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Session 1: Authoring Post-pandemic Mathematics Futures: Learning New Storylines of Black Children’s Mathematics Experiences (9:00–10:30)
Featured Speakers: Deborah Loewenberg Ball and Maisie Gholson
The pandemic has reinforced the dominance of deeply-rooted deficit narratives about Black children and families––naming them as behind, struggling, and suffering learning “loss.” In this session, participants will engage in pedagogical practices of imagination, learning how to break with pervasive and persistent racial narratives. Grounded in classroom cases, the session is designed to construct together new storylines about Black children’s experiences and resources, to notice the power of these new storylines, and to use them in seeing, understanding, and relating to students as a new school year approaches.
Session 2: Core (Choose grade band) (11:00–12:15)
Planning Priorities: Using Formative Assessment (K–2, 3–5, 6–8, 9–12) Presenter: MCMI Team Members
Identifying and acknowledging students’ different assets is the first step in helping students use those assets to build new understandings. Participants will engage in open and closed assessment tasks and analyze the student thinking that is revealed through each type of task.
Session 3: Choice Session A (Choose one) (1:00–2:15)
A1: Conferring with Young Mathematicians to Nudge Their Thinking (K–2) Presenter: Annie Forest
Validate what students can do while also nudging them to think about a new mathematical idea. Using the routine of Counting Collections, we will examine teacher talk that focuses student thinking instead of funneling them toward a “right answer.” We will also explore ways this routine can build student agency and make math accessible for all learners.
A2: Focus on Standards. It’s Good for Learning (K–5) Presenter: Ryan Murray
Don’t teach the curriculum, teach the standards. You’ll get an in-depth look at the standards — then adapt your curriculum so that kids get the learning they need.
A3: Promoting Productive Habits: Numberless Word Problems (K–5) Presenter: Jeff Galfond
Do your students number-pluck and struggle with what to do when solving word problems? During this session, you will explore how to use an instructional routine that gives students ownership over the problem-solving process as they visualize, estimate, and ask their own questions about a problem situation.
A4: Co-Creating Engagement Opportunities in the Virtual Classroom (3–8) Presenter: Anne Agostinelli
Shifting to remote and hybrid learning models has revealed some hard truths about engagement that were, perhaps, less evident in person. Let’s explore the research behind engagement in learning and connect lessons learned while navigating these new models to our pending return to in-person learning. Participants will experience some of the techniques that have been effective for increasing engagement in my classroom during the 2020–2021 school year and reflect on how those strategies may transfer when we fully return to school buildings.
A5: Computational Thinking (8–12) Presenter: Melanie Wertz
“Computational thinking” refers broadly to the process we use when we conceptualize a problem in an abstract way so that it can be done automatically, by a human or by a computer. We use computational thinking when we give driving directions, hop into a grocery line, or argue with our spouse about the perfect way to make a PB&J. In our increasingly information-based society, computational thinking has become one of the most important college and career readiness skills, and one that mathematics teachers are uniquely positioned to promote. In this session, we will not do any programming explicitly. Rather, we’ll consider ways to promote computational thinking through our usual math content and practice standards by promoting logic, formulating and choosing algorithms, and “debugging” our abstract problem-solving ideas.
Session 1: Getting to Know Your Students (Mathematically) (9:00–10:30)
Featured Speaker: Marian Small
You have a fresh group of students in front of you this coming year and you want to establish the right personal and academic environment for them as quickly as possible. What can you do to start the year to provide you the information you need to meet students where they are and move them forward in as non-threatening a way as possible? We will explore the kind of diagnostic information you might want to gather and how gathering that information through the use of open questions might serve them and you in a very useful way.
*Ms. Small will hold a 30-minute session for administrators from 10:00–10:30. There will also be an 30-minute networking/collaboration session available for teachers at this time.
Admin Session: What Information About Our Students Should Guide Our Mathematics Instruction?
