2017 NCSM Annual Conference

Major Sessions

Session information last updated: 4-17-2017

 
Major Sessions, Monday, April 3
 
1021  8:00 AM to
8:30 AM
Lone Star D-FGeneralFunctionPowerful Mathematics Education Leadership

Opening NCSM Session: Welcome for All
Welcome to San Antonio and the 49th NCSM Annual Conference! Join us for greetings from the NCSM President, 2017 Program Chair, and remarks from the Texas State Board of Education member representing District 3/San Antonio.

 

Lead Speaker: John W. Staley
Co-Presenter: Mona Toncheff
Co-Presenter: Marisa B. Perez

1022  8:30 AM to
9:15 AM
Lone Star D-FGeneralKeynote PresenterMotivational Mathematics Teaching and Learning

Knocking Down Barriers with Technology
One-to-one. Accessibility. Personalization. Internationalization. Low floor. High ceiling. What do these all have in common? Each is targeted to making mathematics work for every student. Not just the confident students with engaged parents, not just the struggling students, every student. We will explore the technology and techniques that can open doors, challenge the bored, empower the disempowered, and turn every student into a mathematics student.

 

Lead Speaker: Eli Luberoff

1100  9:30 AM to
10:30 AM
Lone Star D-FGeneralMajor PresentationMotivational Mathematics Teaching and Learning

The Mindset Revolution: Teaching Mathematics for a Growth Mindset
In this major session, Jo will share recent and important research on the brain and mathematics learning that has profound implications for students’ mathematics achievement.

 

Lead Speaker: Jo Boaler

1301  11:15 AM to
12:15 PM
Texas E-FGeneralMajor PresentationEmpowering Equity and Social Justice Leadership

Sticks and Stones: An Invitation to Consider the Impact of Language in Mathematics Education
In what ways does our use of language in mathematics carry messages that may unintentionally privilege some students and families while marginalizing others? Recognizing that engaging in the work of social justice in mathematics education may require challenging and potentially painful shifts in practices, this session builds on the joint position statement on social justice, set forth by NCSM and TODOS: Mathematics for All, and serves as an invitation to consider purposeful steps to update our use of language, from the classroom to official policy documents. As such, drawing heavily from Critical Race Theory and employing critical discourse analysis, this session will explore some of the ways our words may land upon our students and their families, and encourage conversation around ways to reframe and recast what we write and say in all of our work related to mathematics education.

 

Lead Speaker: Anita Bright

1501  12:30 PM to
1:30 PM
Texas E-FGeneralMajor PresentationMotivational Mathematics Teaching and Learning

Misconceptions and Students Who Struggle in Mathematics
Students carry misconceptions with them across multiple grades and may apply them inappropriately. Some misconceptions begin in the early grades when students make generalizations that are not always true. Other misconceptions develop when rules that expire are given to students to help them perform a process. This session explores misconceptions that impact student performance particularly in algebra in middle and high school grades. Alternative ways to consider the content and instruction will be included with an emphasis on understanding variables, working with generalized quantities, and multiple representations.

 

Lead Speaker: Barbara Dougherty

1601  1:45 PM to
2:45 PM
Texas E-FElementary
(K—5)
Major PresentationMotivational Mathematics Teaching and Learning

Three-Act Tasks: Filling the Void of Mathematical Modeling in the Elementary Grades
As elementary educators we’ve misinterpreted the term "model" as simply the use of manipulatives. This is causing our students to miss the mark when it comes to the Standards for Mathematical Practice, in particular Model with Mathematics. Through the use of Three-Act Tasks we will explore what mathematical modeling is, what it looks like, and how we can support this work in our elementary classrooms.

 

Lead Speaker: Graham Fletcher

1701  3:00 PM to
4:00 PM
Texas E-FGeneralMajor PresentationPowerful Mathematics Education Leadership

Getting to the Magic: The Disney Keys to Unlocking Student Success
As leaders we spend a great deal of time focusing on vision, mission and strategic planning. With that work there is an underlying sense of movement to student success. This session will focus the leader on the keys to move from the idea to the actions that truly create that student success. We will focus on the seven keys to Disney’s success and how they can assist mathematics education leaders with simplifying our approach to increased student success. Participants will leave with a new lens of leadership as they head to their respective schools and districts.

 

Lead Speaker: Donna Simpson Leak

1801  4:15 PM to
5:15 PM
Texas E-FElementary
(K—5)
Major PresentationMotivational Mathematics Teaching and Learning

Talk Less and Listen More
It’s a simple, and very complex, idea that great teachers do and do well. Genuinely listening to students can yield incredible opportunities for teachers to not only know and connect with their students, but also increase the quality of teaching and learning that happens in the classroom. Join us as we explore the power of listening to students and using that information to inform our instruction. We'll also explore strategies to help provide the supportive conditions and frameworks to help leaders support teachers in doing this work. We’ll do this through examining video clips of students sharing their mathematical ideas and consider what listening affords and what questions could be asked to further their mathematical thinking.

