2022 MCMI Virtual Summer Institute — **Spark Joy in Your Mathematics Classroom** for K–12 teachers of mathematics and administrators, featuring Drs. Peter Liljedahl, Kristopher Childs, and Kathryn Chval.

**Tuesday, July 26**–**Thursday, July 28 via Zoom**.

Registration is now available on Eventbrite. View all Choice Session options below or on the Summer Institute Program. We look forward to working with you this summer!

**Session Descriptions**

**July 2**6

**Session 1: Building Thinking Classrooms**

**Featured Speaker: Peter Liljedahl**

Much of how classrooms look and much of what happens in them today is guided by institutional norms laid down at the inception of an industrial-age model of public education. These norms have enabled a culture of teaching and learning that is often devoid of student thinking. In this session I present some of the results of over 15 years of research into how teachers can transform their classrooms from a space where students mimic to where students think. The practices discussed will intertwine with, and make extensive references to, the recently published book, *Building Thinking Classrooms in Mathematics (Grades K–12): 14 Teaching Practices for Enhancing Learning.*

**Session 2: (Choose One)**

**2A: Advancing Agency and Joy with Problem Solving (K–2)**

**Presenter: Susan Whited**

Students accurately model problem situations. Now what? Why is counting important? What experiences engender an ability to keep track when counting beyond finger range, relational thinking, and fact fluency? This session will expand your knowledge and facility with this important cognitive shift.

**2B: Bring Joy to Math with Children’s Literature (K–5)**

**Presenter: Jennifer Leimberer**

A great story activates students’ imaginations and challenges them to explore beyond its pages. In this session, participants explore ways to approach interactive read-alouds with a math lens and inspire students to mathematize the world beyond the pages.

**2C: Why Can’t My Students Just Memorize the Algorithm? (3–5)**

**Presenter: Annie Bacol**

Why can’t my students just memorize the algorithm? Come experience how to answer this question by looking at math learning through a student lens, as well as unpacking math learning continuums and progressions. We will explore how thoughtfully sequenced math instructions impact our students and how it has influenced us as learners and educators.

**2D: CryptoClub—The Mathematics within Cryptography (3–8)**

**Presenters: Cheryl Moran and Sarah Burns**

In this session, participants will explore cryptography and the mathematics embedded within it. They will learn strategies to engage middle school students in modular mathematics, an advanced mathematics topic, in appropriate and fun ways.

**2E: A Transformative Year of Implementing ***Building Thinking Classrooms*** (6–12, coaches)**

**Presenter: John R. Brown**

The presentation is based on one year of implementing Peter Liljedahl’s *Building Thinking Classrooms* framework in a public high school classroom. It will describe the framework itself, provide real classroom examples, and discuss how *Building Thinking Classrooms* supports authentic mathematical thinking.

**Session 3 (Choose one)**

**3A: Powerful Practices that Promote Success for Struggling Students (K–5, math interventionists)**

**Presenters: Julie McCormack and Patty Perrin**

In this session, teachers will learn how to structure and facilitate small group intensive math support using high-impact routines that focus on building fluency and number sense. These routines include rich mathematical tasks, such as Number Talks, Choral Counting and Counting Collections, and Problem-Solving Through Meaningful Contexts. Throughout the session, our conversations will include ways to help students embrace mistakes and see themselves as confident and creative mathematicians.

**3B: An Introduction to Math Talks (K–5)**

**Presenter: Jenesis Byrne**

New to Math Talks? Start here! We will experience an introduction to Math Talk routines and the use of Math Talks to provide access to a wide variety of learners. Teachers will have the opportunity to explore Math Talks that encourage discourse and the Standards for Mathematical Practice and to plan a Math Talk to use with their students.

**3C: Supporting the Productive Struggle (3–8)**

**Presenter: Anna Van Asselt**

Are students productively struggling or just struggling? Be able to distinguish between the two while we share and deepen our understanding of productive struggle in mathematics. Together we will discuss how to create a community that supports productive struggle and what role you can take in your classroom to support students.

**3D: “Show Me” Projects for Middle School Math (6–8)**

**Presenter: Katie Grunow**

This session will focus on the open-ended standard based projects I have created that allow students the opportunity to share what they know about the standards. These “Show Me” projects shift the planning and creation from the teacher to the student. Attendees will get ideas on how to plan their own projects and brainstorm with others.

**3E: An Introduction to Math Talks (6–8)**

**Presenter: Farah Mahimwalla**

New to Math Talks? Start here! We will experience an introduction to Math Talk routines and the use of Math Talks to provide access to a wide variety of learners. Teachers will have the opportunity to explore Math Talks that encourage discourse and the Standards for Mathematical Practice and to plan a Math Talk to use with their students.

