Thursday 8:00 – 9:00 a.m.wismath.org/resources/Documents/Annual Conference...Thursday 8:00 –...
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Thursday 8:00 – 9:00 a.m. 100 Bauer - Beaty (50) Grades 6 to 8 Intervention: The Ins, the Outs and in Between This session will provide the 30,000 foot view as well as the nitty gritty details of a successful, systematic intervention program. Included will be information regarding entrance and exit criteria, time lengths, decision making teams, school meetings, training, organizational systems, and programs in tier 2 and tier 3. In addition, “tier 1.5” will be shared, which involves a systematic approach for students who have exited intervention or who don’t qualify for tier 2, but may need additional support. Pamela Quirk, Lake Denoon Middle School Todd Sobczyk 101 Bauer - Boddie (32) Grades 3 to 5 Easy Math Workshop Model for Everyday Math I will show you how to reach all the ability levels in your classroom through an easy to use workshop model. My materials will be from a 5th grade classroom, but can easily be adapted to fit any grade level. Shannon Korth, Mukwonago School District 102 Bauer - Ladue (30) Grades PK to 2, 3 to 5 Using iPads with Osmo Osmo is an innovative product that combines physical manipulatives with a digital experience that provides engaging activities & additional practice and fluency building in a game-like environment. Experience integrating technology tools with activities correlated to CCSS. Mora Arnold, Houghton Mifflin Harcourt 103 Bauer - Lightbody (32) Grades 6 to 8, 9 to 12 Confessions of a First Year CS Teacher In this session I will describe my transformation as a math teacher to a computer science teacher, my struggles, my woes, my joys, and my successes. I will describe how the subjects are similar, how they are different and most importantly how my background in math makes me a great computer science teacher. Eric Meyer, Cuba City High School 104 Bauer - Morehouse A (50) Grades PK to 2 Going Beyond Fast Facts: A Balanced Approach to Assessing Mathematical Fluency in Grade K-2 Participants will investigate the limitations of timed tests, and explore formative assessments that can give teachers in grades K-2 useful information about the key aspects of mathematical fluency: efficiency, accuracy, and flexibility. Danielle Palm, Oak Creek Kristine Gettelman 105 Bauer - Morehouse B (100) General Interest Becoming a Connected Educator with the #MTBoS Connected mathematics educators have banded together to form an amazing online community known as the #MTBoS - the Math Twitter Blogosphere. Find out more about this community and how to join them to harness the power of social media and take charge of your professional learning. Jennifer Lawler, Kenosha Unified School District
Transcript of Thursday 8:00 – 9:00 a.m.wismath.org/resources/Documents/Annual Conference...Thursday 8:00 –...
Thursday8:00–9:00a.m.100Bauer-Beaty(50)Grades6to8
Intervention:TheIns,theOutsandinBetweenThissessionwillprovidethe30,000footviewaswellasthenittygrittydetailsofasuccessful,systematicinterventionprogram.Includedwillbeinformationregardingentranceandexitcriteria,timelengths,decisionmakingteams,schoolmeetings,training,organizationalsystems,andprogramsintier2andtier3.Inaddition,“tier1.5”willbeshared,whichinvolvesasystematicapproachforstudentswhohaveexitedinterventionorwhodon’tqualifyfortier2,butmayneedadditionalsupport.
PamelaQuirk,LakeDenoonMiddleSchoolToddSobczyk101Bauer-Boddie(32)Grades3to5
EasyMathWorkshopModelforEverydayMathIwillshowyouhowtoreachalltheabilitylevelsinyourclassroomthroughaneasytouseworkshopmodel.Mymaterialswillbefroma5thgradeclassroom,butcaneasilybeadaptedtofitanygradelevel.
ShannonKorth,MukwonagoSchoolDistrict102Bauer-Ladue(30)GradesPKto2,3to5
UsingiPadswithOsmoOsmoisaninnovativeproductthatcombinesphysicalmanipulativeswithadigitalexperiencethatprovidesengagingactivities&additionalpracticeandfluencybuildinginagame-likeenvironment.ExperienceintegratingtechnologytoolswithactivitiescorrelatedtoCCSS.
MoraArnold,HoughtonMifflinHarcourt
103Bauer-Lightbody(32)Grades6to8,9to12
ConfessionsofaFirstYearCSTeacherInthissessionIwilldescribemytransformationasamathteachertoacomputerscienceteacher,mystruggles,mywoes,myjoys,andmysuccesses.Iwilldescribehowthesubjectsaresimilar,howtheyaredifferentandmostimportantlyhowmybackgroundinmathmakesmeagreatcomputerscienceteacher.
EricMeyer,CubaCityHighSchool104Bauer-MorehouseA(50)GradesPKto2
GoingBeyondFastFacts:ABalancedApproachtoAssessingMathematicalFluencyinGradeK-2Participantswillinvestigatethelimitationsoftimedtests,andexploreformativeassessmentsthatcangiveteachersingradesK-2usefulinformationaboutthekeyaspectsofmathematicalfluency:efficiency,accuracy,andflexibility.
DaniellePalm,OakCreekKristineGettelman105Bauer-MorehouseB(100)GeneralInterest
BecomingaConnectedEducatorwiththe#MTBoSConnectedmathematicseducatorshavebandedtogethertoformanamazingonlinecommunityknownasthe#MTBoS-theMathTwitterBlogosphere.Findoutmoreaboutthiscommunityandhowtojointhemtoharnessthepowerofsocialmediaandtakechargeofyourprofessionallearning.
JenniferLawler,KenoshaUnifiedSchoolDistrict
KEYNOTE106Bauer-MorehouseC(100)Grades6to12
YourStudents’MathEnvironment–Isitmorethanfacts,rules&procedures?Letusexaminetheworldofmathematicswecreateforourstudents.Doweusemathtounderstandandcritiquetheworldaroundus–realandimagined?Doweprovideexperiencesofwonder,joyandbeautywithinthatworldofmath?Doweanticipateandaddresstheageoldquestion:“WhenwillIeverusethis?”Itisourresponsibilitytohelpourstudentscreatearichworldofmathematicsintheirhead.
HankKepner,UW-Milwaukee,NCTMPastPresident107Kern-Boehr(50)Grades9to12
EarlyMathPlacementTool(EMPT):PreparingStudentsforCollegeLevelMathTheEMPTisafreeprogramthatassistsstudentsinplanningandpreparingfortheexpectationsofcollege-levelmath.
MarkSchroeder,CenterforPlacementTestingSonyaSedivy108Kern-BraytonCaseA(60)Grades6to8,9to12
MathWeek:CelebratingaWeekofProblemSolvingWhatifyoucouldcreateahomecomingatmosphereforMathematicsinyourschool?Youcan.GoonajourneyofoneMathdepartment'sinitiativetogeneratetheschoolsmostexcitingweekoftheyear,anditrevolvesaroundMath.
JacobHusing,NorthlandPinesSchoolDistrictSteveMillerandAmandaFowler
109Kern-BraytonCaseB(60)Grades3to5,6to8
“SHAKING”upSTEMwithEarthquakeTechnologiesInthisinteractivehands-onSTEMsession,you’llbecomeastructuralengineerdesigninganearthquakesafebuildingfortheBuildSafeConstructionCompanyinthisproblem-based,realworldengineeringchallenge.You’llgetto“play”withK-Nextomodeldifferenttypesofearthquakeresistanttechnologies,allwhilefollowingtheengineeringdesignprocessof:definetheproblem,planasolution,buildamodel,testtheprototypeandredesignyourbuilding.
LindseyPetlak,ETA/Hand2MindBarbaraJoEvans110Kern-Brown(32)GradesPKto5
NumberTalksProgressionOurgroupwillshareexamplesofhowweintegrateNumberTalksintoourweeklymathroutineingrades2-5.WewillengagetheaudienceinthepracticeofconductingaNumberTalk,anddiscusswhatwelookforwithourstudents.AnecdotalevidencewillbeprovidedonhowNumberTalkshaveaffectedourstudents’mentalmathskillsandproceduralfluency.
ChristyRousch,BlackRiverFallsRedCreekElementarySchoolJenniferBolger,JessicaPartlow,MelissaSharpf,JanelleTande,andErickHofacker111Kern-Cary(32)GradesPKto5
ExploringMathematicalConceptswithChildren’sLiterature
HowtousetradebookstosupportWIStateStandards,gradesK-5.Explorehowmathrelatedchildren’sliteraturecanhelpchildrenmakereal-worldconnections.Learnhowtousetradebookstomotivatereluctantmathstudentsinanintegratedenvironment.
JamieKleiner,NewRichmondSchoolDistrictVickiGjovik
112Kern-Hanson(50)GradesGeneralInterest
TheBeautyandJoyofComputing:ThePowerofFunctionsasDataFunctionsaretaughtin2ndgrademathematicsas"functionmachines",andarecertainlyattheheartofalgebra,andhigher-levelmathematics.Almostallcomputerlanguagesallowtheabilitytoauthorfunctions.butnotallallowtheabilitytohavefunctionsbefirstclasscitizens,whichmeans(amongotherthings)thattheycanbetheinputandoutputofotherfunctions.Oneofthemajor,andrecentlyresurgentprogrammingparadigmsisfunctionalprogramming,whichexploitsthisideaof"functionsasdata"todoremarkablethings,includingeasilydirectingmillionsofdistributedcomputerstodoataskthroughtheMapReduceparadigm.Inthistalk,wewillexplainanddemonstratehowwearebringingthispowerfulideatohighschoolandnon-majorcollegestudentsthroughourBeautyandJoyofComputingcourse,andthegraphicalprogramminglanguage,Snap!.
DanielGarcia,UCBerkeley113Kern-Johnson(50)Grades9to12
Answeringthequestion'WhenamIevergoingtousethisintheRealWorld?!'Educatorshavebeentryingtoanswerthequestionstudentshaveaskednumeroustimesonwhytheyneedtolearnmath.InnortheastWisconsin,agroupofmathteachersandmanufacturersworkedtogethertoanswerthatquestion.Theanswertothequestionis"GetRealMath!"avideoseriesthatshowcasesover70CommonCoreskillsandhowtheyareusedintheworkplace.Themathskillsfeaturedarefrom4thgradetohighschoolskills.Matheducatorswrotethelessonplansthatarepartofthevideoseries.Thevideosandlessonplansareavailableatnocost.Thepresentationwillincludethehistoryoftheprogram,overviewofskillsshowcasedinthevideos,andhowtousethevideostoassistwithAcademic&CareerPlanninginyourschool.
AnnFranz,NEWManufacturingAlliance
AndyBushmaker114Kern-Stansbury(32)Grades9to12
TheNextStep-EverythingYouWantedtoKnowaboutAPComputerScienceATeacherswillgetaquickoverviewoftheAPComputerSciencecurriculum.Fromvariabledeclarationsallthewayto2Darrays,teacherswillcomeawaywiththematerialthatneedstobecoveredsotheirstudentsaresuccessfulonthisexam.TeacherswillcomeawaywithmultipleassignmentstouseduringtheyearaswellasapeakintowhatitisliketobeanAPgrader.
BobGetka,JanesvilleParkerJaniceBain115Lawson-MLK(24)Grades9to12
AssessingMathematicalKnowledge:ASuccessStoryoftheSwitchtoStandardsBasedGradingSeekingmathteacherswhocurrentlyusestandardsbasedgradingorthosewhoarethinkingofmakingtheswitch!St.AnthonyHighSchoolinMilwaukeemadetheswitchtostandardsbasedgradinginhighschoolmathclasses.Inthissessionwewillsharehowweapproachassessingstudentunderstandingandgrading.Wewillsharethestandardsweassess,thegradingscale,theprocessofimplementationandsomeinterestingresults.Participantswillexperiencehowweassessandassigngradesofstudentmathematicalknowledgethroughaninteractiveactivity.Therewillalsobetimetodiscussyourquestionsandsuggestionsonhowwecanimproveourprocess.
StephanieBernander,UWOshkoshPhillipSchmidtPaigeHermann
KEYNOTE116Pillsbury-Staughton(300)GradesGeneralInterest
EmpowermentthroughAccessandEquityWehavealong-standingandseeminglyintractableprobleminmathematicseducation:inequity.Childrenofcertainracial,ethnic,language,gender,ability,andsocio-economicbackgroundsexperiencemathematicseducationinschooldifferentlyandmanyaredisaffectedbytheirmathematicseducationexperience.Thissessionwilladdresswhyweteachmathematicsandtheactionseducatorscantaketochallengestructuralobstaclesandimplementequity-basedinstructionalpractices.MattLarson'sappearanceissponsoredbyHoughtonMifflinHarcourt.
MattLarson,NCTMPresident117RWI-Crystal(64)GradesPKto2,3to5
NumeracyRoutinesK-5Inthissessionparticipantswilllearnavarietyofnumeracyroutinesthatspantherangeofelementarygradelevels.
TerriFroiland,Waukesha118RWI-Mahaney(40)GradesPKto2,3to5,6to8
UsingClotheslineMathActivitiestoHelpBuildNumberSenseandIncreaseStudentEngagementClotheslinemathactivitiesareanewtypeofroutinewhichhelpdevelopnumbersenserangingfromwholenumbers,tofractions,squareroots,andbeyond!Thisroutinecaneasilybeincorporatedintoanyclassroomusingmultiplemathconcepts.Clotheslinemathactivitiesareperfectforclasswarmups,mathcenters,interventiongroups,andwholegroupminilessons.Participantswillengageinseveralclotheslinemathactivitieswhilealsoincorporatingwaystodeepenmathdiscourseandstudentengagement.Joinoursessionforachancetowinaclotheslineofyourveryown!:)
JenniferMetke,SlingerSchoolDistrict
EricKanters119RWI-McGarvey(24)Grades6to8
Tough,RigorousMiddleSchoolMathProblemsTiredofthesameold“tough”problemsolvingtasksthatfallattheendofeachofyourtextbook’slessons?Iwillsharewithyouoneofmyfavoritetoughmathproblems,howtobuildexcitementtosolveit,facilitatestrategysharing,teachkidstoquestioneachother,andgraduallyreleaseallthoseresponsibilitiestothestudents.Asanaddedbonus,youwillleavewithagroupoftough,rigorousmathproblemstotakebacktoyourownmiddleschoolmathclassrooms.
CaraFlach,OakCreekFranklinJointSchoolDistrict120YC-Cummings(96)Grades6to8,9to12
In-"formative"StrategiestoGuideInstruction&LearningParticipantswillbeintroducedtomultipleformativeassessmentstrategiesthatareusedinourclassroomstopromoteactiveengagement,collaborativelearning,individualaccountability.Theseactivitiesallowstudentstolearnfromtheirmistakesandguideteachersastohowtotailortheirinstructionbylookingatthetypicalerrorsnoticedthroughouteachactivity.Participantswillleavewithseveraltoolsthatcanbeimmediatelyimplementedintheclassroom!
CassandraSchneider,AshwaubenonSchoolDistrictLisaStomberg121YC-Dominguez/Cox(24)Grades9to12
Centroid....2:1Rati0....What'sThisAllAboutItseemsthatwheneverageometrystudentfindsacentroid,itseemstodividesomesegmentintheratioof2:1.Thishands-onworkshopwillinvestigatethreesuchinstances,lookatsomeproofsthatareusuallynotfoundinstandardGeometrycourses,andhopefullydiscoversometheoremsthatyoumightnothaveseenbefore.WewillusetheTINspireCXcalculatortoexploretheserelationships.
RayKlein,T3TeachersTeachingwithTechnology122YC-Fordham/Ballenger(24)Grades6to8,9to12,College,GeneralInterest
PresumedGuiltyHealthypeoplearetoldtheyaresick.Innocentsuspectsarejudgedguilty.Takingadvantageofscientificandtechnologicaladvances,thefieldsoflawandmedicineincreasinglyattempttoestablishtruththroughlaboratorytesting.Unfortunatelythe“truth”theyuncoverisveryoftenwrong.Usingonlyveryelementaryideasaboutprobability,wewillanalyzethemisconceptionsthatleadtothesefalseconclusions.