 

Lead Speaker: Zachary Champagne

1922  5:30 PM to
7:00 PM
Lone Star D-FGeneralFunctionPowerful Mathematics Education Leadership

Monday Night Reception Ticket Required
Join us for some relaxing fun at Monday's reception co-sponsored by Conceptua Math and Solution Tree.

 

Lead Speaker: John W. Staley

 
Major Sessions, Tuesday, April 4
 
2022  7:00 AM to
8:00 AM
Lone Star D-FGeneralFunctionMotivational Mathematics Teaching and Learning

Conceptual Understanding and Exploration in Mathematics Via Desmos
Learn how to engage middle and high school students via collaboration and technology and help them build conceptual understanding of mathematics. Attendees will examine how Desmos, a powerful online tool set, can be incorporated to help showcase multiple representations of concepts, provide students and teachers with instantaneous feedback on the accuracy of their work, and enhance the learning of mathematics.

 

Lead Speaker: Eric Milou

2101  8:15 AM to
9:15 AM
Texas E-FGeneralMajor PresentationPowerful Mathematics Education Leadership

NCSM Vision 2020, Mathematics Education Leadership: "Surviving" the Journey!
In April 2016, my president's message entitled "NCSM Vision 2020 – Mathematics Education Leadership" began a conversation focused on "How Might We—the NCSM membership—chart a course to change the future?" During my talk we discussed 10 ideas for the future of NCSM. This year we will take a look at "How Might We" grow and support mathematics education leaders at all levels. As leaders we all realize that surviving the leadership journey (or our leadership journey) is vital for any vision to become a reality, especially when it involves mathematics. Our children are depending on us—current and future leaders—to make a difference in the teaching and learning of mathematics so that all students: access high quality mathematics learning experiences; achieve at high levels and grow academically; engage in mathematics that is meaningful, relevant, and accessible; graduate college and career-ready; and contribute to society as mathematically literate citizens.

 

Lead Speaker: John Staley

 

Handout: NCSM17_2101_Staley.pdf

2301  11:15 AM to
12:15 PM
Texas E-FGeneralMajor PresentationEmpowering Equity and Social Justice Leadership

Using Identity and Agency to Frame Access and Equity
This session will use vignettes and the voices of students, teachers, and other school personnel to highlight NCTM's Principles to Actions Access and Equity Principle. Specifically, the session will use identity and agency as framework for discussing the obstacle and ways to overcome these obstacles as described in Principles to Actions. For this session, mathematics identity includes beliefs about one’s self as a mathematics learner; one’s perceptions of how others perceive them as a mathematics learner, beliefs about the nature of mathematics, engagement in mathematics, and perception of self as a potential participant in mathematics. Agency is identity in action and the presentation of one’s identity to the world. This session will conclude with a discussion of teaching practices that cultivate identity and agency to support Access and Equity.

 

Lead Speaker: Robert Q. Berry, III

2422  12:30 PM to
2:00 PM
Lone Star D-FGeneralFunctionPowerful Mathematics Education Leadership

Winning the Game in Mathematics Leadership
Mathematics leadership is multifaceted in nature as we strive to intentionally impact students and educators in classrooms nationwide. Leadership pathways can be different from leader to leader, but ultimately curriculum/content, instruction, activism, and assessment (CIAA) are all areas of evaluation for "PRIME" leaders in mathematics education. Discover the top seven practical strategies for overcoming the struggles that may arise in your role as a mathematics leader within your school/university, district, state, and national professional learning communities, while building the capacity of teachers' leadership among mathematics educators in these respective communities.

 

Lead Speaker: Matthew Owens

2501  2:15 PM to
3:15 PM
Texas E-FGeneralMajor PresentationEmpowering Equity and Social Justice Leadership

Redefining Success: Supporting All Students to Reach Their Full Potential
Juli, Alex, and Jessica provide a unique perspective on how to support ALL students to learn. Juli, a university mathematics educator, provides the viewpoint of both the educator and the parent of children with special needs. Alex, a college freshman, shares her story related to both medical and educational struggles. Jessica, a high school junior, provides the position of both the sibling and the subject and connects her experiences to a new perspective on Universal Design for Learning.

 

Lead Speaker: Juli Dixon
Co-Presenter: Alexis Dixon
Co-Presenter: Jessica Dixon

2822  5:30 PM to
7:00 PM
Lone Star D-FGeneralFunctionPowerful Mathematics Education Leadership

Tuesday Night Reception Ticket Required
Join us to network, party and learn at this evening's reception. Co-sponsored by NCSM and DreamBox Learning.

 

Lead Speaker: John W. Staley

 
Major Sessions, Wednesday, April 5
 
3022  7:30 AM to
8:30 AM
Lone Star D-FGeneralFunctionPowerful Mathematics Education Leadership

Networking Breakfast
Join NCSM board members and conference attendees as we kick off day three with a Networking Breakfast. During today’s breakfast, participants will have a chance to dialogue with others in similar roles and responsibilities. Come prepared to share reflections on something you’ve heard or learned that challenged or affirmed your thinking, share effective practices for mathematics leadership, and most importantly make connections.

