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Making
a Presentation: Some Issues, Skills, and
Strategies for Old and New Leaders in
Mathematics
Education
Doug Clarke
Interactively, we will explore key aspects
of preparation, determinining the needs of
the group, using technology, maintaining
involvement and motivation, using humour,
needed variations for different audiences,
and handling difficult questions. And
we'll do our best to model the kind of
practice we describe!
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Improving
Student Achievement Through the Lesson
Study
Process
Andrew Talmadge, Yvelyne
Germain-McCarthy
Presenters will share the results of a
year-long professional development program
for mathematics teachers from grades 6-10
that utilized a lesson study
approach.
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ENC
Online: Who Said You Can’t Have It
All? ENC Believes You Need Just
That!
Gail Hoskins
ENC Online now offers new content weekly.
Since you can't be in every session, find
resources that can address each strand!
Join us as we explore www.enc.org for
resources for math education leaders,
including Classroom Calendar, Focus, and
Digital Dozen. Visit
www.enc.org/conferences/ncsm for more
information.
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Developing
Fierce Conversation and Active Listening
Skills in an Age of Teacher Collaboration
and Team
Development
Timothy Kanold
This session will focus on the development
of communication skills that lead to
greater clarity, improved understanding,
and effective conflict resolution when
working within a "team" environment.
Participants will learn to recognize and
experience these skills, one "crucial
conversation" at a time.
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Steps
That Lead to Increased Achievement in a
Low-Scoring Urban K-8
School
Donna Leak, Jerry Cummins
At Paul Revere School, we have designed a
plan that can be replicated in schools to
increase student achievement in
mathematics. Significant focus will be on
leadership, narrowing of curricular
principles and standards, concept
development, organization, professional
development, technology, data analysis,
and creation of a professional learning
community.
- The
contents of all slides from this
presentation can be copied and printed
from the link to eboard (above). Once
at the site,in the blank under "ENTER
AN eBOARD" type "Cummins" (without
quotes)
- Click
on "Go"
- In the
blank under "enter the password for
read mode" type "jc" (without quotes)
- Click
on "Submit"
- Click
on the post-it of your
choice
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Professional
Development in a Reform-Based Curriculum:
Data and
Effects
Steven Ritter
This presentation will discuss the results
of a careful analysis of teaching
practices in 48 technology-enhanced reform
classrooms. The results suggest that
teaching practices can change at the
structural level, but additional inservice
support is needed to ensure teachers focus
on facilitating student
learning.
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Equity
and Leadership in Mathematics
Education
Terri Belcher
Some say the legacy of leaders lies in the
wake of the leadership they leave behind.
We each have a duty to seek and support
new leadership along our professional way.
How do we do so equitably? Who will
dynamically sustain our vision for
mathematics education?
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Training
Reflective Teachers: Case Studies of
Others, Video of
Ourselves
Katy Absten, Tom Hathorn
How can we help teachers get comfortable
using videotape to collaboratively examine
and improve their instruction? A
foundation in case studies provides
teachers with reflective and collaborative
skills that transfer to video reflection
of events in their own classrooms. We'll
discuss some video cases and provide a
list of resources.
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Questioning
Strategies: A Key Teacher Skill That
Promotes Students’ Deep and Precise
Mathematical Understanding and Concept
Development
Bill Lombard
This session provides math leaders with
skills to train teachers in posing
questions to develop deep mathematical
understanding. The extensive handout
provides a wealth of resources and
easy-to-teach activities adaptable for
grades 4-10, woven with questioning skills
providing easy-to-understand, concept-rich
mathematics for all students.
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Using
Coaching to Build Leadership for Effective
Curriculum
Implementation
DeAnn Huinker, Janis Freckmann, Lois
Womack
To further implementation of
standards-based mathematics in a large
urban district, a program was established
to support teachers as mathematics
coaches. This session will describe the
program model and share coaching
strategies that promote thinking, forming
effective questions, and listening
patterns.
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Strategies
to Focus Administrators on Mathematics
Through Lenses on
Learning
Jerry Cummins, Anthony Piccolino, Diane
Briars
Lenses through which administrators
observe mathematics in classrooms and the
ways in which they frame discussions are
central to effective supervision. The
presenters will use classroom videos and
discussion to help NCSM leaders see how to
become partners with administrators in the
implementation of standards-based
mathematics.