JohnBeam,UniversityofWisconsinOshkoshThursday8:0060minutes123YC-Huber/Evans(96)Grades6to8,9to12
StudyTeamStrategiestoGetStudentsTalkinginyourAlgebraClassroomThissessionwillmodelsomestudyteamstrategiestopromotemeaningfulmathematicaldiscourseinyourclassroom.Participantswillleavewithideastointegrateintotheirownclassroom.
HollyWalls,WestBendSchoolDistrict
MaryDamkot124YC-NG/Jones(24)Grades6to8
MeetingEnvironmentalChallengeswithMathInthisSTEM-focusedworkshop,discoverhands-onactivitiesthatusereal-worlddatatocreatemathematicalmodelsasawaytounderstandtrendsinlanduse,populationgrowth,climatechangeandmore.Buildstudents’environmentalI.Q.whiledevelopingskillsinmeasurement,dataanalysis,modelingandproblemsolving.Thepresentedactivitiesbuildstudents'understandingandskillsinalgebraicpatternsandfunctions,decimals,fractionsandratios,linearmeasurement,aswellasnumberoperationsandproblemsolving.Receiveelectroniclessonplansmatchedtostatestandards.
SteveKrings,Retired,GreenBayAreaPublicSchoolDistrict
Thursday9:30–10:30a.m.125Bauer-MorehouseB(100)Grades9to12
MathPillars-AMulti-facetedApproachtoCreatingaMathematicianSolvingamathproblemisadynamicprocesswherestudentsusemanyskills.Whensolvingaproblemstudentsmayusetheirskillsofmentalmath,routines,problemsolving,perseverance,andconnectionsbetweentopics.Ifastudentislackingoneofthepillarsnecessarytosolveaproblem,theywillinevitablyfail.Thissessionwilllookathowwecandevelopthedifferentfacetsofbecomingamathematician.
DerekPertzborn,LodiSchoolDistrict126Bauer-MorehouseC(100)Grades9to12,College
SupportingDevelopmentalStudentswithNumberTalksandConceptMappingDevelopmentalmathematicsstudentstypicallystrugglewithmanyaspectsofbasicmathematics.Changingthewaythematerialispresentedtothestudentshelpsstudentsgainthewillingnesstotrynewthingsandhelpsstudentswiththeconceptualunderstandingoftheconnectionsbetweentopicsthatensuretheirsuccess.Thispresentationwithexploreaddingnumbertalksandconceptmappingintoadevelopmentalclassroominordertohelpstudents.Byusingthenumbertalksstudentsstarttorealizethattherearemanydifferentwaystoapproachproblems.Italsohelpsdevelopaspaceforstudentstolearntotalkmathematics.Theuseofconceptmappinghelpsstudentsseetheconnectionsbetweentopicsandthusgainaconceptualunderstandingofbasicmathematics.
LeahRineck,UW-Milwaukee
127Kern-Johnson(50)Grades9to12,College
HighExpectations,HighAchievement:TheProficiencyModelforMathematicsCoursesatUW-ParksideInJanuary2012,afteryearsofsporadicreformeffortswhichdidlittletoalterrelativelyflatsuccessratesofapproximately50%indevelopmentalandfirst-credit-bearingmathematicscourses,theAssociateProvostattheUniversityofWisconsin-Parksidemetwithateamofmathematicsinstructorsandissuedasimpledirective:fixthis.Theteamformulatedaproficiency-basedmodelforalldevelopmentalmathematicscoursesandfullyimplementeditintheFall2012semester.Baseduponthefundamentalbeliefthatstudentswithappropriatesupportwouldrisetomeetthechallengeofhighstandardsintermsofbothcontentandachievement,thisproficiencyformathadanimmediatepositiveimpactandledtoasequenceofadditionalcampusmathematicsinitiativesthatcontinuetothisday.Thistalkwillhighlightthemaincomponentsoftheproficiencymodel,itsspreadtofirst-credit-bearingcourses,itsinfluenceuponadditionalcurricularrefinements,anditseffectuponstudentsuccessratesinitsfirstfiveyears.
RichardKarwatka,UniversityofWisconsin-Parkside128Kern-Stansbury(32)Grades9to12
UsingCodetoTeachCSAExploreacomputerprogramwrittenspecificallytohelpteachorreinforceconceptstaughtinAPComputerScienceA.
JaniceBain,CraigHSBobGetka
129Kraft-MitchellDining(50)Grades3to12,GeneralInterest
AFreshLookatRubrics:SinglePointsandSelfAssessmentMathischanging.Assessmentsarechanging.Thewaywescoreassessmentsshouldchangealso.Iproposeusingamodifiedsinglepointrubricthatdelineatestheskillsastudentshouldbedemonstrating.Ileadmystudentsthroughtherubricbeforeanassessmentandteachthemhowtousetherubrictoselfassesstheirwork.Wewilllookathowtodeveloptherubricforatask.Whatisanappropriateanswer?Whatwasrequiredtogettheanswer?Couldtheanswerhavebeenfoundinmultipleways?Additionally,Iwillsharesomestudentworkwithrubricforpracticewithassessing.
MollyRozga,SchoolDistrictofSouthMilwaukeeAndyFlater
130Lawson-MLK(24)Grades6to8,9to12
CPM(CollegePreparatoryMathematics)NetworkingSessionAnyteacherswhohavebeenusingtheCPMprogramorteacherswhoareinterestedinlearningmoreaboutCPMshouldjointhisnetworkingsession.Comeseehowtheprogramisbeingimplementedindifferentdistrictsandschoolsandgetideasforavarietyoftopicsincludingdifferentiation,intervention,assessment,studentandteachercollaboration,coursesequencing,professionaldevelopmentopportunities....
BruceBrusoe,CPMEducationalProgram131RWI-Mahaney(40)Grades3to5
FromMultiplicationtoMultiplicativeComparison:MakingSenseoftheStoryStructureDevelopingunderstandingofmultiplicativecomparisonsituationscanbechallengingforfourthgradestudents.Comeandlearnhowthestructureofmultiplicationcansupportstudentstomakesenseofthevariousproblemformats.LeavewithanunderstandingofhowtheseproblemslayacriticalfoundationtoRatioandProportionalReasoning.
JulieMcNicoll,SchoolDistrictofSouthMilwaukeeBethSchefelker
Thursday9:30-11:00a.m.
132Bauer-Beaty(50)GradesPKto12
UsingFormativeAssessmenttoLeverageLearningFormativeassessmentisnotanewstrategy.Infact,JohnHattiestatesthatFormativeAssessmenthasa.90effectsize.Butareweusingtherighttypeofformativeassessmenttoleveragelearning?Thissessionwillprovideattendeeswithstrategiesandaprocesstogofromstandardstoassessmentcreationtodataanalysis.
KurtKrizan,LittleChuteAreaSchoolDistrict
133Bauer-Boddie(32)Grades9to12
CollaborationAmongColleaguesWewillexploredifferentstrategiesforfacilitatingcollaborationamongcolleaguesinbothdepartmentandcoursespecificteams.FromPLCstoassessmentplanningandstudentworkanalysis,thissessionisgearedtomathteachers,specialeducatorsandprincipals.
MatthewRichard,SunPrairieHighSchoolLisaHennessey
134Bauer-Ladue(30)Grades6to12,GeneralInterest
PhysicalComputingwiththeCircuitPlaygroundThissessionwillprovideahands-onlearningexperiencewithAdafruit'snewCircuitPlayground.Thesepalm-sized,programmablemicrocontrollersofferaneasyandfunon-rampforlearningbasichardwareprogramming.BecausethesensorsandLEDsarealreadyembeddedontheboard,studentscanfocusonlearningevent-drivenprogrammingusingthestandardArduinoIDEorcode.org'sAppLabcodingenvironment.ParticipantswillleavewithanunderstandingofhowphysicalcomputingconnectswithamiddleschoolCScurriculum.Nopreviousknowledgeisrequired,butpleasebringyourowndevice.
JohnQuinn,WausauWestHighSchool135Bauer-Lightbody(32)Grades3to12,GeneralInterest
WESTEAMAtJudaschooleveryone"STEAMS."Learnaboutthecollaboration,curriculumchanges,andactivitiesJudaSchoolisusing.
JackieKlar,JudaSchoolDistrictJodeanGrunowandBarbaraJoEvans136Bauer-MorehouseA(50)GradesPKto2
UsingCulturallyRelevantTeachingtoImproveStudents'MathematicalIdentitiesandAchievementAccessandequityinmathematicsareveryrealissuesforallstudentsinparticularstudentsofcolor.CulturallyRelevantTeaching(CRT)canhelpallstudentsdevelopstrongmathematicalidentitiesandgaindeeperunderstandingofmathematicalconcepts.JoinustolearnhowCRTstrategieswereusedtodevelopmathematicslessonsforelementarystudentsandhowthestrategiesimpactedstudentlearning,aswellashowstudentsviewedthemselvesasemergingmathematicians.
DanielleRobinson,MilwaukeePublicSchoolsMelissaHedges
137Kern-Boehr(50)GradesPKto8,GeneralInterest
LearnersChoiceandVoicethroughLearningContinuumsandConferring!Thekeytoengagementislearnerownershipoftheirlearning.Hearhowoneruralpublicdistrictworkswithstudentsattheiracademicreadinesswhileutilizingstudent'svoiceandchoice.Afterthissession,youwillbeconfidenttofacilitate,lead,orcoachlearnersandteachersonincorporatinglearners'voiceandchoicethroughlearningcontinuumsandlearnerledconferring.
LisaKrohn,Kern-Johnson(50)CreekSchoolDistrictStephanieRoe,MeganRojemann,andLisaKrohnKEYNOTE138Kern-BraytonCaseA(60)Grades3to5
LifeDoesn’tComewithKeyWords(MultiplicationandDivision)Multiplicationismorethan“times”anddivisionismorethan“guzzinta”!Thissessionwillfocusonhowcanwesupportstudentsinsolvingwordproblemsthroughdevelopingoperationsense.Thissessionwillfocusonrecognizingmultiplicationanddivisionsituationsandusingappropriatemodelstohelpstudentsmakesenseofwordproblems.Aninstructionalframeworkthatengagesstudentsinthisprocesswillalsobeshared.
LindaGojak,NCTMPastPresident
139Kern-BraytonCaseB(60)GeneralInterestTheNewProfessionalism:EmpoweringTeachersasResearchers,Accomplices,andAgitatorsTeachingisaprofessionundersiege.Somelegislatorsandpolicymakersaredevaluinganddefundingteacherprofessionaldevelopmentandcollaboration.Thissessionsharessensiblewaysinwhichteacherscanreclaimtheprofessionthroughactionresearchcollaborationsandadvocacy.UsingdatafromtheMilwaukeeMasterTeacherPartnershipandthebookAQuietRevolution:OneDistrict'sStoryofRadicalCurricularChange,weconsiderhowmathematicsteacherscansupportsmeaningfuldiscussionsaboutmathematicsteachingandlearningbothwithinandoutsideoftheirschool.Idiscusswaystocollectmoremeaningfulstudentassessmentdata,howtodevelopasharedvisionofmathematicsteachingandlearninginyourschool,andhowtoadvocatewithparentsandcommunityleaders.
MikeSteele,UniversityofWisconsinMilwaukee140Kern-Brown(32)Grades6to12
ToolstoEnrichLearningandAssessmentWewilldemonstratehowweusevariousopenresourcesandhowwecreateourownrichtaskscustomizedtotheneedsandinterestsofourstudents.Wewillalsoshowcasestrategieswehaveusedfrom“Formative5”anddifferentformsoftechnologythatcanbeusedtoaidunderstandingofwhatyourstudentsunderstand.
DeanRousch,LuckMiddleandHighSchoolChristyRousch,DianeNelson.HaliTasler,ChelseaRichmond,andErickHofacker
141Kern-Cary(32)Grades6to8
MathematicalPracticesinTeam-TeachingWewilldiscussourexperiencesteam-teachinginaninclusiveclassroomforstudentswithspecialneedsingrades7and8.WewilldescribehowwehavemindfullyintegratedtheStandardsforMathematicalPracticetomeettheneedsofallourstudents.
TammyBriggs,ElkMoundMiddleSchoolBeckyCaterandAshleeLeGear142Kern-Hanson(50)GradesPKto12
PersonalizedLearning:HowtoPersonalizeYourMathClasssoEveryStudentLearnsatTheirPace!!!!Haveyouevergivenatestknowingsomestudentsweregoingtofail?Haveyoueverhadstudentsfailatestandcontinuedonwithyournextunit?Inthissession,youwilllearnhowweturnedourclassroom,andothersinourschool,intoapersonalizedsystemforeverystudent,tomovealongattheirownpaceandtonotmoveonuntiltheyhavemasteredwhatisbeingtaught.OurPersonalizedLearningsystemwewillpresentisnottheonlywaytodothis,butyouwillgettremendousinformation,invaluablesuggestionsandanoverallstructureofhowtosetupaclassroomtoguaranteethatallstudentsarereachingtheirfullpotentialandnostudentsgetleftbehindbyfollowingapacingguideinyourcurriculum.Teachingthesamething,thesameway,to20studentswhoalllearnandthinkindividuallyisathingofthepast,comeandlearnthefuture.
TimSmyth,LuckSchoolDistrictPaulaAnderson
143Kraft-TowerDining(50)Grades6to12
EscapeRoomParticipantswillworkasateamtofind,relate,andinterpretmathematicalcluestobreakthecodeand“escape”fromtheroom.TheclueswillincorporateconceptsfrommiddleschoolandhighschoolmathematicswithanemphasisontheStandardsforMathematicalPractice.
AshleeLeGear,UniversityofWisconsin-RiverFallsKEYNOTE144Pillsbury-Staughton(300)Grades9to16
TheHighSchoolMathProgram,PastTimeforaDo-overTheNationalCouncilofTeachersofMathematicshasdevelopedado-overofthehighschoolmathematicsprogram.Thisisnotasetofminorchangesasproposedinthe1989NCTMStandards,whichwereconsideredrevolutionaryatthetime.Thisdo-overisaworkinprogressandhasmanyimplicationsforallstakeholders.Discussionandevidenceofchangeswillhighlightthissession.
JohnnyLott,NCTMPastPresident145RWI-Crystal(64)GradesPKto2
EarlyLearning:CultivatingEffectiveStudentDiscoursetoEnhanceMathematicalUnderstandingsInordertonegatemisconceptionsinourchildren’sunderstandingofmathematics,languageisacrucialbuildingblock.Byallowingthechildrentonaturallyprogressthroughthedevelopmentalunderstandingofmathematicsusinglanguage,youwillseeyourchildrenbecomeconfidentandsuccessfulindividuals.Thisinteractiveandhands-onsessionwillgivetheparticipantsdetailedstepsandtheconfidencenecessarytowalkintotheirbuildingtomorrowandbegincultivatingthelanguageofmathematics.
JessicaBobo,ORIGOEducation,Inc.
146RWI-McGarvey(24)Grades9to12
MakingMusicwithMathComeandexperienceanexciting,funandclassroom-readyprecalculusactivityinmodelingwithtrigonometricfunctions.ParticipantswilluseVernierSoftware&Technology™microphonesandtheVernierDataQuest™applicationforTI-Nspire™CXtechnologytocreatemusicalnotesthatwillculminateinagroupconcert.
