2009 NCSM Annual Conference

Strand 6 Sessions

 
Strand 6 Sessions -- Monday, April 20, 2009
 
Strand 6: Leadership Connecting Research and Practice


5  09:30 AM143ABGeneralRegular (60 min)Leadership Connecting Research and Practice

The Impact of Elementary Mathematics Coaches on Student Achievement and Teachers
A three-year, randomized control study examined the impact of elementary mathematics coaches on student achievement, teacher beliefs, and teacher involvement in professional development. This session will share findings, including impact on student achievement at the school and classroom levels. The work coaches engaged in and policy implications will be discussed.

Speaker(s):

Patricia Campbell, University of Maryland, College Park, MD
Nathaniel Malkus, University of Maryland, College Park, MD

58  01:30 PM150AIntermediate (3 - 5)Regular (60 min)Leadership Connecting Research and Practice

Teaching and Learning Basic Facts Using Online Tools
Educators agree that students should develop automaticity with their mathematics facts. Learn what we can do when students are struggling to learn their basic facts; identify prerequisite knowledge that might be lacking for these students; and discover how these findings have been incorporated into the First in Math On-line Program.

Speaker(s):

Lynn Columba, Lehigh University, Bethlehem, PA

68  02:30 PM140ABMiddle (6 - 8)Double (120 min)Leadership Connecting Research and Practice

Who Should Take Algebra in 8th Grade?... and What To Do If Student's Aren't Ready
This session will share results from a study tracking standardized test scores of 7th and 8th grade students to determine what level of achievement is needed for success in algebra, and some of the challenges and solutions from California. Participants will exchange ideas about how these challenges are faced nationally.

Speaker(s):

Shelley Kriegler, University of California at Los Angeles, Los Angeles, CA
Cynthia Raff, University of California at Los Angeles, Los Angeles, CA

76  02:45 PM151AGeneralRegular (60 min)Leadership Connecting Research and Practice

Research on Professional Development Practices Outside of the U.S.: What Can We Learn from Others?
According to the NCSM PRIME Leadership Framework, leaders should engage teachers in collaborative dialogue about research-informed instructional practices. During this session, participants will learn about research conducted in India, Japan, and China about professional development practices. Leaders will have an opportunity to connect the research to their own context.

Speaker(s):

Nancy Drickey, Linfield College, McMinnville, OR

78  02:45 PM152BGeneralRegular (60 min)Leadership Connecting Research and Practice

What do Principals Need to Know to Support NSF-Funded Mathematics Curricula?
We will share findings from a survey of 500 K-8 principals showing whether their leadership content knowledge for mathematics is aligned to their school's mathematics curriculum. We will look at two case study schools where the principals' beliefs about mathematics teaching and learning are aligned and two where they are not.

Speaker(s):

Kristen Reed, Education Development Center, Newton, MA
Lynn Goldsmith, Education Development Center, Newton, MA

 
Strand 6 Sessions -- Tuesday, April 21, 2009
 
Strand 6: Leadership Connecting Research and Practice


114  08:45 AM144BIntermediate (3 - 5)Extended (90 min)Leadership Connecting Research and Practice

Language and Mathematics: Connecting Research to Practice
In this interactive session, we will experience a professional development model which highlights the interplay between aquiring language and learning mathematics. The theoretical foundation for the work includes the tenets of adult learning and conditions that foster change.

Speaker(s):

Grace Coates, University of California, Berkeley, CA
Karen Mayfield-Ingram, University of California, Berkeley, CA

131  10:30 AM140ABGeneralExtended (90 min)Leadership Connecting Research and Practice

Leading by Connecting Culture and Mathematics.
Leaders recognize that mathematics teaching and learning occur in a cultural context. This presentation will describe our attempt to illustrate the role of culture in the mathematics classroom. Participants will explore culturally-based tasks and discuss the ways to use them in mathematics lessons.

Speaker(s):

Chadd McGlone, University of Norht Carolina - Chapel Hill, Chapel Hill, NC
Jim Barta, Utah State University, Salt Lake City, UT

142  02:30 PM143CGeneralRegular (60 min)Leadership Connecting Research and Practice

Implementing Positive Change in Mathematics Through Research-Based Coaching
Mathematics coaches have a challenging and demanding job. This session provides practical advice on effective coaching practices based upon research and personal experience. What educational factors do coaches need to focus their efforts in order to improve classroom instruction?

Speaker(s):

Ted Hull, Hull Educational Consulting, Pflugerville, TX
Ruth Harbin Miles, NCSM Membership Chair, Consultant, Madison, VA
Don Balka, Saint Mary's College, Notre Dame, IN

145  02:30 PM151BGeneralRegular (60 min)Leadership Connecting Research and Practice

Mathematics Coaching For Principals: Increasing Leadership Content Knowledge (LCK) for Supervision
How can mathematics specialists help principals develop the Leadership Content Knowledge (LCK) needed for effective teacher supervision? This interactive panel presentation will share findings from a study of nearly 500 K-8 principals to show how administrator coursework combined with district and building-based support can affect principals' LCK.