 

Lead Speaker: John W. Staley
Co-Presenter: Mona Toncheff

3101  8:45 AM to
9:45 AM
Texas E-FGeneralMajor PresentationEmpowering Equity and Social Justice Leadership

The Best of Both Worlds: A University-District Partnership to Enhance Mathematics Instruction for English Language Learners
This session will focus on the design and implementation of a range of teacher professional development opportunities that a school, district, or state could employ to improve mathematics instruction for English Language Learners (ELLs). The presenters will share their unique university-district partnership to provide intensive professional development for classroom teachers (both mainstream and ESOL) through a Focus Group, on-site coaching support, and grant-funded graduate coursework. Informed by NCTM’s Principles to Actions, these initiatives complement each other in order to offer a comprehensive approach to teacher development aligned with the CCSSM Standards for Mathematical Practice, NCTM Teacher Practices, and WIDA English Language Development Standards. Specific teacher training materials and language-based instructional tools will be shared that have proven powerful for developing both mathematical discourse and the language of mathematics for ELLs.

 

Lead Speaker: Rodrigo Jorge Gutiérrez
Co-Presenter: Halla Jmourko

 

Handout: NCSM17_3101_Gutierrez-Jmourko.pdf

3201  10:00 AM to
11:00 AM
Texas E-FGeneralMajor PresentationPowerful Mathematics Education Leadership

Leading to Support Procedural Fluency for All Students
Principles to Actions describes effective teaching practices that best support student learning. In this session we will focus on one of those teaching practices: "build procedural fluency from conceptual understanding." Ensuring that every child develops procedural fluency requires understanding what fluency means, knowing research related to developing procedural fluency and conceptual understanding, and being able to translate these ideas into effective classroom practices. That is the focus of this session! We will take a look at research, connections to K–12 classroom practice, and implications for us as coaches and teacher leaders.

 

Lead Speaker: Jennifer Bay-Williams

3301  11:15 AM to
12:15 PM
Texas E-FGeneralMajor PresentationMotivational Mathematics Teaching and Learning

How to Think Brilliantly and Creatively in Mathematics: Some Guiding Thoughts for Teachers, Coaches, Students—Everyone!
This lecture is a guide for thinking brilliantly and creatively in mathematics designed for K–12 educators and supervisors, students, and all those seeking joyful mathematics doing. How do we model and practice uncluttered thinking and joyous doing in the classroom, pursue deep understanding over rote practice and memorization, and promote the art of successful flailing? Our complex society demands of its next generation not only mastery of quantitative skills, but also the confidence to ask new questions, explore, wonder, flail, persevere, succeed in solving problems and to innovate. Let’s not only send humans to Mars, let’s also foster in our next generation the might to get those humans back if something goes wrong! In this talk, I will explore five natural principles of mathematical thinking. We will all have fun seeing how school mathematics content is a vehicle for masterful ingenuity and joy.

 

Lead Speaker: James Tanton

3422  12:30 PM to
2:00 PM
Lone Star D-FGeneralFunctionPowerful Mathematics Education Leadership

Problems from Their World
Having a cup of coffee or a can of soda with your lunch? Enjoy it, but know that a lot of the caffeine will still be in your system when you lay down tonight. Curious how much? That’s just one of the real-world problems we’ll explore while you digest. But a student may or may not care about the real world. She will, however, care about her world. It’s critical to engage students with mathematical topics that are relevant to their daily experiences—social media, books, sports, puzzles, video games, fun, and yes, even caffeine. Equally important is allowing students to explore, conjecture, and discover. Making mathematics meaningful and relevant is no small feat, so we’ll look at opportunities for students to discuss the mathematics in their world.

 

Lead Speaker: Patrick Vennebush

3501  2:15 PM to
3:15 PM
Texas E-FGeneralMajor PresentationExemplary Assessment Leadership

Leadership for Teacher Learning: Transforming Mathematics Instruction with Embedded Formative Assessment
Increasing teachers’ use of formative assessment has a substantial impact on student achievement. As a result, many districts have adopted formative assessment as a priority, but, too often, implementation has focused on "long-cycle" formative assessment—the use of regular testing to monitor student progress. Such a focus is understandable—it is relatively easy to get teachers to generate and examine data—but the impact on student achievement is modest; the data usually arrive too late to impact instruction. Formative assessment has its greatest impact when it is used minute-to-minute and day-by-day, but this requires changes in teachers’ regular classroom practice. In particular, supporting teachers in implementing "short-cycle" formative assessment is less a process of knowledge acquisition and more a process of habit change, which requires different kinds of learning, and different kinds of support structures.

 

Lead Speaker: Dylan Wiliam

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