MollyRockstroh,UnifiedSchoolDistrictofDePere147YC-Cummings(96)Grades6to8,9to12
Modeling,Accuracy,Thinking,Hierarchy:ALookintoGradingPracticesThissessionwillintroduceyoutoanewwayofthinkingaboutorganizingandcategorizingyourcurriculum.ThisnewlookhasbeendesignedaroundtheEightMathematicalPrinciplesoftheCommonCore.Wewillbeexploringanewwaytosplitupyourlearningobjectivesintofourmajorstandards.Thesestandardscanthenbeusednotonlytocompartmentalizeyourcurrentcurriculum,buttoalsomeasuregrowthnotonlyinthecurrentclass,butfromclasstoclass.Wewillbediscussingwaysforyoutocreateyourownpersonalizedobjectiveswithineachoftheseglobalstandards.Wewillthendiscusshowyoucreatemeaningfulassessments.Finally,Iwillsharewithyouhowtotakeallofthisdataandturnitintoagradethattrulymeasuresthelevelyourstudentsareperformingat.Comereadytostretchyourthinkingandbepreparedtohavesomediscussionswithfellowcolleagues.
JeffHarding,MundeleinHighSchool
148YC-Dominguez/Cox(24)Grades9to12
UsingSamplingDistributionsintheClassroomNeedanactivitytoillustratesamplingdistributions?Learnaboutactivitiesyoucanuseinyourclassroomforsamplingdistributionsforproportionsandmeans.ApplicableforAPand/ornon-APstatsteachers.
JasonDahl,OconomowocAllisonHopkins,BillFehrenbach,ToddBrahm,andSteveSollom149YC-Fordham/Ballenger(24)Grades6to8,9to12
AnalyzingNon-LinearRelationshipsWhenFillingThree-DimensionalLettersInthissession,wewillexplorelessonsandaperformancetaskinwhichstudentsexplorelinearandnon-linearrelationshipswhenfillingvariousthree-dimensionalletterswithwater.Participantswillhavetheopportunitytoexplorethetasks,examineexamplesofstudentwork,anddiscusstheunderstandingsthatthetasksdevelopandmodificationsthatcanbemadetothetasktomakeitaccessibletovariousgradelevels.Wewillalsodiscussthestepswetaketocreateeffectiveperformancetasksaswellashowweuserubricstoassessstudentunderstandingandprovideappropriatefeedback.
MatthewChedister,UniversityWisconsinLaCrosseRickStuart
150YC-Huber/Evans(96)Grades6to8,9to12
BuildingaBoxtoRevisitGeometryParticipantswilltransformgreetingcardsintoboxesusefulforsmallitemstorage,andmoreimportantlyfordeliveringabetterunderstandingoftherelationshipsamongperimeter,areaandvolume.Amajorgoalistogivestudentsabetterunderstandingofgeometrytermsandthenuancesofdefinitionsinvolvedwithpolygonswithaspecialemphasisonfamiliesofquadrilaterals.Ratioandproportionarediscussedastheyrelatetosizingtheboxes.
NicholasRestivo,MOEMS151YC-NG/Jones(24)Grades9to12,College,GeneralInterest
ProjectIdeaswithMathematicaThispresentationcoverideasofapplicationsofAlgebra,Geometry,andcalculusinreallifesituations.Emphasisonconnectingallthethreesubjectstogetherinonesingledisplayaswellascreatingvarietiesofoutputsformanyassignments.
AbrahamGadalla,BreckSchool
Thursday11:30a.m.–12:30p.m.
152Bauer-Beaty(50)Grades6to8
Why?ExploringtheReasonsBehind7thGradeMathTopicsandRewritingAssessmentstoIncludeThemIsitaruleorareason?Thequestionof"why"shouldbeaskedandcontemplatedeveryday.Inthissession,welookatafewofthe7thgradestandards,howtoinfusethe"why"andhowtorethinkourassessmentstoempowerstudentstohavegreaterunderstandingofthemathematicalreasoningprocess.
ChristineLucas,UniversityofWisconsinMilwaukee,andGreenfieldSchoolDistrictAaronBuranandBaileySchmitt153Bauer-Boddie(32)GradesPKto2
MathDiscourseinthePrimaryClassroomTeacherswillexploreavarietyoftypesofdiscourseandbrainstormwaystoimprovequestioninginthemathclassroom.
JillianMiller,Waukesha154Bauer-Ladue(30)Grades9to12
HowtoEngageYourReluctantLearners:ThePowerofUsingDesmosinaMathematicsClassroom!Diveintouniquemathematicallessonsthatpresentengaging,high-interestactivitiespoweredbydesmos,agraphingsoftware.Unliketraditionalexamples,interactivespoweredbydesmospresentstudentswithexplorationexperiencesthroughtechnologythatbuildsdeepconceptualunderstanding.Imaginehavingsetlessonsyoucanimplementinyourclassroomtomorrowthatencouragestudentstounderstandmathonadeeperlevel!
BryanWilson,Pearson
155Bauer-Lightbody(32)Grades9to12,College
GameProgramminginJavaModerateandadvancedJavaprogrammingwhichinvolvedesigninggamesusingabasicgameengine.Thesessionwillfocusontwodiscretepointsinlearning-classdesignandpost-APexamand/orcollegelevelcontent.BonustopicwillincludeTurtleprogramminginJava.
AaronChamberlain,NewBerlin156Bauer-MorehouseA(50)GradesPKto8
Access&EquityinMath:DosandDon’tsofSupportingAllLearnersInthisinteractivesession,anapproachandrecommendationsfortargetedmathsupportandinterventionwillbeshared.Participantswillexploreanexampleofhowtoaddressstudents’unfinishedlearningtoprovideaccesstogradelevelcontentanddiscusssolutionstocommonchallengesschoolsandteachersfacewhensupportingstudentswithgaps.Bereadytorollupyoursleevesforthisexcitingandproductivesessionthatwillprepareyoutosupportallstudentswithinyourrole.
AstridFossum,StudentAchievementPartners157Bauer-MorehouseB(100)Grades9to12
AVIDInteractiveNotebooks&MathematicsLearnaboutapowerfulorganizationtooltouseinyourclassroom.Theinteractivenotebookwillstreamlineyourclassroom,getyourstudentsdoingmoremathematicsandprovideacommonorganizationforallstudentwork.Wewilllearnaboutthenotebook,dosomemathandcreateactualnotebookpages.
KentWedemeyer,SunPrairieAreaSchoolDistrict
KEYNOTE158Bauer-MorehouseC(100)GradesGeneralInterest
WhyMathTeachersaretheSilverBulletfor"CSforAll"
RutheFarmer,CSforAllConsortium159Kern-Boehr(50)GradesGeneralInterest
DesigningHighQualityProfessionalDevelopmentforYourColleaguesIfyouareamathcoach/leader,itmaybeyourresponsibilitytodesignandfacilitateprofessionaldevelopmentforyourcolleagues.Timeisvaluable-makeitcount!Walkawaywithideastocreateprofessionaldevelopmentthatbuildsonteacher'sexpertise.
PaigeRichards,MathematicsInstituteofWisconsin160Kern-BraytonCaseA(60)GradesPKto5
MakingGuidedMathWorkforYouandYourStudents(GradesK–5)Guidedmathprovidesastructureforbestpractices:differentiation,formativeassessment,hands-onlearning,smallgroupandwholegroup,spiralreview,etc...butitisn'teasy.Whetheryouarejustlearningaboutguidedmathorhavebeenusingitforyears,thissessionisdesignedtomakeguidedmathworkforyouandyourstudents.Youwillleavewithresourcesandideastoputintoyourclassroomimmediately.
LindseyPetlak,ETA/hand2mind
161Kern-BraytonCaseB(60)Grades9to12
5for5inCo-TeachingMeettheAteam.Fivemathco-teachersfromBrookfieldEastHighSchoolwillshare5instructionalstrategiesfortheco-taughtmathclassroom.ComeseehowwemeetsoftheneedsofalllearnersinourfullinclusionmathclassroomsofAlgebra,GeometryandAlgebraII.Youwillleavethissessionwithresourcesandguidanceonhowtoeffectivelyutilizeyourplanningtimeandequallybalancetherolesofalladults.
JenniferToth,ElmbrookSchoolDistrictSamanthaZiebart,RyanKoch,LaurenConlin,andRachelSkinner162Kern-Brown(32)Grades6to8
MathematicsProgressionsinMiddleSchoolThissessionwillimmerseparticipantsinalgebraictasksthroughactiveexplorationoftheprogressionandcoherenceofmathematicswithinthemiddleschool(grades6-8).Participantswillwalkawaywithconcretetasksandtoolsthatcanbeleveragedtomeettheneedsofalllearners.
MichelleDuPree,MenomonieSchoolDistrictBrianDaniel,LindseyDombrowski,andKathyForster163Kern-Cary(32)Grades3to5
OpenTaskstoOpenMindsWewillengageyouinopen-endedtasksthatwehavecreatedfor4thand5thgradestudentsthatpromotereasoningandproblem-solving.WewilldiscusshowourtasksemphasizetheStandardsforMathematicalPracticeandencourageourstudentstousethemwhensolving.
TristanKittleson,GlenwoodCityElementarySchoolMattWhitemarshandAshleeLeGear
164Kern-Hanson(50)Grades9to12
CreatingYourOwnYouTubeMathChannelandMore!Doyoustrugglewithstudentsbeingabsentduetofieldtrips,sports,illness?IrecordallofmylessonsusingadocumentcameraandthenuploadthemtoYouTube.Itliterallyonlytakesminutesadayandthestudentsreallyuseit!Studentswhoareabsentareabletostillgetwhatwedidinclassandstrugglingstudentscanwatchthevideotoreviewthematerial.Ialsowillsharesomeofmyotherfavoritetechtips,includingusingFlipgridforstudentstoverbalizemath,Canvas(LMS)toshareinfo,recordingPowerPoint,screencasts,….Ipromisetoshowtoolsthatarequick,easy,ANDuseful!
JanetHolba,RiponAreaSchoolDistrict165Kern-Johnson(50)Grades9to12
IndividualLearningPlanswithStandardsBasedGradingInthissessionwewilldiscussthecreationandimplementationofstandardsbasedgradingandindividualizedlearningplansforallstudentsatthehighschoollevel.Wewilldiscusstheprocessofwritingandimplementingstandardsbasedgradingandhowittransformedthelearningprocessandhowindividualizedlearningplanshaspersonalizedeachandeverystudent'slearningintheclassroomatPHS.Wewillsharedataonhowstandardsandindividualizedlearningplanshasimprovedunderstandinginmathematicsandwhereitwilldriveourfocusincontinuedimprovement.
NathanLeu,PoynetteSchoolDistrictLeahPreissandStephanieThompson
166Kern-Stansbury(32)Grades3to8
FocusonNumeracyandMathematicalPracticesTen-MinutesataTime!NumberTalksforGrades4-8DoyouwanttoincreaseyourfocusonCCSSforMathematicalPractice?NumberTalksprovideawonderfulwaytoengagestudentsinquantitativeandabstractreasoningandthestudyofpatternsandstructure.Theseshortproblem-solvingdiscussionsgivestudentsopportunitiestothinkcreativity,speakprecisely,andlistentoandcritiquethereasoningofothers-tenminutesatatime!Inthissession,wewillengageinavarietyofNumberTalksdesignedforyourupperelementaryandmiddlegradesstudents.Contentwillincludeintegerarithmetic,arithmeticstructure,algebraicthinking,andgeometricthinking.WewillalsodiscusseffectivestrategiesandtipsforleadingaNumberTalk.
JenniferSzydlik,UniversityofWIOshkosh167Lawson-MLK(24)Grades6to12
ManagingHomework,Retakes,andResourcesTeachersmakethousandsofdecisionseveryday,andsomeofthemoreimpactfulonesinvolvehowwemanagealloftheinformationweneedtogiveandtogetduringtheschoolyear.IdonotfeelIhaveaperfectsystem,butIdohaveamanageableone.Iwillsharemydecisionsandtechniques,andIwouldliketohearyoursaswell.Ourmutualgoalshouldbethateverythingwedosupportslearningintheclassroom.
MikeWeidner,NicoletHighSchool
KEYNOTE168Pillsbury-Staughton(300)GradesPKto5
BuildingconceptualdepthandproceduralfluencybydevelopingpacingguideswithaconceptualflowEverwonderwhyyouteachfractionsaftertimewhenfractionsareneededtotalkabouthalfandquarterpast?Whydowefocusontheplacevalueofdecimalfractionsbeforewe’vedoneunitsoncommonanddecimalfractions?Jointhisinteractivesessionasweexaminepacingguidesthathaveaconceptualflow.Specificexampleswillbeshared.
SandyAtkins,CreatingAHAs169RWI-Crystal(64)Grades6to8
UsingManipulativestoDevelopConceptualUnderstandingintheMiddleSchoolManipulativesarenotjustforearlyelementaryclassrooms.Manipulativescanbeusedatallgradelevelstoallowstudentstoinvestigateanddevelopconceptualunderstandingofconcepts,formulas,andalgorithms.Theuseofmanipulativescanalsoprovideanopportunityforyourstudentstoparticipateinmathconversationswiththeirpeersinyourclassroom.Throughtheuseofmanipulativesstudentswilljustifytheirthoughtprocessandusingmultiplerepresentationstoproblemsolveandexplaintheirthinkingandreasoningwithdiscourse.Joinmetolearnhowyoucanusemanipulativesinyourmathclassroom.
LynnSchaal,NewLondonMiddleSchool
170RWI-Mahaney(40)Grades6to8
7SimpleSolutionstoEngageandDifferentiateLearn7strategiesthatareeasytoimplementyethaveahighimpactonstudentsuccessatalllevels.Thefocuswillbeonideasforspiraledreview,voiceandchoice,formativeassessment,andhowtomovestudentstothenextlevel.Resourcesandvideoclipswillbeshared.
PamelaQuirk,LakeDenoonMiddleSchoolNikkiKamperschroer,KatieKruk,andNikkiKamperschroer171RWI-McGarvey(24)Grades3to5,6to8,9to12
WhatareCCRIEP'sandWhyAreTheyImportantforMyStudents?Didyouknowthatyesterday'stypicalIEP'sarenowtoday'sCollegeandCareerReadyIEP'sorCCRIEP's?HowdoesthischangewhatyoudointheclassroomforstudentswithIEP's?WhatdoesthisIEPprocessnowlooklikeandwhyisitimportantforyoutobeawareandinvolved?WewillexploreandanswerthesequestionsandshareresourcestohelpyouobtainbetteroutcomesforyourstudentswithIEP's.
TimBorud,CESA6
Thursday1:00–2:00p.m.172Bauer-Beaty(50)Grades3toto12,College,GeneralInterest
ExplodingDots(fromtheGlobalMathProject)IfyoumissedoutonexperiencingthehourandahalfvideoofJamesTantonexplainingExplodingDots,comeseeMiketryhishandatit.Itisawayoflookingatmathandunifyingsomemajorconceptsfromplacevalue,addition,subtraction,multiplyinganddividingnumbersallthewayuptoalgebra2andcalculus...allbasedonexplodingdots.
MichaelTamblyn,WhitewaterUnifiedSchoolDistrict173Bauer-Boddie(32)Grades3to5
ConsecutiveConundrumInapopulartale,CarlFredrickGaussstunnedhiselementaryteacherbyfindingthesumofthenumbers1to100veryquickly.VariationsofthisproblemprovideopportunitiestoengagestudentsintheStandardsofMathematicalPractice.ParticipantswilllearnhowtocreateseveralextensionsforthistaskthataregroundedintheStandardforMathematicalPracticeandstrengthenstudents’numbersense.