- The
contents of all slides from this
presentation can be copied and printed
from the link to eboard (above). Once
at the site,in the blank under "ENTER
AN eBOARD" type "Cummins" (without
quotes)
- Click
on "Go"
- In the
blank under "enter the password for
read mode" type "jc" (without quotes)
- Click
on "Submit"
- Click
on the post-it of your
choice
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NO
TEACHER LEFT BEHIND: Providing
NCLB-Compliant Math Programs That Support
Teacher Learning and Student
Achievement
Shelley Kriegler, Ted Gamelin, Heather
Calahan, et al.
After a quick review of the research, a
mathematician, program director, teacher,
and administrator will share some
successes and challenges surrounding the
staffing of schools with "highly qualified
math teachers." Ideas for the structure
and content of worthwhile, NCLB-compliant
professional development programs will be
included.
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Using
TI’s Tfas Training in Rural
Colorado
Tom Hibbs
The Colorado Department of Education,
through the MathStar program, underwrote a
commercially-provided regional training
program for graphing calculator use in
middle school math. Design a continuing
professional development program for
approximately $500 per teacher using our
experiences and lessons. What do
participants think? Join us and
see.
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Improving
Classroom Teaching: New Lessons from the
TIMSS 1999 Video Study
James Hiebert
The recent TIMSS Video Study of
Mathematics Teaching shows that
high-achieving countries in Europe and
Asia teach mathematics in different ways,
but many of the countries share a few key
features of teaching, different from those
that are common in the U.S. These
differences point to aspects of teaching
on which we can focus our efforts to
support richer classroom
instruction.
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Improving
Measurement and Geometry in the Elementary
Schools (IMAGES): A Resource Program for
Teachers
Janie Zimmer, Arlene Dowshen, Michael
Speziale, et al.
IMAGES is a resource that addresses
content, cognition, standards,
instructional and assessment strategies,
and resources of references,
manipulatives, literature, videos, and Web
sites. IMAGES has a professional
development component and Web site.
Participants will explore content and
professional development aspects and will
receive a CD of IMAGES.
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Under
Attack? Web-Based Resources Supporting
Mathematics
Reform
Michael Paul Goldenberg, Ralph Connelly,
Victor Steinbok
We will explore strategies for using sites
like www.mathematicallysane.com to support
teachers, schools, districts, and parents
who are committed to improving math
education. We will focus on proactive ways
to both attract stakeholders when
implementing innovative programs and
ensure reasoned and productive discourse
about mathematics education
reform.
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Mathemagica:
K-8 Online Professional Development in
Mathematics Using Web-Based Interactive
Tools
William Masalski
Mathemagica, a U.S. Department of
Education-funded initiative by the Jason
Foundation for Education, is changing
teaching/learning practices in elementary
and middle schools through online
professional development. See a
demonstration of cutting edge interactive
tools and learn how you can get
involved!
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Learning
to Write, Writing to Learn: Using
Mathematics Journal Prompts to Enhance
Student
Learning
Mary Pat Sjostrom
How can supervisors prepare students and
teachers for assessment that requires
students to communicate ideas about
mathematics concepts and problem solving?
In this session participants will explore
ways to help teachers implement a journal
writing program, adapt and create prompts
to fit the curriculum, and use rubrics to
assess student thinking.
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Returning
the Mathematically Disenfranchised
Students to the Mathematics Pipeline:
Technology Can
Help
George Reese
This presentation will look at the ways in
which technology tools are helping to
reinvigorate students' excitement for
learning mathematics. From graphing
calculators to global positioning devices,
from small robots to Mathematica-based
courses that fit a variety of learning
styles, technology helps keep students
interested in learning more.
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Algebra
Connections: A Professional Development
Model That Links Middle School Preservice
and Inservice
Teachers
Linda Phillips, Linda Sheffield
This session details a professional
development project of a university class
of preservice teachers and the mathematics
staff of an urban junior high school that
focused on algebra instruction and
non-routine assignments. This project
influenced the training component of a
large math and science initiative
currently underway in Northern
Kentucky.
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Who
Wins in the School Race? What Are the
Tracking Issues in
Mathematics?
Barbara MacDonald
In schools in the United States, tracking
has become an issue. There are more
students in honors classes and less
average students. Why track? Should we
track? Who benefits? What are the
perspectives on tracking from parents,
students, and school systems? What does
research say?
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Teaching
Ratio and Proportion for Understanding:
Tying the Middle School Curriculum
Together
Nanci Smith, Bruce Baguley
The NCTM Standards propose an "emphasis on
proportionality as an integrative theme in
the middle-grades mathematics program."
