their implementation of the CCSSM? We will report on a nation-wide, four-year study of teachers’ perceptions of the CCSSM and their PD experiences. We will engage the audience in reflecting on the reported PD experiences and implications for the development of future PD opportunities.

 

Lead Speaker: Cynthia Carson
Co-Presenter: Joanne Philhower
Co-Presenter: Amy Ray

3502  2:15 PM to
3:15 PM
Grand Ballroom ABCElementary
(K - 5)
Spotlight SpeakerSharing Research that Informs Mathematics Education

Noticing Structure, Attending to Precision: Grades 2–5 Students Articulate Generalizations About the Operations
When students can explore regularity across sets of problems and collaborate to find language that best expresses their ideas, they have opportunity to deepen their understanding of operations that often falls away in the rush to learn to calculate. Print and video examples from classrooms engaged in this process will be discussed.

 

Lead Speaker: Deborah Schifter

3507  2:15 PM to
3:15 PM
OCC 203High School
(9 - 12)
Regular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

From the Classroom to Assessment and Back Again
Presenters describe how classroom observations informed the construction of an assessment of secondary teachers' algebraic habits of mind and use of the Standards for Mathematical Practice. The assessment is designed for research use and to inform professional development (PD) for teachers. Participants discuss sample items, teacher response data, and how data can inform PD.

 

Lead Speaker: Ryota Matsuura
Co-Presenter: Sarah Sword
Co-Presenter: Miriam Gates
Co-Presenter: Al Cuoco
Co-Presenter: Glenn Stevens

3516  2:15 PM to
3:15 PM
OaklandElementary
(K - 5)
Regular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

Structure Versus Pedagogy: The Impact of a Flipped Classroom Model of Instruction on Elementary Mathematics Students
This presentation highlights the research findings from a study on 112 fifth grade mathematics students and their teachers experiencing mathematics in a flipped classroom model. Quantitative and qualitative findings focused on teacher pedagogy, student conceptual understandings of rational numbers, and issues of equity observed in this study will be discussed.

 

Lead Speaker: Bethann Wiley

3612  3:30 PM to
4:30 PM
OCC 208Elementary
(K - 5)
Regular Presentation (60 minutes)Sharing Research that Informs Mathematics Education

Concluding Mathematics Discussion: What Do Novice Teachers Do and How Can We Support All Teachers' Practice?
Class discussions can support student learning of complex mathematics, but leading discussions is challenging for new teachers. We will focus on the often overlooked but crucial work of concluding discussions through (a) examining records of novices’ practice and (b) considering ways to support novices to more productively conclude discussions.

 

Lead Speaker: Sarah Kate Selling
Co-Presenter: Meghan Shaughnessy
Co-Presenter: Nicole Garcia
Co-Presenter: Michaela O'Neill

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