NicoleMuth,ConcordiaUniversityWisconsin174Bauer-Ladue(30)Grades6to8,9to12
ExploringPythagoreanTheoremwithPaper-Pencil,AngLegs,andGeoGebraSoftwareParticipantswillbeintroducedthebestpracticesforconceptualunderstandingofPythagoreanTheoremusingmultipletools.Usingpaper-pencilandAngLegs,participantswillexploreconceptualunderstanding.Additionally,utilizingDynamicGeometrySoftware(DGS),participantswillfurtherdigdeeperaboutPythagoreanTheoreminaninteractiveanddynamicway.Opportunitieswillbealsoprovidedonhowtofind,explore,
andutilizePythagoreanTheorem-GeoGebraappletstoenhancestudents’conceptualunderstanding.
BheshMainali,Douglascounty175Bauer-Lightbody(32)GradesPKto5
UsingtheBeadStringtoStructureCompositeUnitsandDevelopFacileStrategiesThe100beadstringisapowerfultoolinhelpingstudentsenvision,makeconnections,andverbalizenumberrelationships.Ourgoalistogetstudentsfacilewithstructuringcompositeunits,buthowwegetthemthereistheKEY!Comeexplorethelearningtrajectoriesandcorrespondingbeadstringactivitiesthatwillbuilddeeperconnectionswithfoundationalknowledgeneededtodevelopconceptualplacevalue.
DinaMendola,USMathRecoveryCouncil176Bauer-MorehouseA(50)Grades3to5
Ready,Set,Math-LearningThroughGames(3-5)Usingmathgamesinyourclassroomcanbeagreatwaytogetstudentsengagedwithmathcontent.Theycanpracticeconceptsandskillswhilehavingfun!Inaddition,manygamescaneasilybedifferentiatedtomeettheneedsofthevariedabilitylevelsofstudentsinyourclassroom.Cometothissessiontoplaysomemathgames,considerhowtheycanbechangedupforyourstudents,andwalkawaywithseveralgamesreadytouse.
RosePalmer,SchoolDistrictofWaukesha
177Bauer-MorehouseB(100)Grades6to8
GrowthMindsetMathCampHowmanyofourmiddleschoolagestudentshaveafixedmindsetwhenitcomestotheirabilitytobesuccessfulinmathematicsclasses?SupportedbyaWMEFprofessionaldevelopmentgrant,IwasabletotraveltoStanfordUniversitytoattendDr.JoBoaler’sMindsetMathematicsworkshop.Ithenimplementedthesummermathcampcurriculumwithagroupof5thand6thgradersatanelementaryschool.Joinmetohearmytake-awaysfromteachingSummerMindsetMathCamp.
LoriWilliams,ManitowocPublicSchoolSchools178Bauer-MorehouseC(100)Grades6to12
ARealisticApproachtoStandardsBasedGradingAnotheryear,anotheropportunitytolearnhowwe’rerealisticallyusingstandardsbasedgrading.We’llshowyouhowwe’veconvertedallofourmathclassesintostandardsbasedgradingwithoutacompleteoverhaulofwhatorhowwe’vebeenteachingit.Becauseofourgradingstylewe’vecreatedstandardsthatstudentsareresponsibleforlearningitduringthecurrentunit,relearningitiftheystruggled,andretainingitthroughouttheyear.We’vepresentedthepast2yearsandhavereceivedexcellentreviewsandfeedback,sowe’reexcitedfortheopportunitytopresentagain.
PaulFrank,RosholtSchoolDistrictBradyHuebnerThursday1:0060minutes179Kern-Boehr(50)Grades3to5
Problem-SolvingandEngagementThrough3DBoxSculptures,BasedonConsumerBoxes,for3-6GradeUpperelementarystudentsareaskedtobecomewell-versedingeometricconcepts.Makingthesetopicsrelevantandusefultostudentscanbeachallenge.Bylookingat
consumerboxes,andusingflatgeometricnets,madefromonesmallorlargepieceofpaper,thisprojectallowsstudentstobecreative,whileatthesametimeengagestheminchallengingproblem-solving,visualliteracy&geometry.Studentsstartbymakingcubesandpyramidsandmoveontopentagonaldodecahedronsandmuchmore.Thisworkshopwillbeagreatexampleofinspiringstudentswithanintegrationofmath,artandproblem-solving.Participantsinthisworkshopwillobtainaworkableguideonimplementingthisprojectintotheirclassrooms.Thesessionalsoincludesaninteractivediscussion,andhands-onexperience,tohelpallparticipantsgaininspirationfromothersastheybrainstormhowthisprojectcanbeusedintheirclassrooms.
PeterWilson,UniversityLakeSchool180Kern-BraytonCaseA(60)GeneralInterest
PrinciplestoActions:ACommonGoalforaLocalSchoolDistrictPrinciplestoActionsstatesthat,“…thelackofagreementaboutwhatconstituteseffectivemathematicsteachingconstrainsschoolsandschoolsystemsfromestablishingcoherentexpectationsforhigh-quality,productiveteachingofmathematics.”TomeetthisissueheadontheSchoolDistrictofSlingerdevelopeda5yearplantofocusoneachoftheMathematicalTeachingPracticeslaidoutbyPrinciplestoActions.Thepurposeofthiswassothatstudentswillhaveacoherentmathexperiencefromgradeleveltogradelevel,onethatpromotesunderstanding,reasoning,problemsolving,perseverance,anddiscourse.Thissessionwillshareourdistrict’sprofessionaldevelopmentplantocreateacoherentmathematicalexperienceforourK-12students.ItwillalsoengageparticipantsinasampleofactivitiesthatourteachershaveexperiencedoverthepasttwoyearswhichdemonstrateseveraloftheMathematicalTeachingPractices.
JenniferMetke,SlingerSchoolDistrict
181Kern-BraytonCaseB(60)Grades6to12
CreateandPostRecordedVideosusingGoogleDriveandSmartNotebookWithmanyschoolsswitchingtogoogleaccounts,learnhowtoutilizeSmartNotebookRecorderandthenew“DriveSync”toinstantlypostyourrecordedlessonstoawebsite.We’llwalkyouthroughtheprocesstosetupyourwebsiteanddrivesoyoucanpostvideosonlineaseasilyassavingafileonyourcomputer.
BradyHuebner,RosholtSchoolDistrictPaulFrank182Kern-Brown(32)GradesPKto5
MakingMathAccessibleWithinourelementaryclassrooms,westrivetoprovidestudentswithrichmathematicaltaskswheretheyengageinmeaningfulthinking.Wewillshareexamplesoflow-floor,high-ceilingtasksthatprovideallstudentsanentrypoint,butallowstudentstodigindeeplytoamathematicalconcept.Avarietyofresourceswillbeshared.
SaraPetersen,DurandCaddieWoodlawnElementarySchoolShaunaBrion,KristieBrusoe,KatarinaCampbell,AmySandberg,andErickHofacker183Kern-Cary(32)Grades6to8
MathematicalModelingintheMiddleSchoolClassroomWewilldiscusshowtoengagemiddleschoolstudentsinrichmathematicalthinkingthroughsolvingmodelingproblemswiththemodelingcycle.Wewillshareexamplesofmodeling-basedmathproblemsthatwehaveusedwithourstudents.
MirandaStowell,EauClaireNorthstarMiddleSchoolLindseyAlgerandAshleeLeGear
184Kern-Hanson(50)GeneralInterest
UsingMeta-CognitiontoCreateaCultureofCollaborationandPerseveranceinaMathClassroomNomatterwhatlevelofmathematicsweteach,theclassroomcultureplaysahugerolewhenitcomestocreatingagreatexperienceforourstudents.Using(E)vent+(R)esponse=(O)utcomeandtheTribalLeadershipparadigmwewillexplorehowgettingstudentstoreflectontheirthinkingmighthelpshapeaclassroomculturethatencouragescollaboration,makingmistakesandlearningfromthosemistakestogether.
RickWitte,ArrowheadHighSchool185Kern-Johnson(50)GeneralInterest
Formativeassessmentprobes:AwebsitetoolforformativeassessmentParticipantsinaMathematicsandSciencePartnershipgrantcreatedformativeassessmentprobesforgrades2-12.Awebsitewascreatedtosharetheseprobeswithotherteachers.Thissessionwillgivedetailsaboutthewebsitecreatedandideasforusingand/orcreatingformativeassessmentprobes.
ChristopherHlas,UniversityofWisconsin-EauClaireRyanHarrisonMichelleParksLornaVazquez
186Kern-Stansbury(32)Grades6to12
MyCo-TeacherisaRobot:TeachingComputationalThinkingThroughStoriesOzobotsaretinyrobotsdesignedtofollowinstructionsperaseriesofcolor-codedcommands.WewillthinkaboutwaystoimplementcomputationalthinkingusingOzobotsintheclassroom.Keepinginmindtheanalogythatwritingaprogramislikewritingastorywewillproposethatcomputationalthinkingcanbetaughtinalldisciplines,andneednotbelimitedtocomputerscienceclasses.Followingabrieftutorialwewilldesignstandard-basedactivitiestoco-teachatopicwiththeOzobots.ParticipantswillexperimentwiththeOzobotsandsharetheirideasforinteractivelessons.Pleasecomewithastandardpickedoutfromyourcontentarea.
RachelleHaroldson,UW-RiverFallsDaveBallard
187Lawson-MLK(24)Grades9to12,College,GeneralInterest
TheJosephusProblemBackgroundinformationontheJosephusProblemwillbegiven.Somevariationsandtechniquesforsolvingthistypeofproblemwillbepresented.
NorbertKuenzi,UWOshkosh
KEYNOTE188Pillsbury-Staughton(300)Grades6to12
UsingTaskandDiscoursetoPositionEachandEveryLearnerasMathematicallyCompetentThissessionwillmakeconnectionsbetweentask,discourse,identityandagency.Specifically,thesessionwillexaminehowhighcognitivelydemandingtasksprovideopportunitiestoengagelearnersinmeaningdiscoursepositioninglearnersasrisk-takersandmathematicallycompetent.Thesessionwillusemathematicaldiscoursecommunityasaframeworkforconnectingsocialnormsofdiscoursetoidentityandagency.
RobertBerry,NCTMPresidentElect
189RWI-Crystal(64)GradesPKto2,3to5
FunwithFacts!MasteringFactsThroughDifferentiatedGames!HowdoIdevelopandmaintainfluencyinallstudents,whenIhaveawiderangeoflearners?Afterbeingimmersedinavarietyofactivities,youwillleavewithanunderstandingoffluencyprogressionsandhowtoembeddifferentiatedgamesintoyourdailyinstruction.Yourstudentswillbeecstaticwithallthegamesyouwillbebringingback!
BeckyRyan,BeloitTurnerSchoolDistricKimWoodkeyandJoshThorison
190RWI-Mahaney(40)Grades6to8,9to12
Assessment:WhyBother?Withstudentstakingsomanyhigh-stakestest,whyshouldweusevaluableclasstimetestingwhatisbeingdoneinclass?Withtherighttypeofassessment,studentscanactuallylearn.Participantswillunderstandthedifferencebetweenassessmentforlearningandassessmentoflearning,andlearnwhichofthetwopromoteslearning.Participantswillunderstandthepowerofgivingdescription,effectivefeedback,andpracticegivingit.Participantswilllearnandpracticetechniquesforprovidingfeedbackthatarenottimeconsuming.
JohnHayes,CPMEducationalCompany
191RWI-McGarvey(24)Grades9to12
TheUWSystemMathematicsPlacementTestJoinusforadiscussionoftheUWSystemMathematicsPlacementTest.Thissessionwillcovertopicssuchashowthetestiscreated,thecontentofthetestandsampleitems,andthereliabilityandvalidityevidenceforthetest.Inaddition,thepresenterswilldiscusswhenyourstudentsshouldbetakingtheirplacementtestandhowtheirtestscoreswillbeusedonthevariousUWSystemcampuses.
SonyaSedivy,UWCenterforPlacementTestingRichardKarwatka
192YC-Cummings(96)Grades6to8,9to12
SupportingStrugglingAlgebraandGeometryStudentsHowdowesupportstudentswhoarestrugglingtolearnthealgebraandgeometryskillsthatarerequiredtopassthesecourses?ThisisaquestionmanymathematicsdepartmentsfaceeveryyearandthedrivingforceforthecreationofAlgebraSupportandGeometrySupportclassesatPoynetteHighSchool.ThissessionwilldiscussthedevelopmentofthephilosophyoftheSupportsystem,thecurriculumandteachingpracticesimplemented,andthesuccessesandstrugglesteachersandstudentshavefaced.Multipleyearsofstandards-baseddatawillbesharedtoshowtheimpactSupportclasseshavehadonmeasuresincludingAlgebraandGeometrygradesandworkhabits,standardizedassessments,andstudents'attitudetowardsmathematicsandtheirownskills.
LeahHover-Preiss,PoynetteSchoolDistrictNateLeuandStephanieThompson193YC-Dominguez/Cox(24)Grades6to8
MathandStudentswithSpecialNeedsStudentswithspecialneedsposeadifferentchallengeinourclassrooms.Comelearndifferentstrategiesforworkingwithstudentswithspecialneedswithinthemathclassroom.
RebeccaRunnells,SchoolDistrictofSouthMilwaukee194YC-Fordham/Ballenger(24)Grades6to8,9to12
MarchMathMadnessandtheBigLoserThe“MarchMadness”oftheNCAAMen’sBasketballTournamenthasspawnedinterestthroughoutourculture.Asimilarbracketsystemhasbeenusedforcompetitionsfromeverythingfromwhichisthebestrestauranttowhoisthebestsupermodeltowhichisthemostfaithfulsaint(seewww.lentmadness.org).Inthesetournaments,everyonecaresaboutwhotheBigWinneris,butwhatabouttheBig
Loser?PredictingtheBigLoser,asdefinedbyaMathematicsTeacherarticlemanyyearsago,isjustaschallengingaspredictingtheBigWinner,andallowsmynot-always-logicalstudentstopracticemakinglogicaldeductionsinafun,relaxedcontext.
MikeWeidner,NicoletHighSchool195YC-Huber/Evans(96)Grades6to8,9to12
VerticalNonPermanentSurfaces-IntroductiontotheSMARTKappWhiteboardTechnologyInthissessionyouwilllearnaboutanewtechnology,theSMARTKappWhiteboardsandhowIamimplementingtheminmyhighschoolmathclassesasverticalnonpermanentsurfaces.Theseboardsareawaytoprovidemultipletypesofformativeassessmentforstudents.Theyhelpmetopersonalizelearningbygivingrapidcyclefeedbackthatismorefrequentandtimelytohelpalllearners.Comecheckoutagreattool/technologytopromote,enhance,andengagestudentlearning!
MelissaLeister,ElmbrookSchoolDistrictThursday1:0060minutes196YC-NG/Jones(24)Grades6to8,9to12,College,GeneralInterest
ToolsforTacklingWordProblemsThissessionwillstartwithanalgebrawordproblem,movetocommonmisconceptionsonstudents'understandingandsolvingthatwordproblem,andintroducestaticanddynamicrepresentationsoftheproblem.AGeogebraappletwillbeusedtoimprovestudents'understandingtheprobleminadynamicenvironment.Wewillalsodiscusssuggestionsonhowtousethedynamicmathematicssoftwareforproblemsolving,andIwillsharedifferentappletsforavarietyofwordproblemsandexplainhowtousetheseappletsintheclassroom.
SirinBudak,UniversityofWisconsin-StevensPoint
Thursday2:30-3:30p.m.197Bauer-Beaty(50)Grades9to12
PersonalizedLearninginSecondaryMathematicsEachstudentlearnsattheirownpaceintheirownway.Howdoyoupersonalizealearningschedule,createhighlevelsofengagement,havestudentstakeownershipoftheirlearninginMathematicsANDkeepcontentstandardsandhavethestudentbeCCRready?Competency-basedcurriculum,interdisciplinarylearning,andmorewillexploredduringthissession.Modelsandmethodologies(andsupportingdata)willbesharedfromKMPerformSchoolforArts&Performance(publiccharter)outdealingwithcompetency-basedlearning,inter-disciplinarycurriculum,contextualassessmentsandgamificationthatwillberelevant/scale-abletoallclassrooms.MyhopeisgiveeveryparticipantatleastoneideathatwillimpacttheirMathematicsclassroom.