There are, of course, curriculum standards to address, but we can only address them properly if we start where students are (not where we hope they are) and move those students forward. Gathering diagnostic information is not so much about getting a score on some grade level test as much as it is about asking the right questions that allow students to really show us what they bring to the table. This is often best done through the use of open questions that students can address at a variety of different levels to reveal not just what they cannot do, but what they can do. Recognizing that we want to be “efficient”, teachers also need to seriously consider what aspects of the curriculum are most important to gather diagnostic information about.
Session 2: Choice Session B (Choose one) (11:00–12:15)
B1: Developing Instructional Routines (K–2) Presenter: Patty Perrin
We all have daily routines. Routines help with time management and organization. Instructional routines free up time spent on procedures and increase brain space necessary for developing mathematical practices. Instructional routines make students’ mathematical thinking visible. In turn, teachers can respond more effectively to deepen understanding or clarify misunderstandings. We will examine existing mathematical routines and generate some of our own to use in the new school year.
B2: Student Collaboration Tools (K–5) Presenters: Annmarie Clasky & Joy O’Reilly
Are you looking for ways to safely facilitate partner and small group work? In this session we’ll show you some ways to use digital tools to support student collaboration. Whether students are working remotely, present in the classroom or both, these platforms give students an opportunity to share their problem-solving strategies and thinking. Participants will have the chance to try out some of these as well. Tools include Classkick, Jamboard, Gimkit.
B3: Making Reasoning Explicit and Connected (2–8) Presenter: Jennifer Leimberer
“The degree of students’ conceptual understanding is related to the richness and extent of the connections they have made” according to the National Research Council. During this session, teachers will explore an instructional routine that focuses students’ attention on making these connections and finding ways to reason about these relationships.
B4: Offering Students Choices While Learning (6–8) Presenter: Carrie Skelton
Engaging students in learning rigorous math content is challenging work. Distractions, anxieties, and skill gaps can all become barriers to meaningful learning in middle school. Offering students choices in their learning can be one key to engaging all learners in any setting.
B5: Creating Your Own Escape Room (3–12) Presenters: Margie Pligge & Farah Mahimwalla
Escape rooms are an exciting way to get students engaged and collaborating. During this session, we will show you how to make an escape room using Google Slides, Google Forms and the security of a pdf. You will leave the session with various templates and video directions to help you make escape rooms for your students. If you would like to make this session more valuable to you, fill in this planning template to generate some themes and tasks you might want to use during this session.
Session 3: Choice Session C (Choose one) (1:00–2:15)
C1: Math Routines for Transition Time (K–1) Presenter: Renee Miller
Transition time is a great time for mathematizing a daily routine. This dot card transition is a relatively simple routine that builds number sense in a concrete way.
C2: Guiding Meaningful Conversations to Deepen Mathematical Understanding (K–5) Presenters: Carla Braun, Stephanie Johnson & Farah Daoud
Are your students talking about and engaging with mathematical concepts or are they just “doing math?” If your students aren’t talking deeply about mathematics, then this session is for you. In this session you will learn how to facilitate conversations with all learners, increase your students’ academic language, and structure conversations for total engagement.
C3: Beyond Key Words: Successful Word Problem Interpretation (3–5) Presenter: Cathy Kaduk
Learn about strategies that are more effective than key word strategies. The braid problem-solving model is introduced, then practiced with CGI problem types and formative assessment opportunities are shared. The session ends with participant reflection.
C4: The Importance of Mathematical Play (6–12) Presenter: Katie Grunow
In this session we will be reviewing the current research on the importance of play, including its role in academic and social development. I will be sharing how I took this research and used it in my math classroom. I will be providing examples and suggestions on how to create time and space for mathematical play in your classroom.
C5: Income Inequality with Mathalicious (6–12) Presenter: Joseph Casanovas
We will explore income inequality, the economics of speeding tickets, and the importance of sustainable farming.
Session 1: Introduction to Desmos (9:00–10:00)
Featured Speaker: Annie Forest
Join ICTM President Annie Forest for a one-hour introduction to the features and functionality of Desmos.
Session 2: Desmos Creation (10:30–12:30)
Featured Speaker: Annie Forest
Plan a Desmos lesson and get to know Activity Builder.