**3F: Why do we Really Need Radians (9–12)**

**Presenter: Craig Cullen**

In this session, participants will work through a collection of tasks in GeoGebra designed to help us reflect on the fact that measuring an angle requires a circle and an arc. Participants will work through creating the measure of a dynamically shared angle that connects to each unit (i.e., circumference/arc*360 for degrees, arc/radius for radians). Then we will shift to compare/contrast radians and degrees when graphing the sine function. Specifically, we will focus on the location of the max/min as well as the slope of the curve. This discussion is meant to lead us to the fact that the derivative of the sine function will be something other than cosine if we use degrees to graph the sine function.

**July 2**7

**Session 4: Authentically Engaging Historically Excluded Students in the Mathematics Classroom**

**Featured Speaker: Kristopher Childs**

“Best practices” for mathematics instruction often exclude the unique needs of historically excluded students. In this session, we will explore who are historically excluded students, discuss what is considered good math teaching, and engage in key strategies one can implement in their respective educational environments. Come learn why one should create mathematics classroom environments that authentically include historically excluded students.

**Session 5 (Choose one)**

**5A: Math Routines to Promote Access, Engagement, and Discourse (K–2)**

**Presenters: Toni Galassini, Bethanie Smith, and Cyndi Lopardo**

What makes a routine a rich learning experience is determined by the depth at which students collaboratively engage in mathematical thinking and how the teacher facilitates student engagement with intentionality. This experience provides opportunities for ALL students to see themselves and others as powerful thinkers and learners.

**5B: The Math Learning Journey (K–12, coaches)**

**Presenter: Nick Joe**

Math educators come with a variety of different background knowledge of math content. Many are familiar with the algorithms while others are familiar with different tasks for students. Oftentimes, we don’t take into account the students’ entire K–12 math learning journey and where our curriculum fits in the big picture. This session will allow teachers to look at their focus standards for the year while also taking a step back into where the student comes from and where the student is going in this journey. With that knowledge, educators will apply different strategies on how to deepen student mathematical thinking.

**5C: Desmos Activities in Upper Elementary Math (3–5)**

**Presenter: Annie Forest**

Desmos is a dynamic tool that allows you to facilitate exciting activities. Experience activities, learn how to find more, and explore the teacher dashboard and conversation tools.

**5D: Can You Use Homework and Assessments to Close the Feedback Loop? (6–8, coaches)**

**Presenters: Jennifer Jurasits and Jennifer Leimberer**

Are your homework and assessment routines providing students the information they need? In this session, we will explore a variety of instructional strategies that are designed to provide useful feedback on homework and assessments.

**5E: Math Access and Agency for All Students (6–12)**

**Presenter: Douglas O’Roark**

Chicago is home to the largest free math circle program in the world. Experience some of the activities that Math Circles of Chicago (MC2) uses to provide opportunities for all children across the city to experience rich, fun, identity building mathematics. MC2 now serves 1,000 students—see what we are up to and how you can get involved!

**Session 6 (Choose one)**

**6A: Math: It Can be All Fun and Games! (K–2)**

**Presenter: Renee Miller**

Learn the benefits of incorporating math games on a regular basis in your classroom. Increase student engagement and access, while providing a fun and easy-to-implement way for students to practice foundation concepts in a playful atmosphere.

**6B: Finding Joy in Problem Solving (2–5)**

**Presenter: Margie Pligge**

Do your students moan when they see a story problem? Come to this session to revitalize the way you teach and engage in problem solving. Rediscover your joy and enthusiasm for doing mathematics.

**6C: A Venture into Building a Thinking Classroom (3–8)**

**Presenter: Dasie Johnson**

In this session, I will share my first year experiences implementing the *Building Thinking Classrooms* model: motivation, goals, student participation, successes and areas for growth, along with students’ perspectives (written and video) of the classroom experience. Participants will engage in experiencing how problems and concepts can be implemented using the *Building Thinking Classrooms* model.

**6D: Thinking Tools for Proportional Reasoning (6–8)**

**Presenter: Melanie Wertz**

Do your students flexibly use a ratio table, tape diagram, or double number line? Come to this session to learn more about the Thinking Tools of the CCSSM. Participants solve problems using these tools with a focus on developing proportional reasoning.

**6E: Technology and Math Talks (6–12, coaches)**

**Presenter: Jackie Stone**

Participants will experience math talks that utilize technology. Strategies will be shared about how to promote discourse in general, as well as how to effectively use technology to promote discourse.

**July 2**8

**Session 7: Learning from Inspirational Teachers: Positioning Multilingual Learners for Success in Elementary Mathematics**

**Featured Speaker: Kathryn Chval**

Teachers and leaders have the pivotal responsibility to establish and maintain conditions that facilitate the success and inclusion of children learning mathematics in languages that differ from their first languages—multilingual learners. The positioning of multilingual learners affects their identities, participation, agency, and abilities to develop communicative, social, and academic competencies. Kathryn Chval will share how exceptional teachers establish conditions for student success in elementary school mathematics classrooms. She will discuss specific strategies and images of practice that facilitate access, engagement, and inclusion of multilingual learners. It’s time to reimagine what’s possible, humanize mathematics, celebrate the brilliance multilingual learners bring to mathematics classrooms, and position them as leaders.