EricAnderson,KettleMoraineSchoolDistrict198Bauer-Boddie(32)Grades3to5,6to8,9to12
BuildingUnderstandingthroughTechnologyComeviewmathfromadifferentperspectiveasweexplorehowstudentsbuildconceptualunderstandingfromtheelementarygradesthroughhighschool.ParticipantswillexplorevarioustechnologytoolsthatgetstudentstomanipulaterepresentationsPleasebringatechnologydevice(computer,iPad,SmartPhone).ElementaryandSecondarymathteacherswouldbenefitfromthispresentation.
DanPochinski,SchoolDistrictofWaukesha
199Bauer-MorehouseC(100)Grades9to12
PeopleCount!(AndtheDataStoriesAboutThem)Everycountryhasauniqueshapereflectedbyitspopulationpyramidgraph.Unpackingacountry’sgraphrevealsrealstoriesaboutitspeople.Amathematicalmodelwillbedevelopedthatanalyzestheseshapesandstoriesbyexploring“Whatif…?”Lessonsforhighschoolstudentswillbepresentedthatdemonstrateamodelingcontinuumresultinginstudentscreatingtheirownanalysisofafictitiouspopulationdistribution.
HenryKranendonk,MarquetteUniversity200Kern-Johnson(50)Grades6to8,9to12
FlippingwithEdPuzzleorAddingAccountabilitytoStudentVideoWatchingFlippingaclassroomisagreatwaytomakethestudentlearningspaceandactivelearningspace.Buthowdoweknowifstudentsareactuallywatchingthevideos,andhowcanwedoformativeassessmentswhendeliveringdirectinstructionviavideo?EdPuzzletotherescue.Learnabouthowtousethisfreeresourceandevenmoreaboutflippingyourmathcourse!
MIchaelDorn,Milton201Kraft-MitchellDining(50)Grades3to5,6to8,9to12
TheReviewPoster:IncreasingRetentionofLearningTargetsStudentsretainmorewhengiventheopportunitytoillustrateanddemonstratethelearningtargetstheyareaskedtolearn.Frombasicarithmetictolimitsandderivatives,studentsusetheircreativitycreatingposterstosharewiththeclassasaformativeassessmentforindividualandclassreviewinpreparationforthesummativeunitassessment.
RichardMelcher,Colby
202Lawson-MLK(24)Grades9to12
FactoringQuadratics:AnAlternativeApproachFactorquadratics(i.e.,ax2+bx+c=0,whena≠0)isanimportantmethodforsolvingquadraticequations.Studentsneedthisknowledgeformanycoursesinmathematics,suchasalgebraandcalculus.However,studentsmayfeeldifficulttousetheguessandrevisemethodorquadraticformulamethod.Inthistalk,wewillproposeanalternativeapproachtofactorsomequadratics.
TongtongZhang,LittleWolfJr./Sr.HighSchool;UW-StevensPoint203RWI-Crystal(64)GradesPKto2,3to5
WhatDoIDoNow?Areyousomeonewhoassessandfindsoutwhatyourstudentorstudentsaremissingbutdon'tknowwhattodonext?Itsok,wehaveallbeenthere.Cometothishandsonsessiontolearnandtrynewactivitiestohelpyourstudentsstriveinmathematics.Wewillbesharingactivitiestouseforintervention,smallgroup,and/orwholegroup.
SaraSwearingen,Wittenberg-BirnamwoodSchoolLauraKlescewski204YC-Cummings(96)Grades6to8
SupportingStudentswhoStruggle:StrategiesforallStudentsAllstudentsstruggle.Productivestruggleisencouragedandexpected,yetsomestudentsstruggleunproductivelymorethanothers.Howcanyousupportthestudentswhorequireinterventionwithoutremovingtheproductivestruggle?Inthissession,youwillexperienceactivities,investigations,andteachingstrategiestosupportallyourstudents.
MarkRay,CPMEductionalProgramKarenWootton
205YC-Dominguez/Cox(24)Grades9to12,College
IgniteMathwithTradesApplicationsNortheastWisconsinTechnicalCollegehasbeenworkingwithBonduel,OcontoFalls,andKewauneehighschoolsinordertoincreasecollaborationbetweentechnicaleducationandmathteachersatthehighschoolandtechnicalcollegelevel.Contextualizedmathcurriculumwasdevelopedbythisgrouptoimplementinmathclassesandapplytoweldingclasses.Hands-onactivitiesandvideosmadeinindustryweredevelopedinordershowstudentsaspectsofmanufacturingcareersandhowtheyrelatetotheircurrentclasses.Increasedhighschoolarticulationwiththetechnicalcollegehasalsobeenapositiveoutcome.ThisprojecthasbeenspreadthroughoutNortheastWisconsin.
RachelKern-Johnson(50),NortheastWisconsinTechnicalCollegeDougSchneekloth,GregBoehmer,andPamCoshun206YC-Fordham/Ballenger(24)Grades6to8,9to12
BeyondtheExitTicket-UsingDatatoGuideInstructionWearecalledtoelicit&gatherevidenceofstudentunderstandingatstrategicpointsduringinstructionandtomakein-the-momentdecisionsonhowtorespondwithquestions&promptsthatprobe,scaffold,&extend.Thisworkshopwillshowteachershowtodothiswithmiddle&highschoolstudents–variousformsofformativeassessments(verbal,print,digital)willbeshared.
TriciaChmill,HoughtonMifflinHarcourt
207YC-Huber/Evans(96)Grades6to8,9to12,College
SolvingtheHomeworkProblem?Theageoldquestionformathteachers,"Howdoyouhandlehomework?"seemsnevertohaveasatisfactoryanswer.Ifyoudon'tcollecthomework,thenstudentsdon'tdoit.Ifyoudocollecthomework,thenyouwillburnouttryingtoassessit.Thenthere'sthehybrid,just"checkingtoseethattheydidit".Thatcreatesameaninglesspapertrailwherecopiedorcarelessworkiscalculatedintoastudentsgrade.Then,howishomeworkgraded?Shoulditcount?Ifso,howmuch?Shouldn'tkidsmakemistakesonthehomeworkandnotbepunishedforit?InthissessionIwillsharehowIhavehandledthehomeworkproblemusingDoctopusandasmartphone.SinceIhavestartedthisstrategy,Ihaveseenimprovementinthequalityandquantityofstudentwork.Andasabonus,thissystemhelpsdeflectscornfromthe"angryparent"byprovidingarecordofhardevidenceaboutstudentwork.Thestrategyworksbestin1:1orBYODschools,butmodificationscanbemadeforlow-techalternatives.
DouglasGuyette,NotreDameAcademy
208YC-NG/Jones(24)GradesGeneralInterest
YourToolboxforSuccess:ClassroomManagementforSuccessTeachersareworkingsoveryhardtoeffectivelyteachmandatedcurriculum.Inthisjam-packedsession,teacherswilllearnresearch-based,time-testedstrategiesandtechniquesforearlyinterventionofdisruptivebehaviors.Officereferralswilldecrease,studentachievementwillincrease,andteacherswillhavemoretimetoteach!
SusanHammack,jsEducationalConsulting
Thursday2:30–4:00p.m.209Bauer-Ladue(30)Grades6to12,College,GeneralInterest
Processing:AnEngagingIntroductiontoText-BasedCodingComelearntocodeusingProcessing,afreeenvironmentwheregraphicsanduserinputcanbequicklycoded.Oneofthechallengesforteachersoftext-basedlanguagesisthatbeginningstudentprojectsarenecessarilysimpleandlackinteractivity.WithProcessing,studentswillcreateengaginggamesandanimationsusingJavawithmuchgreaterease.Studentprojectscanthenbeexportedtoberunasstand-aloneprograms.TeacherscanuseProcessingasthemainenvironmentforlearningJavaorasasupplementtoamoretraditionalenvironment.IuseProcessingwithmyAPCSAclassfollowingtheAPexamaswellasinanintroductorycodingclass.Thissessionmightalsobeofinteresttoamiddleorelementaryteacherlookingforenrichmentactivitiesforstudents.
MikeCullen,CedarburgSchoolDistrict210Bauer-Lightbody(32)GradesPKto5
MakingMathInterventionsWorkinaRuralsettingInthissession,learnhowasmallruraldistrictdevelopedandimplementedaRTIprogramthatmeetstheneedsofallstudents.Utilizingteachers,interventionists,specialists,andcoordinators,thedistrictdevelopedauniquevision.WewillpresentthejourneywewentthroughtocreateoursuccessfulRTIsystem;sharethewebsitewecreated,themathhandbookthatwedeveloped,andamathwalk-throughchecklist;informparticipantsonhowwecollect,analyze,andreportdata;andreviewourscheduleanddiscusshowdatadrivesourdecisions.Participantswillviewourdistrictassessments,becomefamiliaronhowwetriangulatedata,andlearnaboutthecriteriaforqualifyingforamathintervention.
KarenHover,Adams-FriendshipAreaSchoolsDawnClark
211Bauer-MorehouseA(50)Grades6to12
BuildingProceduralFluencyfromConceptualUnderstanding:ImplicationsforLessonandUnitDesignBuildingproceduralfluencyfromconceptualunderstanding,oneoftheeightresearch-baseeffectivemathematicsteachingpracticesinNCTM'sPrinciplestoActions,suggeststhatteachersmoveawayfromthetraditionalinstructionalsequenceofskillsfirst,applicationlater.Breakingthiscyclerequiresbothchangesinbeliefsandchangestolessonsandunitswithincourses.Thissessionwillunpackwhatwemeanbybuildingproceduralfluencyfromconceptualunderstanding,provideteacherswithopportunitiestoconsiderhowtasksequencingwithinaunitcansupportstudentsinbuildingenduringconceptualunderstanding,andengageteachersinadiscussionofwhattheycandotostrengthenlessonandunitsequencestosupportunderstanding-firstlearning.
MikeSteele,UniversityofWisconsinMilwaukee212Bauer-MorehouseB(100)GradesPKto12,College,GeneralInterest
LookingatMathEducationThroughtheLenseofAccessandEquityDescription:Wewillexplorestate-widedata,languagefromprofessionalresources,personalexperiencesandspecificstrategiessuchasculturallyresponsiveteachingforafocusonaccessandequityinmathematicsclassrooms.Wewillacknowledgepersonalandsystemwideinequitiesandbias,lookatactionsteachersandschoolscantake,anddiscussaccountabilityforthisimportantwork.Let’skeepworkingonthegoalofeachandeverystudentinWisconsinhavingsuccessinmathematics.
KennethFrank,MathInstructionalCoachTracyFrank
213Kern-Boehr(50)GradesPKto12
ThePowerandPurposeofMathLogsThebenefitsofwritingaboutmathhelpstudentstothinkdeeply.Theuseofthemathjournalisapowerfulresourceforstudentsandatoolforsharingtheirstrategiesandlearning.Comelearnaboutthedifferentcomponentsandhowtoorganizethejournaltobestmeettheneedsofyourlearners.
MichelleTranchita,SchoolDistrictofWaukeshaMariaKlassyKEYNOTE214Kern-BraytonCaseA(60)GradesPKto8
ThePractices:ARecipeforSuccessfulTeachingandLearningTheStandardsforMathematicalPracticedescribewhatstudentsshouldbedoingastheylearnmathematicssotheyhavetheopportunitytothink,doandmakesenseofmathematicsatalevelbeyondcomputingandapplyingrules.NCTM’sPrinciplestoActionsincludeseightEffectiveTeachingPracticesthatprovideaframeworkofresearchbased,highleveragepracticesforteachersinplanningandimplementingmathematicslessonsthatensuredeepmathematicslearningforallstudents.Let’sexperiencelikewhatthesepracticeslooklikeinaction.
LindaGojak,NCTMPastPresident215Kern-BraytonCaseB(60)Grades9to12
CriticalMathfortheACTHighschoolmathteachersfacecontinuedpressuretoraiseACTscores,whichplayacriticalroleintheassessmentofbothstudentsandschools.Howdoyoubalancetheexpectationsbetweendevelopingconceptualunderstandingandreachingproficiency?AcloserlookattheACTCollegeandCareerReadinessStandardsandtheWisconsinStandardsforMathematicsrevealscriticalconnections.Inthissession,youwillcomparethesesetsofstandardsandconsider
implicationsforyourclassroominstruction.HowdotheStandardsforMathematicalPracticecomeintoplay?Collaboratewithcolleaguesaroundwaystoaddressstudentachievementonthisassessment.
SaraBrown,MathematicsInstituteofWisconsin216Kern-Brown(32)GradesPKto5
InformedInstruction–EnhancingMathFluencyOverthelastyear,wehaveusedMathRunningRecordswithourelementarystudentstogainabetterperspectiveoftheirproceduralfluency.Theserecordshaveinformedourclassroominstruction.WewilldiscusshowwehaveconnectedthistoimplementingtheStandardsforMathematicalPractice.
ConnieRoetzer,RiverFallsSchoolDistrictJayneHoffman,SarahL'Allier,KarenOlson,MichelleSmith,MaggieWatson,andErickHofacker217Kern-Cary(32)Grades9to12
EnrichingMathematicalModelingwithTechnologyWewillshowcasehowtheuseofdynamictechnology,suchasDesmosandExcel,canbeusedtoenhancemodeling-basedmathematicsproblemsinthehighschoolclassroomandtomaketheproblemsmoreengagingforthestudents.
SamanthaFalkner,EauClaireMemorialHighSchoolAshleeLeGear
218Kern-Hanson(50)Grades6to8
InspirationalIdeasforMiddleSchoolMathTeachersAreyouanewmathteacherlookingforideas?Anexperiencededucatorwhowantstobeinspired?Thisfast-pacedsessionwillexplorewaystospiceupyourclassroomandincreasestudentengagement!Wewilldiscussnewapproaches,specificactivitiesandonlineresourcesthatcanhaveaprofoundimpactonyouandyourstudents.Similartolastyear'ssessionbythesamename,butopportunitywillbeprovidedforparticipantstosharetheirsuccessfulclassroomideaswiththegroupsoweallwalkawayenriched.
JohnMarzion,OakCreekFranklinJointSchoolDistrict219Kern-Stansbury(32)Grades3to8
BuildingaMathCommunityfromtheInsideOutHowdoesbuildingasocio-emotionallysafespacecontributetoproductive,student-ledmathdiscourseforALLstudents?Inthissessionwewillpresenthowshapingmindsets,buildingrelationshipsandincorporatingtalk-movesleadtoarichmathlearningenvironmentwhereeveryonebelongs,andeveryone’svoiceiswelcome.
CarrieDriscoll,SchoolDistrictofWaukeshaKathyBallwegandLeslieWaltzKEYNOTE220Pillsbury-Staughton(300)Grades6to12
UsingInquirytoBuildThinkingClassroomsWhatdoesathinkingclassroomlooklike?Whatshouldweconsiderinmakingourclassroomsspaceswherestudentsareactivelyengagedinthinkingaboutanddoingmeaningfulmathematics?Buildingfromtheresearchliteratureaboutactivelearningandthinkingclassrooms,participantswilldoavarietyofmathematicalproblemsasthey
explorewhatcontributestoanenvironmentdedicatedtocreatingalessonflowthatfocusesonstudentsandtheirlearning.
