LEADING MATHEMATICS INTO THE FUTURE: Inspiring Monumental Change
Equity in Practice
What structural shifts can be made at the district or school level which lead to meaningful college- and career-ready mathematics experiences for each and every student? What processes can be put into place at the district or school level that build communal knowledge, encourage action, and establish accountability for leaders and educators? Achieving equity for each and every student requires active efforts toward cultural change in every classroom, school, and district. Proposals that address systemic challenges such as access, tracking, and deficit thinking are encouraged.
Cultivating a Mathematics Coaching Practice
What do coaches need to know in order to build their expertise? How do coaches impact the learning of teachers and students? Proposals in this strand strive to build the capacity of each and every mathematics coach. Acting as necessary instructional change agents, coaches impact learning for all stakeholders within a profession that is continually evolving. Proposals share the latest research and reports on successful coaching practices that support the mathematical learning of teachers and their students.
Evidence and Experiences from the Field
What initiatives in your district might interest other mathematics education leaders? Consider the impact of assessments grounded in evidence of student thinking, action research projects, lesson study, studio teaching, coaching acts that show results, or innovative school-level programs that make a difference in students' mathematical learning. Educational initiatives that come directly from districts, schools, and classrooms inspire this strand.
Developing Mathematical Knowledge for Teaching
What emergent ideas about mathematical knowledge for teaching are critical for leaders to learn? How do we use current research to strengthen our practice and our understanding of mathematical content? The field of mathematics education research is bright and thriving, particularly in the areas of task implementation, learning trajectories, mathematical modeling, and the investigation of students' mathematical thinking. Proposals for this strand share recent research findings and explore the implications for assessment, curriculum planning, and task design. Co-presentations of leaders, teachers, coaches, or researchers are encouraged.
Leading Mathematics into the Future
What knowledge and ideas will give NCSM members the tools they need to move into the future? The 50th Anniversary strand invites presenters to reflect on the past accomplishments of NCSM members and look ahead to the most innovative plans and goals for the future of mathematics education. This strand is open to presentatIons that offer fresh and innovative ideas for leaders in mathematics education.