This hands-on workshop will develop the
skills and underlying concepts involved in
ratio and proportion. Activities are
appropriate for purposeful classroom
instruction as well as professional
development settings.
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New
Challenges for Mathematics Leadership in
the 21st
Century
Jerry Cummins
No Child Left Behind has resulted in a
landscape change for leaders and teachers
in mathematics education. In an
assessment-driven curriculum, leaders need
to reconsider ways to motivate teachers to
reach new heights. A "loose-tight"
approach to leadership can result in
teacher ownership and enhance student
achievement. What are the new challenges
and how can they be
implemented?
- The
contents of all slides from this
presentation can be copied and printed
from the link to eboard (above). Once
at the site,in the blank under "ENTER
AN eBOARD" type "Cummins" (without
quotes)
- Click
on "Go"
- In the
blank under "enter the password for
read mode" type "jc" (without quotes)
- Click
on "Submit"
- Click
on the post-it of your
choice
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Changing
Practice Through
Assessment
Gail Moriarty, Steve Klass
In a university/school district
collaborative professional development
project, facilitators use the assessment
process as a successful strategy for
helping teachers change their practice.
Participants will review examples of
student assessments and related teacher
reflection.
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Universities
and Schools Working
Together
John Luedeman, Robert Horton
The National Science Foundation
competition for GK-12 Fellowships requires
graduate students to spend a minimum of
ten hours weekly serving as a content and
materials resource to a teacher. Several
activities, developed by fellows and
aligned with national standards, will be
presented.
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Investigating
Our Teaching and Their Learning: Three
Examples of Action Research in
Middle-Grades
Mathematics
Larry Burton, Anjenette Ferguson, Barbara
Moore, et al.
Hear from three teachers who used action
research as a tool for improving middle
school mathematics teaching and learning.
Panelists describe their experiences and
share their learning while investigating
topics such as alternative problem solving
approaches, teaching social skills for
math achievement, and language development
in math class.
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Utilizing
Site-Based Mathematics Coaches for High
School
Reform
Linda Muskauski, Jamie Scott
The Talent Development High School Model
utilizes on-site curriculum coaches to
improve mathematics education. This
session will explore the roles of support
staff used to provide job-embedded
professional supports for mathematics
teachers. Strategies covered will include
double dosing, intensive scheduling, and
pertinent instructional
strategies.
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Data
Driven Instruction: First
Steps
Jim Bohan
This session will report on the efforts of
a school district to use local and state
assessment data to inform and drive
instruction in K-12 mathematics. The
discussion will include the processes,
logisitics, and implications of this
initiative. Results and teacher reaction
will also be shared.
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Helping
Prospective Elementary Teachers Use
Whole-Class and Individual Assessments to
Enhance Children’s Mathematics
Understanding
Nadine Bezuk, Rachelle Feiler
This session will describe components of
an elementary mathematics methods course
designed to help prospective elementary
teachers use a variety of assessment
techniques to assess children's
mathematics understanding. Sample course
assignments and assessments will be
distributed, and selected samples of
prospective teachers' work will be
shared.
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Integrating
Mathematics of Worldwide Cultures into
K-12
Instruction
Judith Spicer, Terese Herrera
This session considers a rationale for
committing resources to bringing the
mathematical contributions of all cultures
into K-12 education, explores examples of
mathematical traditions developed
worldwide, and offers practical approaches
for incorporating knowledge of these
traditions into the current
curriculum.
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Listening
to Children: The Private Universe Project
in
Mathematics
Nancy Finkelstein, Gordon Lewis
Session participants will view video clips
from The Private Universe Project in
Mathematics, a teacher workshop and
documentary that focuses attention on
students' mathematical thinking.
Participants will also discuss how these
programs could inform teaching practices
used in their schools or
districts.
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Using
Performance-Based Assessment to Plan
Professional Development and Tools for
Teachers
Linda Fisher, Sandy Devlin, Melissa Adams,
et al.
This workshop discusses how
performance-based assessment is used as a
tool to analyze student thinking,
understanding, and misconceptions. The
speakers will discuss how student-based
ideas are then used for planning
professional development and for
constructing a set of tools to assist
teachers in planning and improving their
instructional program.
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Math
Matters: Professional Development That
Works!
Thomas Lester, Susan Iida
Math Matters is a professional program
focusing on schools where students are
underachieving, and is designed to improve
the mathematics of all students. We will
discuss the key components of the program,
and highlight districts like Providence,
Rhode Island, that are implementing
successful professional development to
improve mathematics
instruction.
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