GailBurrill,NCTMPastPresident221RWI-Mahaney(40)Grades3to5,6to8
GettingDowntotheNittyGRITtyofFormativeAssessmentPrinciplestoActionstates,“Thinkingofassessmentaslimitedto‘testing’studentlearningratherthanasaprocessthatcanadvanceithasbeenanobstacletotheeffectiveuseofassessmentprocessesfordecades”(NationalCouncilofTeachingMathematics,2014,p.91).Teachersneedtoviewassessmentasanitinerarytoguidethemalongtheirinstructionaljourney.Formativeassessmentisthecontrolpanelthathelpsteachersmonitorstudentlearningandimprovetheirteaching.Teacherscanuseitasawarninglighttoidentifystrugglinglearnerssotheycanadjusttheirinstructionbasedonstudentneeds.ThissessiongetsdowntotheNittyGRITtyofformativeassessmentbyprovidingcreativegamesandapproachestohelpassesslearning.Itdelvesintoformativestrategiesthatcannavigatethelearningterrainandprovidesmanyteachertestedactivitiestomapoutassessmentforlearning.
JaneLewis,GreenfieldSchoolDistrict222RWI-McGarvey(24)Grades9to12
APStatisticsStarterKit-IncorporatingActivitiesintoYourCurriculumThissessionisforstatisticsteacherswhoarelookingforsomesimpleactivitiestoimplementintotheirclassroomtoillustratekeyfundamentalconcepts.Transformyourlecturesintoanactivity-basedapproach,withahalf-dozenwelldesignedproblemsyourstudentswillworkthroughingroups.
SteveSollom,HudsonHighSchoolBillFehrenbach,JasonDahl,andToddBrahm
Friday8:00–9:00a.m.300Bauer-Beaty(50)Grades3to5
AMultiple-EmbodimentApproach:BeyondthePizzaandRevertthenMultiplyInthispresentation,preserviceelementaryteacherswillsharetheirfindingsaboutcommonfractionlimitedunderstandingandmisconceptionsthatwereseenthroughouttheirpracticumexperiencetimeworkingwithfourth-gradestudents.Practicumsinterventiondataaboutstudents’growthoffractionconceptimagesandamultiple-embodimentapproachthatemphasizesstudentinvolvement,theuseofmanipulatives,andmultiplerepresentations(e.g.,linear,discrete,etc)willbediscussed.Pre-andpost-practicumteachingstudentswrittenquestionswillalsobesharedalongwithsomeartifacts.Thissessionunpackshowtodevelopsoundconceptualunderstandingsoffractionandovercomestudents’misconceptionsthatcaninhibitahighdegreeoffluencyandtheabilitytoapplythemaththeyknowtosolveproblemsbothinsideandoutsidetheclassroom.
HollyOlson,UniversityofWisconsin-StevensPointAbbyVandenBoschandSinanKanbir301Bauer-Boddie(32)GeneralInterest
FacilitatingMathematics-FocusedTeacherActionResearchInteacheractionresearch,educatorsanalyzetheirownpracticetoaddressapersonallyrelevantpedagogicalquestion.Thisworkcentersteachersasprofessionalsandempowersthemtoexperimentandanalyzewithintheirownclassrooms.Datasourcessuchasobservations,journaling,andstudentinterviews,cangivebalanceandperspectiveinanerafocusedonquantitativemeasures.Thissessiondescribeshowthismodelwasappliedintwodifferentsettings-astandalonecourseforearlychildhoodeducatorsandacourseforK-8teachersthatispartofalargercertificateprogram.Sessionparticipantswilllearnabouthowactionresearchcoursesintegratedin-personandonlinespaces,howthismodel
supportsteachers’mathematicalinquiry,anddiscusspotentialadaptationsofthismodelfordifferentcontexts.
GwynethHughes,UWMadison-EOP302Bauer-Ladue(30)(computerlab)Grades3to8
AmazingWebsitesforYourMathClassroomLearnaboutsomeamazingmathwebsitesandhowyoucouldincorporatethemintoyourclassroom.Thesewebsitesaregearedformathclassrooms3-8.
CaitlinClausen,HolmenMiddleSchool303Bauer-Lightbody(32)GeneralInterest
TeachingwithEndurance:OvercomingtheChallengesfortheLongHaulTeachingmathematicsisachallengingendeavorandforearlyserviceteachersitoftenfeelslike“sailingintothewind.”Theintensityofthischallengecontinuestoescalatewiththeresultbeinggrowingattritionratesandincreasingdiscouragement.Inaprofessionthatasksteacherstodevelopperseveranceintheirstudentsitseemslessonsofperseveranceneedtoaccompanythegrowthanddevelopmentofteachers.Thissessioncombinesresearch,experienceintheclassroom,andlessonsfromacareerofcoachingandmentoringtoprovidesomeclarityonhowtoovercomethevastarrayofchallengesfacedbyteachersofmathematics.Ifenduranceismorethantheabilitytobearahardthing,buttoturnitintosomethingglorious,thendevelopingtheabilitytoteachwithendurancejustmightbethemostimportantlessonateacheracquires.Intendedtobeequalpartsinformationandinspiration,ideaswillbepresentedthatwillprovevaluabletobeginningteachersandthoseprovidingsupporttobeginningteachers.
BradleyKahrs,UW-StevensPointJenniferBowling
304Bauer-MorehouseA(50)Grades3to5
BuildingProblem-SolvingSuccessWhenisthelasttimeyourstudentsreallysolvedproblems?Promotediscoursebyhavingyourstudentssharetheirthinking,listentooneanother,andcontributetotheirclassmates'learningexperiences.Byusingproblemsthathavemultiplepathstoasinglesolution,allstudents-fromgiftedtospecialneeds-willbeabletomakecontributionsandsuccessfullylearnmathematicsintheirclassrooms.
NicholasRestivo,MOEMS305Bauer-MorehouseB(100)GradesPKto5
TakingActionwiththeNCTMEffectiveTeachingPracticesGainadeeperunderstandingofthe8effectivemathematicsteachingpracticesidentifiedinPrinciplestoActions—goals,tasks,representations,discourse,questions,understandingandfluency,productivestruggle,andevidence.Examinehowtheyformaframeworkforteachingmathematicsandhowtheypromoteequitableandambitiousteaching.ThissessionwillengageparticipantsinasetofactivitiesfromthenewNCTMTakingActionseries.
DeAnnHuinker,UniversityofWisconsin-MilwaukeeKEYNOTE306Bauer-MorehouseC(100)Grades9to12
Functions:WhatMakesThemsoDifficult?Studentsstrugglewithfunctionsinalmostallcontexts.Howcanwerestructureourapproachsostudentsunderstandhowtoconnectdifferentrepresentationsoffunctions,thinkaboutfunctionsingeneraltermsanddevelopthefunctionalthinkingtheywillneedinastheyprogressinmathematics?Andwhatistheroleofinteractivedynamictechnologyindoingso?
GailBurrill,NCTMPastPresident
307Kern-Boehr(50)Grades9to12
APStatisticsFRQ's:HowtoScorelikeAProRubricsaregreatbutclickersarequicker.Learnhowtotrainyourstudentstoself-assesstheirownAPstatisticsFRQ's(aswellasothers)usingclickersforimmediateclassroomfeedback.
ToddBrahm,WestBendEastHighSchoolBillFehrenbachAllisonHopkinsJasonDahlSteveSollom308Kern-BraytonCaseA(60)GradesPKto5
SimpleCenters,Seriously?Preparation,classroommanagement,anddifferentiation—allcanmakeusingcentersachallenge.Comelearnnewstrategiesandshareideastomakecenterlearningmeaningfulforstudentsandrealisticfortheteacher.SeenewtoolsfromETAhand2mindtoengageyourstudents.Returntoyourclassroomarmedandreadytoimplementsimple,yeteffectiveandengagingcenterswithyourstudents.Getfreemanipulativesthatyoucanusenow!
LindseyPetlak,ETA/Hand2MindJesseMichmerhuizen309Kern-BraytonCaseB(60)Grades3to5
PartitioningandIterating:TwoActionsasFoundationsinFractionUnderstandingHowdowehelpstudentsdevelopdeepandlastingconceptualunderstandingoffractions?Physicalexperiencesaswellasrich,preciselanguagehelpstudentstomakesenseoffractionsasnumbers.Thissessionwillexploreimportantactions,multiplerepresentations,andcriticalconnectionsbetweenpartitioning,iteratingandfractions.
ElizabethCutter,UW-Milwaukee
310Kern-Brown(32)GradesPKto2
AddressingNumeracywiththeStrugglingLearnerK-2Howdowebeginsupportingnumeracydevelopment?Thissessionfocusesonhowstudentslearntocomposeanddecomposewholenumbers.Wewillviewstudentvideo,discusshowtonudgetheirthinkingtowardsfluentwaysofcomputing,whilefocusingongate-keepingconceptsthatholdstudentsback.
PaulaMuehler,MathLearningCenter311Kern-Cary(32)Grades6to12
MathematicalPracticesthroughRichTasksWewillengagetheaudienceinmeaningfulmathematicaltasksanddiscussvariousStandardsforMathematicalPracticethatcanbeaddressedwithineach,basedonvariousapproachestakentosolvingthetasks.
ErickHofacker,UniversityofWisconsin-RiverFallsAmyRiceZacWeberAustinWilcox312Kern-Hanson(50)GradesGeneralInterest
WISELearnGrantOpportunity:LeveragingOpenDigitalResourcesOpenEducationalResources(OER)areteachingandlearningmaterialsthatresideinthepublicdomainorhavebeenreleasedunderanopenlicensethatmaybeusedfreeofcharge,distributedwithoutrestriction,andmodifiedwithoutpermission.Nowmorethanever,districtsareconsideringdevelopingtheirownopenlylicensedcoreinstructionalmaterials,implementingOERreviewedbytheWISELearnOERProject,oradaptingresourcesreviewedusingthesamemethodology.Asaresult,thereisagreatneedtocollaborateonresourceadaptationanddevelopment,shareideas,definebestpractices,andchampioneffectiveandefficientdistributionandimplementationofresources.Comeandlearnhowtoapplyfora2018-19WISELearnOERInnovationGrant(upto$10,000)opentoWisconsindistricts,consortiaofdistricts,CESAs,andstatenon-
profitprofessionalassociationstosupporttheworkofauthoringandbuildingdigitalcontentcollections
JanWickbolt,CESA#11313Kern-Johnson(50)GeneralInterest
ThenewWIComputerScienceAcademicStandardsandCybersecurityWewillexaminetheWisconsinComputerScienceStandards-theinfluencingdocuments,thestructuretheresultsandtheinclusionofCybersecurityissuesinthesestandards.WhyCybersecurity?Thisisoneofthehottestandmostindemandareasofcomputerscienceandofgreatinteresttomanybusinessesandthegovernment
JosephKmoch,MilwaukeePublicSchools314Kern-Stansbury(32)Grades9to12,College,GeneralInterest
"...ButSomeareUseful":TheArt,Science,andRelevanceofMathematicalModelingHowcanweteachstudentstoapproachtheopen-ended,complex,andpotentiallyunanswerablequestionsofarealworldthatcomeswithoutananswerkey?Ifthere'snorightanswer,isthereatleastagoodone?Ortwo?Orthree?Whatdoesmathematicshavetooffer?MadisonEaststudentshavebeenparticipatingintheHighSchoolMathematicalCompetitioninModeling(HiMCM)forthepastnineteenyears.OurMathModelingTeamadvisorwilldiscussthemodellingprocessandhowourteampreparesforcompetitions,classroomapplication,andchallengeswestillface.AudiencememberswillleavewithresourcesandideasformakingMathematicalPractice#4transparent,non-trivial,andexciting.
CynthiaChin,MadisonMetropolitanSchoolDistrict
315Lawson-MLK(24)Grades
TeacherCertificationinWisconsin:FromPreparationtoHire
MikeSteele,WI-AMTESpecialSessionKEYNOTE316Pillsbury-Staughton(300)GradesPKto5
UsingTaskandDiscoursetoPositionEachandEveryLearnerasMathematicallyCompetent(PK-5)Thissessionwillmakeconnectionsbetweentask,discourse,identityandagency.Specifically,thesessionwillexaminehowhighcognitivelydemandingtasksprovideopportunitiestoengagelearnersinmeaningdiscoursepositioninglearnersasrisk-takersandmathematicallycompetent.Thesessionwillusemathematicaldiscoursecommunityasaframeworkforconnectingsocialnormsofdiscoursetoidentityandagency.
RobertBerry,NCTMPresidentElect317RWI-Crystal(64)GradesGeneralInterest
PersonalizedLearninginaHighSchoolMathClassroomImplementingpersonalizedlearninginanyclassroom,letaloneahighschoolmathclassroom,isatalltask.Thissessionwillbeafollow-uptomysessionatlastyear'sconferencewhereIsharedsomegradingforlearningpracticesIimplementinmyclassroomthatallowstudentstoimprovetheirgradeiftheydonotachievewellthefirsttimetheytakeasummativeassessmentwhileholdingthemaccountablefortheirownlearningandpromotingretention,too.Iwillbesharingwhatpersonalizedlearninglookslikeinmyclassroom,includingafewimprovements,withwhoeverisinterestedinhearingaboutitandIwouldlovetohearaboutwhatothersaredoingintheirclassroomswithregardstopersonalizedlearningaswell.
DominicBauer,PewaukeeSchoolDistrict
318RWI-Mahaney(40)Grades9to12
MethodMadness"DidIdoitright?"Whosaiditwaswrong?Bringyouropinion.Wewillshareours.Withallthenewmethodsbeingintegratedintoourmathclassrooms,students,parents,andteacherswanttoknowwhichisbestforourstudents.Youwillleavewithanactivitytouseinyourclassroomatanylevel.
AnneBarber,WisconsinRapidsPublicSchoolKarenScarseth319RWI-McGarvey(24)GradesPKto2
What'sinyourNumeracyToolkit?“WhattheheckisaRekenrek?”“What’sthefameofafive-orten-frame?“What’sthemathwithanumberpath?"ThissessionwillrevisitWHATthefivebestmathtoolsare,HOWtheyimpactyoungbrainsthroughproblemsolving,MODELmovestoincreasemathtalk,andPROVIDEpurposefulwaystoplanwithtoolssotheycanmakeagoodlessonGREAT!Thissessionwillalsovisitsubitizingpower;askillthatcanbenurturedandneededforflexiblethinking.LearnengagingwaystoencouragingALLstudentstoutilize“QuickLooks”tolearnfactsnaturally;achievingabstractionneededforfactfluency.Give-Aways!
ToniOsterbuhr,McGraw-HillSchoolGroup320YC-Cummings(96)Grades9to12
Standards-BasedGradingforHighSchoolClassesThissessionwilladdressamethodtoassessstudentsbasedontheEssentialStandardsforaclass.AshortdiscussionoftheEssentialStandardswillbefollowedbyspecificexamplesofhowtoassessbasedontheStandardsforahighschoolgeometryclass.Sampletestquestionswillbesharedalongwithideasforreassessingandascaleforconvertingscorestoatraditionalgradebook.
NicoleEsterling,LittleChuteHighSchool
321YC-Dominguez/Cox(24)Grades9to12
WICORStrategiesintheMathClassroomWanttoincorporatemorecollegereadinessstrategiesinyourclassroom??Inthispresentation,you'lllearnhowtousedatadrivenWICORstrategies(writing,inquiry,collaboration,organization,andreading)toimprovestudentsuccess.You'llbeprovidedwithspecificresourcestoenhanceALLstudentlearningandbeabletoimplementinyourclassroomimmediately!
HannahGuth,ElmbrookSamZiebart322YC-Fordham/Ballenger(24)Grades6to8
RethinkingMathClasstoIncreaseStudentEngagementComelearnabouthowI’vedesignedmathclasstobefardifferentfromwhatIexperienced.Iwillbesharinghowtousetheworkshopmodeltointegratepersonalizedlearning,hands-onactivities,andhigherengagement.Thisisthesamesessionthatwaspresentedlastyear.