Speaker(s):

Loretta Heuer, Education Development Center, Inc., Newton, MA
Kristen Reed, Education Development Center, Inc., Newton, MA
Kathi Klaas, Sun Prairie Area School District, Sun Prairie, WI

146  02:30 PM146CPrimary (PK - 2)Regular (60 min)Leadership Connecting Research and Practice

Report of the National Research Council's Committee on Early Childhood Mathathematics: Learning Paths Toward Excellence and Equity
The National Research Council recently completed a study of early childhood mathematics, synthesizing and analyzing research from a number of disciplinary fields. Authors of the report draw implications for leadership, policy, and practice that will help all children, especially vulnerable children, get a strong start in learning mathematics.

Speaker(s):

Karen Fuson, Northwestern University, Fallbrook, CA
Herbert Ginsburg, Teachers College Columbia University, New York, NY
Sybilla Beckmann, University of Georgia, Athens, GA
Douglas Clements, University at Buffalo, State University New York, Buffalo, NY

147  02:30 PM143ABIntermediate (3 - 5)Regular (60 min)Leadership Connecting Research and Practice

Research and Best Practices to Help Teachers Motivate Struggling Mathematics Students
Effort counts. Teachers who believe this have a good start with struggling students, but another piece to the puzzle is motivating students to invest effort. What can research and effective teachers tell us about motivating students who struggle with mathematics and who don't believe they can or want to do it?

Speaker(s):

Janet Pittock, Scholastic, New York, NY

149  02:30 PM150AMiddle (6 - 8)Regular (60 min)Leadership Connecting Research and Practice

Key Components of Effective Professional Development for Grade 6-8 Teachers: Pedagogical Content Knowledge, Research-Based, Development of Students' Mathematical Thinking
What constitutes a quality professional development? In this session, we will share our successful experiences in designing and implementing professional development institutes for Grades 6-8 inservice teachers. We will provide a sample of a Department of Education (ED) funded proposal including rationale, scope and sequence, day-by-day syllabus, and activities.

Speaker(s):

Jenny Tsankova, Roger Williams University, Bristol, RI
Polina Sabinin, Boston University, Boston, MA

154  02:30 PM152AGeneralExtended (90 min)Leadership Connecting Research and Practice

Identifying Teacher Moves that Help Students Learn How to Participate in Mathematical Discussion: A Classroom Case from Grade 3
In this interactive session, participants will examine transcripts of a third grade classroom at two different times of the school year to identify teacher moves designed to help students learn how to engage in mathematical discussions. Participants will also discuss the implications of this work for teacher-leaders.

Speaker(s):

Virginia Bastable, Mount Holyoke College, South Hadley, MA
Susan Jo Russell, TERC, Cambridge, MA
Deborah Schifter, Education Development Center, Newton, MA

 
Strand 6 Sessions -- Wednesday, April 22, 2009
 
Strand 6: Leadership Connecting Research and Practice


187  08:00 AM143ABSecondary (9 - 12)Regular (60 min)Leadership Connecting Research and Practice

Research on New Teacher Induction: Focus on Mathematics
Induction and mentoring programs for beginning teachers abound, but how do they support the unique needs of mathematics teachers? Learn about and explore implications from our NSF-funded research on successful induction programs in the United States and other countries that focus specifically on the needs of mathematics teachers.

Speaker(s):

Ralph Putnam, Knowles Science Teaching Foundation, Moorestown, NJ
Edward Britton, WestEd, Redwood City, CA

190  08:00 AM152BIntermediate (3 - 5)Extended (90 min)Leadership Connecting Research and Practice

Guiding and Assessing the Development of Mathematics Specialists
Our goal is to provide examples of strategies for guiding and assessing the development of mathematics specialists in mathematics content and pedagogy. This work is based on our on-going research in professional development. We will provide interactive activities used in the program for mathematics specialists that contributes to the research.

Speaker(s):

Steve Klass, San Diego State University, San Diego, CA
Jane Gawronski, San Diego State University, San Diego, CA
Nadine Bezuk, San Diego State University, San Diego, CA

196  09:15 AM146ABGeneralRegular (60 min)Leadership Connecting Research and Practice

What are We Up Against? Experiences of Trying to Bring About Change in the United States and the United Kingdom.
This session will draw together findings from my work with a broader public, in the United States and the United Kingdom, to represent the understandings and concerns shared by the public, the questions they pose, and the ways we may work with them in the future to bring about change in mathematics teaching.

Speaker(s):

Jo Boaler, University of Sussex, Brighton, England

227  10:30 AM143ABSecondary (9 - 12)Regular (60 min)Leadership Connecting Research and Practice

Change Leadership in High School Mathematics
This session will describe one high school mathematics department's journey to improve student achievement by reviewing its practices and comparing them to research on principles that need to be in place for effective systemic change. The actions of the leadership in facilitating and supporting these efforts will also be described.

Speaker(s):

Linell Monson-Lasswell, National-Louis University, Wheeling, IL