RachelGrim,OakCreek-FranklinJointSchoolDistrictJohnMarzion
323YC-Huber/Evans(96)Grades6to8,9to12
TheTechSavvyMathClassroomHowcanyoueffectivelyintegratetechnologyintoamathclassroom?Outofalltheoptions,whichsites/apps/extensionsshouldyouuse?Whohastimeforanyofthis?We'lltackletheseissuesandmoreduringthissession.I'vebeenintegratingweb-basedtechnologyintomyclassroomformyentirecareer.I'llshareapps,tipsandtricksthatareclassroomtestedandstudentapprovedtohelpyourstudentscommunicatetheirthinking,investigatecomplextopics,collaboratewithpeers,boosttheirskills,andstaymotivated.Pleasebringacharged,webenableddevicetothissession.
SaraPhillips,OcontoFalls324YC-NG/Jones(24)Grades9to12
MyJourneytoaStandards-BasedAPCalculusClassOurhighschoolistransitioningtoaStandards-BasedGrading,orGradingforLearning,philosophybeginninginthe2018-19schoolyear.Iwillshareourdepartment'sjourneytoprepareforthischangeaswellaswhatIhaveimplementedinmyAdvancedPlacement(AP)CalculusclassTHISschoolyear.Assessmentsaregradedonthespot,andmycurriculummaphasbeentotallyrevamped.Studentperceptionswillbesharedaswell.
DamionBeth,BarabooSchoolDistrict
Friday9:30–10:30a.m.325Bauer-Beaty(50)GradesPKto2,3to5,6to8,9to12,College,GeneralInterest
BreakingOutoftheBoxLookingforahighlyengagingactivitytousewithyourstudentsthatrequiredeepthinking,reasoning,andproblemsolving?TryaBreakoutBox!Likeanescaperoom,studentsaregivenasetofcluesneededtobesolvedtoopenavarietyoflocks.Thisactivityencouragesteamworkandthinking"outofthebox."Studentsareengagedinthemathematicalpractices,inadditiontocontentstandards.Participantswillworktogethertotryoutabreakoutbox.Learnaboutresourcesavailabletostartusingthisactivitywithyourstudentsandhowtowriteyourown,custombreakout.
KerriRyan,SchoolDistrictofWisconsinDells326Bauer-Ladue(30)Grades6to8,9to12
Using3DSoftwaretoTeachGeometryConceptsAccordingCommonCoreStateStandardsforMathematicsStudentsareexpectedtohaveknowledgeof3Dshapes.Considering,3Dprintingisbecomingmoreandmorecommonineverylife,wecanuse3Dsoftwaretoassiststudents’learningofgeometryconcept,especiallyinvolving3Dshapes.Inthistalk,wewillillustratehowtousea3Dprintingsoftwaretoteachconceptssuchascross-sections.
SenfengLiang,UW-StevensPointTongtongZhang
327Kern-BraytonCaseA(60)Grades3to5
FractionsDon'tHavetobeFrustratingHowcanIhelpmystudentsunderstandfractions?Comeseehowusingmanipulatives,bothhands-onandvirtual,canhelpyourstudentsbetterunderstandfractionconcepts.Discoverwhytheycanbeapowerfultool;ideaswillbesharedforequivalence,ordering,addition,andsubtractionoffractions!Strategiesfordifferentiationwillbesharedaswell.
KevinDykema,MattawanConsolidatedSchools328Kern-Stansbury(32)Grades6to8,9to12,College
ChoosingMathematicalTasksforProductiveStruggle,NotFrustrationIdentifyingcognitivelydemandingreal-worldtasksisthefirststeptowardpromotingproductivestruggleinmathematics.Participantswillexplorehowtochooseworthwhiletasksforproductivestruggle,howtoeffectivelyimplementthemwhilekeepingfrustrationincheck,andhowtheseexperiencescanshapestudents'mathematicaldispositions.Theparticipantswillbeengagedthroughstories,videos,andactivediscussionofthemathematicalcontentofthreetasks.
JackieMurawska,SaintXavierUniversity
Friday9:30-11:00a.m.329RWI-Crystal(64)GradesPKto2
EarlyGeometryConcepts:BuildingConnectionstotheRealWorldYoungchildrenareactiveinvestigatorsoftheirworld.Learningaboutspaceandshapehelpsthemmakesenseoftheworldaroundthemandlaysthefoundationforunderstandinggeometry.Childrendevelopthisknowledgethroughexperiencesinfouraspects:movementinspace,locationanddirection,three-dimensionalobjects,andtwo-dimensionalshapes.Additionally,itisthelanguagechildrenlearnthroughtheirearlygeometryyearsthatwillsetthestageforfuturesuccessinthemathematicsclassroom.Comejoininonthefunaswemakegeometrycometolife!
JessicaBobo,ORIGOEducation,Inc.330Bauer-Boddie(32)Grades3to12
EscapetoReflectClassisabouttoend,andyoulookupattheclock.Onlysecondsremain,andyouhavenoideaifwhatyoujusttaughthasbeenlearned.Reflectionisoneofthemostoverlookedpiecestoanylesson,butitdoesn'tneedtobe.Joinusasweexploredifferentmethodsofreflecting,reviewing,andanalyzingthelearningprocess.Youwillleavewithpracticalstrategiesthatyoucanusetotransformyourclassroomintoacommunityofreflectors.TopicsincludedareRecap,Breakout,andErrorAnalysis.Comeandlearnwithus.
DanKolesari,ElmbrookSchoolsMichellePavletich,ShaylaEstes,andAdamJensen331Bauer-Lightbody(32)Grades6to12
HyperDocsinHighSchoolMathematicsAlotofresourcesareavailableforusingHyperDocs-acontentandlessonplandeliveryplatformbasedonGoogleDocs-intheelementaryandmiddlelevelsofschool.WewillinvestigatetheuseoftheHyperDocand
checkoutwaysthatyoucanstartusingthisplatforminyourclassroom!Pleasebringyourlaptop,asthisisaworkingsession.
BlakeBurgess,ThePrairieSchool332Bauer-MorehouseA(50)GradesPKtoto12,GeneralInterest
HarnessingthePowerof3-ActTasksDanMeyerpopularized3-Acttasksintheearlytomid2000’s.Now,RobertKaplinsky,AndrewStadel,GrahamFletcherandothersaretakingthatandbuildingmore.Experiencethepowerofthetasksandfindtasksthatyoucanuseinyourclassroomtoengagelearners.ExploretheWHYbehindthisclassroomstrategy.
MarkSchommer,D.C.EverestSchoolDistrict333Bauer-MorehouseB(100)GradesPKto8
DevelopMathProficiencyThroughProblemSolving,STEAMConnections,andFormativeAssessmentComeseehowintegratingmathtopics,usingrelevant,worthwhileproblems,realworldSTEAMconnections,andauthenticassessmentsusedintheclassroomonaregularbasishelpsdevelopmathematicallyproficientstudents.Throughengagingdiscussionsandactivities,participantswillactivelywalkthroughasystematicapproachbefore,during,andafterteachingaconceptthatillustrateshoweasilySTEAMcanbeimplementedtoenrichstudentlearning,helpstudentslearnreallifeapplicationsofmath,anddeveloptheirpositivedispositionstowardsmathematics.Inthissession,youwilllearnaneasytoimplement,comprehensiveassessmentplanthatcombinesatraditionalapproachwithinnovative,authentic,formativeassessmentthatprovidesrelevantdatatoinforminstruction.
EllenEdmonds,W.H.Sadlier,Inc.
KEYNOTE334Bauer-MorehouseC(100)GradesPKto8
GivingStudentsMathematicalAuthority:Strategiesforthe21stCenturyMathematicsClassroomCurrentstandardsrequirestudentstobeactivelyengagedinmakingsenseofandtakingownershipofmathematics.Wewillexploreexamplesofwhatitfeelsliketogivestudentsmathematicalauthorityintheclassroomandexaminethecharacteristicsofroutinesandtasksthatsupportpowerfulmathematicslearningforallstudents.
MarkEllis,CaliforniaStateUniversity,Fullerton335Kern-Boehr(50)Grades3to8
UnpackingandConceptualizingtheStandardsforMathematicalPracticesCCSSM(2010)describeseight“standardsformathematicalpractice”(SMP).TheSMPaskteacherstoteachinwayswhichwillenabletheirstudentstodeveloptheirthinkinginwayslikemathematiciansthinkandprovidesguidancetomaximizestudents’learning.Inthissession,threeUW-StevensPointmathematicseducatorswillshareeasy-to-useclassroomresourcestosupporttheSMPsandexplorehowtousethosetaskstosupportstudents’productivestruggle.Theywillexamineelementaryandmiddle-gradestudents’workandprovidepracticalideasfortheintegrationoftheSMPsinyourmathematicsclasses.
SinanKanbir,UW-StevensPointBradleyKahrsandSirinBudakKEYNOTE336Kern-BraytonCaseA(60)GradesPKto5
LifeDoesn’tComewithKeyWords(AdditionandSubtraction)Additionismorethanputtingtogether.Subtractionismorethantakeaway!Let’slookathowcanwesupportstudentsinsolvingwordproblemsthroughdevelopingoperationsense.Thissessionwillfocusonrecognizing
additionandsubtractionsituationsandusingappropriatemodelstohelpstudentsmakesenseofwordproblems.Aninstructionalframeworkthatengagesstudentsinthisprocesswillalsobeshared.
LindaGojak,NCTMPastPresident337Kern-Brown(32)Grades6to8,9to12
CodingintheMathClassroomJointhissessionifyouareinterestedinnewandintriguingwaystohelpstudentsgainadeepunderstandingofmathematicalconcepts.WewilluseTexasInstrumentsCalculatorsandaccessoriestoadvancestudentsunderstandingofmathematics.Comereadytoexploreandplay!
JessicaKachur,IndianTrailHighSchool338Kern-Cary(32)Grades3to5
FormativeAssessmentandEssentialLearningWewilldiscusshowwehaveimplementedtheFormative5inanelementaryclassroomtoinformourteachingandenrichthelearningexperienceofourstudents.Someofthestrategieswewillfocusonincludeobservations,hingequestions,andexittasks.
VickiGjovik,NewRichmondSchoolDistrictLindyBergman339Kern-Hanson(50)Grades3to5,College
52:PickUpSomeNumberSense!Adeckofcardsisallyouneedtoplaythesegames.Easytolearn,somecanbecomplicatedtomaster.Gamesforteams,forindividuals,withchanceandwithout,willallbepresented.Wholenumberandfractionsarethemainfocus(someextensionstointegerswillbediscussed).Ihaveusedthesegamesbothwithgrades3-5andalsowithpreserviceteachers.
LindaUselmann,MarianUniversity
340Kern-Johnson(50)Grades6to12
CoachingTeachersUsingNCTM'sMathematicsTeachingPracticesThe8MathTeachingPracticeshighlightedinNCTM'sPrinciplestoActionshavebecomeahugeresourcetothematheducationcommunity.Thissessionwillprovidetoolsthatwillhelpmathcoachessupportteachersintheimplementationoftheresearchedbased8MathematicsTeachingPractices.Narrowingourfocustothesepracticesallowsbothcoachandteachertodetermineifinstructioniscreatingthedesiredresult,basedonstudentactions.Comeseehowprofessionaldevelopment,goalsetting,lessonplanning,datacollectingandcoachingconversationscanallbeinfluencedthroughthelensesofthe8MathematicsTeachingPractices.
TracyFrank,MathInstructionalCoach
341Kraft-MitchellDining(50)Grades6to12
OverhaulingMiddleSchoolMathInterventionsLearnhowtomovebeyondpre-teachingandre-teachingininterventionstotrulyimprovestudent'snumbersenseandproblemsolvingskills.Participantswillwalkawaywithassessments,activities,anddigitalresourcestohelpcreatestudentspecificinterventionplans.
RachelKozicke,SchoolDistrictofWaukesha
342Kraft-TowerDining(50)GradesPKto5
EscapeRoomParticipantswillworkasateamtofind,relate,andinterpretmathematicalcluestobreakthecodeand“escape”fromtheroom.TheclueswillincorporateconceptsfromelementarymathematicswithanemphasisontheStandardsforMathematicalPractice.
AshleeLeGear,UniversityofWisconsin-RiverFalls343Lawson-MLK(24)
CoachingForum
MikeSteele,WI-AMTESpecialSession
KEYNOTE344Pillsbury-Staughton(300)GradesGeneralInterest
theMinSTEMAllstudentsneedmoreSTEMknowledgethanever,startingwithquantitativereasoningandscientificthinking.AndmanystudentsneedtobepreparedforSTEMcareers.K-12mathematicalmodelingoffersarichopportunitytointegratemathandSTEM.Let’shelpeverystudentlearntothink,reason,andsolverichproblemsinmath,STEM,andmore.
CathySeeley,NCTMPastPresident345RWI-Mahaney(40)Grades9to12
LongDivision:It’sNotSyntheticAnyMoreManipulativesinasecondarymathclassroom?You'llseehowsuccessfulitcanbe.Participantswillbeactivelyengagedinusingalgebratilesandtheareamodeltomultiplypolynomials.Thenwewilldofactoringandcompletingthesquare.Finallywewillusetheareamodeltodopolynomiallongdivision.Theimportantpartistransitioningfromtheconcrete(manipulative)totheabstract(paperandpencil).
ColleenThompson,MishicotSchoolDistrict346RWI-McGarvey(24)Grades3to5,6to8
TurnMistakesintoPowerfulToolsforTeachingandLearningPicturestudentssaying,“Ican’tleavethismistakeuntilIunderstandhowtofixit!”Engageinlearninghowtohelpstudentsembracemistakesasgrowthopportunities.Seehowstrategieslike“Fix-ItFriday”,“FiveMinuteFix-its”,and“MentorMadness”leadtostrongerconceptualunderstanding,createsafetythattransformsdiscourseinteams,shiftmindsetsfromfixedtogrowth,andchangelives!Learnwhyteachersandstudentsaresoexcitedaboutmistakes!
ShellyGrothaus,OconomowocAreaSchoolDistrict
347YC-Cummings(96)Grades6to12
HigherLevelThinkingandDiscussionsintheMathClassroomAreyoulookingfortasksthatwillcreatethinkinginyourmathematicsclassroom?Doyouoftenspendhourslookingforgoodresources?Areyoustrugglingwithfacilitatingproductivediscourseinyourclassroom?Thissessionwillfocusonalessontoengagestudentsinhigherlevelthinkingwhilelearningmathematics.Thefacilitatorwillengageparticipantsinamathlessonongraphsofrelationshipsthatpreparesstudentstolearnaboutfunctionsandthendebriefthekeypartsofahigherlevelthinkingtask.Theywillprovideparticipantstheopportunitytoreflectontheirownteachingpracticeswhilealsoprovidingparticipantswithstrategiestofacilitatehigherorderthinkingintheirclassrooms.Ourgoalineducationisprovidestudentswithastrongknowledgeofmathematicsandthekeyisusinghigherorderthinkingtasks.
JillSwissa,CarnegieLearningSaradhiSaripalli348YC-Dominguez/Cox(24)Grades9to12,College
APStatsActivityHandbookEverfeelasifyouhavecanteachthecontentimpeccably,butarelookingfortheperfectactivitiestodrivehomethelesson?DoyouteachAPStats?Thisisthecourseforyou!Iwillbedetailingandsharingover15differentactivitiestoutilizethroughouttheyearthatwillspruceupthecurriculumthroughouttheyear.
RileyStone,WaukeshaNorthHighSchool349YC-Fordham/Ballenger(24)GradesPKto12,College,GeneralInterest
EngagingStudentsbyLearningMathematicswithOrigamiFromsimpletocomplexcomeonamathematicaljourneywhilemakingsomefun
andamazingorigamitogether.Youwilllearnhowtoincorporateorigamiintomathlessonsthatyouarealreadydoingtobetterengagestudents.Duringthesessionyouwillbeabletotakeeverythingyoumake.Wewillmakesimpledesignswithonepieceofpaperalongwithmodularorigamiuptothirtypiecesofpaper.Wewillmakeconnectionstoreal-worldapplicationswithorigami.ManyexamplesofhowIhaveusedorigamiinmyclassroomwillbeondisplay.
KyleGregerson,MenomonieSchoolDistrict350YC-Huber/Evans(96)Grades9to12
GettheFACTs:UsingFormativeAssessmentClassroomTechniquesJointhediscussionandparticipateinthisworkshop-stylepresentationtobetterengageandassessyourstudents.Addtotherepertoireofformativeassessmentsyoualreadyuseandwalkawaywithnewideas.
CrystalVesperman,ThePrairieSchool351YC-NG/Jones(24)Grades3to12,College,GeneralInterest
RationalTangles---AMathematicalDanceMathCirclesareopportunitiesforstudentsofallagestolearnwhatitmeanstosolveproblemslikeamathematician.Duringthissession,wewillleadaMathCircleonRationalTangles.Thistopicinvolvestworopes,twodancemoves,andafascinatingproblemtosolvewhichmotivatesstudentstopracticecomputationswithrationalnumbers.ThistopicisalsointricatelyrelatedwithcontemporaryresearchonDNA.Inanafter-schoolenrichmentsetting,thistopicissuitableforstudentsingrades4through12.RationalTanglesmeetsCommonCoreStateStandardsfor4ththrough9thgradestudents,thoughthefitisbestfor6ththrough8thgraders.
AmandaSerenevy,RiverbendCommunityMathCenterGabriellaPinter
Friday11:30a.m.–12:30p.m.
352Bauer-Beaty(50)Grades6to12,GeneralInterest
LearningMathfromStudentsAroundtheWorldStudentsfromMonticelloconnectwithstudentsfromSpainandtheCzechRepublictosharewaystosolvemathproblems.Weconnectusingtoolsatarereadilyaccessibletoallteachers.Learnhowtofindfellowteacherstocollaboratewithfromaroundtheworldandlearnhowtogetstarted.Theworldisonlyafewclicksaway.
ChrisCollins,MonticelloSchoolDistrict353Bauer-Boddie(32)Grades9to12,College
SheddingDay"light"onSineandCosineFunctionsThisinteractiveworkshopwillallowparticipantsahand-onexperienceofteachingthemeaningofthevaluesinthesineandcosineparentfunctionusingamodelofthehoursofdaylightthroughouttheyear.ThemodelwillbeconstructedfollowingthesixstepsinthemodelingcycleinCCSSM.Youwillleavewithafunandengagingactivitythatallowsformuchdiscussionandinterestingconversationsreadyforyoutouseintheclassroomrightaway.Pleasebringacomputerorcalculatorsothatyoucanaccessagraphingutilityasweexplorethemodel.
StephanieBernander,UW-OshkoshTrentonColemanMollyOsiecki354Bauer-Ladue(30)Grades6to12,GeneralInterest
ExploringtheEdison:AnAffordableIntroductiontoRobotsInterestedinincorporatingrobotsinyourclassroombutworriedaboutthecost?Inthissession,participantswillhavetheopportunitytoexperimentwithEdisonrobots.Thesesmall,durablerobotsfeatureanumberofdifferentsensors,arecompatiblewithLegos,andcanbeprogrammedusinggraphicalortext-based
languages.Afteraninitialoverview,participantswillworkonintroductorychallengesandexplorefeaturesoftherobots.Laptops/tabletsareencouraged!
JoshHertel,UniversityofWisconsin-LaCrosse355Bauer-Lightbody(32)GeneralInterest
TheShiftsinAssessment“WhatdoesitmeanforassessmenttobealignedtoCCRstandardsandtheshifts?”TheShiftsofcareer-andcollege-ready(CCR)standards,includingtheCommonCoreStateStandards,applynotonlytoclassroompracticebutalsotoassessment.Inthissession,wewillreviewexamplesofproblemstoconsiderwhatisdifferentaboutCCR-alignedassessment,andwhythosedifferenceexist.
AstridFossum,StudentAchievementPartner356Bauer-MorehouseA(50)GradesPKto2
Ready,SetMath-LearningThroughGamesUsingmathgamesinyourclassroomcanbeagreatwaytogetstudentsengagedwithmathcontent.Theycanpracticeconceptsandskillswhilehavingfun!Inaddition,manygamescaneasilybedifferentiatedtomeettheneedsofthevariedabilitylevelsofstudentsinyourclassroom.Cometothissessiontoplaysomemathgames,considerhowtheycanbechangedforvaryingabilities,andwalkawaywithseveralgamesreadytouse.
RosePalmer,SchoolDistrictofWaukesha
357Bauer-MorehouseB(100)Grades6to16
WhatdoescollegereadinessinmathematicslookliketoK-12teachersandUWfaculty?ThissessionoffersapanelofK-12teachersandUWsystem-widemathematicsfaculty,whowilldiscusscollegereadinessinmathematics.Specifically,thegroupwillexploretheknowledge,skills,andhabitsofmindrequiredsostudentshavesuccessfulexperiencesincredit-bearingcollegemathematicscourses.Thepanelwilladdressquestionscommonlyaskedquestionsbybothconstituents.Thepanelwillalsosharecurrenteffortsunderwayinbotharenasaswellasthosedesignedtobridgethetwogroups.
JennKosiak,UW-LaCroseeBarbaraBales,UWSystemMaryMooney,DepartmentofPublicInstructionKEYNOTE358Bauer-MorehouseC(100)Grades6to12
ReasoninginMathandArtMathematicsisaninterdisciplinarysubjectinmanyways.Artandmathcanmorethanpeacefullyco-exist.LookingatpublicartinWisconsinandinotherplacesintheUnitedStates,onecanbegintoconsiderhowtheartmightbeusedmathematically.Additionally,non-publicartalsofitsintothispicture.Comeandthinkabouthowyoumightuseitinyourclasses.
JohnnyLott,NCTMPastPresident359Kern-Boehr(50)Grades9to12
ImprovingStudentEngagementandMotivationthroughPracticesofAssessmentThepresentersdesignedandimplementedactionresearchprojectsthatfocusedonhowpracticesofassessmentinfluencestudentengagement.Thissessionwillhelpyouanswerquestionssuchas,HowdoIknowwhethermystudentsareengaged?Whichpracticesofformativeassessmentareresultinginincreasedstudentengagement?Whatotherlesson
elementsimpactstudentengagement?Howdoestheclassroomcultureorchoiceoflessontaskinfluenceengagement?Thesessionwillconcludewiththepresenters'reflectionsontheeffectivenessoftheirvariousassessmentpracticesandtheimplicationsforfutureteachingandstudentlearning.
JoanMasek,MilwaukeePublicSchoolsMaryZietlow360Kern-BraytonCaseA(60)Grades8to16
ModelingImportantSocialIssueswithData:OpioidOverdoseDeathsintheUnitedStatesHaveyourstudentsmathematicallymodelthisshockingrealdatafrom2000on.Makeyourstudentsawareofthissocialproblemanditsconsequences,andhavethemusethemaththattheyarelearningtoanalyzeandinterpretthisreal-worlddata.Discoverhowtocreatefunctionsorapiece-wisefunctiontomodelthedataforinterpolationandextrapolationpurposes.Wewillalsodiscusshowtocalculateandinterpretpercentchange.Workswithallgraphingtechnologies.Grade8throughcollege.Wewillalsoshowhowthisactivitywascreated.Obtainallmaterials:data,studentworksheets,teachernotesandsolutions,blog.
TomReardon,361Kern-BraytonCaseB(60)GradesPKto2
TaketheNumberSenseJourneyStopteachingmultiplestrategies,startteachingSENSE.Participantswillidentify,experience,assess,andreflectupontheinterrelatedaspectsofearlynumericalknowledge,thelearningtrajectoryforcountingandthenumberrelationshipswhichwillestablishastrongfoundationfornumberoperationsthroughdeepunderstandingnotmemorization.
LynnRule,MathRack
362Kern-Brown(32)Grades6to8,College,GeneralInterest
MisconceptionAnalysiswithStudents:UsingTechnologytoRemedyDiscontinuityinProblemSolvingMostoftheliteracyinproblem-solvinginvolvespostproblem-solvingreflections.Borrowingfromliteracy's"miscueanalysis",JoandLeah,bothteachersandPh.D.studentsfromUWMilwaukeeMathCurriculumandInstructiondepartment,wantedtorecordastudent'sthoughtDURINGproblem-solving.InusingSeesawsocialmedia,thestudentswereabletopostrecordingsofthemselveswhiletheyareproblem-solving.Therecordingwasfollowedbyaconferencewiththeteacherandthestudenttoanalyzeanymisconceptionsandsuccessfullyeliminatemanyofthefirmlyhelddiscontinuitieswhichthenledtosuccessfulproblem-solvingstrategies.
JohannaGroene,UWMilwaukeePhDUrbanCurriculumandInstructionLeahRineck363Kern-Cary(32)Grades9to12
CreatingModelingProblemstoEngageStudentsOurpresentationwillfocusonhowyoucanaddressthemathematicalmodelingcontentstandardsinthehighschoolcurriculum.Wewillshowhowyoucantransformnakedmathproblemsintowordproblems,andthenintomodeling-basedproblems.
PaigeJones,HudsonHighSchoolLauraChristenson,SamanthaFalkner,RebeccaLamb,andAshleeLeGear364Kern-Hanson(50)Grades9to12
Self-PacedLearninginSecondaryMathematics:Year2ReflectionsWewilldiscussoursecondyearofimplementingaself-pacedlearningmodelinoursecondarymathprogram.Wewilltalkabouthowweimplementedit,thechangeswemadeforyeartwo,reflectonwhatwehave
learned,andtalkaboutthethingswearethinkingaboutmovingforward.
JoeSchneider,MarshallHighSchoolMikeRush365Kern-Johnson(50)GradesGeneralInterest
TraumaInformedMathInstructionStudentscomeintoourclassroomswithahostofoutsideissuesthatimpacttheirlearning.Poverty,policecontact,AODA,mentalillness,homelife--theseissuesandothersfeeltoolargetotackle,buttheylimitourstudentsabilitytolearnathighlevels.Inthissession,wewilldiscusshowandwhytoxicstressandadversechildhoodexperiencesaffectlearningandcoverpracticalmethodsforamelioratingthoseissuesintheclassroom.
SaraPhillips,OcontoFallsSchoolDistrict366Kern-Stansbury(32)Grades6to12
CreatingContinuousandDynamicLearningforAllStudentsHowcanwecreateahabitoflearningforallstudents?Yourapatheticstudentsmayactuallybeisolated!Comeexploreavarietyofmethodsyoucanusedailytoensureallstudentswin.Discussprovenstrategiestoeliminateisolation,fosterrisk-taking,improvedialogandaccountabilityyetsustainactivethinkingforstudentsofallabilities.Don’tthinkit’spossible?Itis!Let’sworktogethertoexplorestrategiesyoucanusetocreateactive,empoweredlearners.
PegHartwig,DiscoveryEducation367Lawson-MLK(24)
Preservicefieldexperiences:InnovationsinPlanning,Teaching,andMentoring
MikeSteele,WI-AMTESpecialSession
KEYNOTE368Pillsbury-Staughton(300)GradesPKto5
Thegiftoftime:TheimportanceofproductivestruggletobuildingaproductivedispositionWhydosomanychildrenfeelthattheyarenotgoodatmathematics?Whydotheygiveupsoeasilyorquitbeforetrying?Supportingthedevelopmentofaproductivedispositionthroughproductivestrugglecallsustoengageinaninstructionaldance.Adancefocusedonstudentsandcreatingalearningcultureinwhichstudentsbecomecomfortablewithbeinguncomfortableandnotknowing.Jointhisinteractivesessionasweexaminespecificstrategiesforgivingelementarystudentsthegiftoftimetoseethemselvesasmathematicians.
SandyAtkins,CreatingAHAs369RWI-Crystal(64)Grades3to5,6to8,9to12,College,GeneralInterest
Next-DayRoutineforMakingtheBestUseofHomeworkintheMathematicsClassroomDuringthissessionwewilldiscussaclassroomroutinetomakebetteruseofhomeworkinthemathematicsclassroom.Thisroutineplacesanemphasisonconnectingmathematicalrepresentations,supportingproductivestruggle,andincreasingmathematicaldiscourseforalllearners.Ideasofnoticingandwonderingwillalsobeimplemented.
AdamPaape,ConcordiaUniversityWisconsin
370RWI-Mahaney(40)Grades6to8,9to12
EmpoweringStudentsInandOutoftheClassroom-HelpingStudentstoDiscoveranInterestinMathKidsreallycanwanttolearnmath.Inthissessionyouwilldiscoverwaystobringstudentengagementintolearning.Studentsgettodiscover,learn,andreviewmathconceptsinfun,challenging,differentiated,andactiveways.Useimmediatelyinyourteaching–whetheritisageometryoranyothermathclass.
ElizabethMasslich,CedarburgSchoolDistrict371RWI-McGarvey(24)Grades9to12,GeneralInterest
AreYouSeries?Inthissession,we'llexploresomeinterestingproblemsrelatedtotheharmonicseries.
JasonThrun,UW-Platteville
Friday1:00–2:00p.m.372Bauer-Beaty(50)Grades3to12
AddingGamificationtotheMathClassroomLearningmathisfunwhenyouaddtheelementoffuncompetition.Wewillexploreandsharewitheachothermathtoolsweusetomakelearningmathenjoyableforeveryone.Wewilllookatbothtraditionalmathgamesandthelatestversions.ComelearnhowyoucanuseKahoot,SMARTlab,andothersinyourmathclassroomtospiceupthelearningofmathematics.
ChrisCollins,MonticelloSchoolDistrict373Bauer-Boddie(32)Grades3to8
MakingSenseofDividingFractionsThemathematicalreasoningstudentsdevelopthroughtheintermediateandmiddleschoolyearsdirectlyinfluencesmathematicalunderstandinginlateryears.Inorderforstudentstomakesenseofmathematicalprocesses,itisimperativeforteacherstohaveadeepconceptualunderstanding.Comeforhands-onexperiencewiththedivisionoffractionsanddiscoverstrategiesyoumayneverhaveconsidered.Learnwaystothinkconceptuallyaboutdividingfractionsaswellquestioningstrategiestouseinyourclasses.
DebVanDalen,HortonvilleJackieEllerman374Bauer-Ladue(30)Grades9to12
UsingDesmosforDiscovery,Inquiry,Conjecturing,etcDesmosisanawesomeonlinecalculatorappforanyplatformfromyoursmartphonetoyourcomputer.Thissessionwillfocusonwaystouseitwithyourhighschoolstudents.
MichaelTamblyn,WhitewaterUnifiedSchoolDist
375Bauer-MorehouseA(50)GradesPKto2
MakingSenseofNumberTalksintheEarlyGradesParticipantswillengageandlearnbackgroundaboutbeginningnumbertalksintheirearlyelementaryclassrooms.Numbertalksareagreatwarmuptogetallstudentsinvolved,helpthemstrengthenfluency,intuition,andmentalmathstrategies,improvestudents’abilitytoexplainandcritiquesolutions,andallowteachersavaluablewindowintotheirstudents’thinking.NumbertalksareagreatcomplimenttoCommonCoreMathPractices1,2,3,6,7,and8.
AmandaNason,KenoshaUnified376Bauer-MorehouseB(100)GradesPKto8
K-7ActionResearchFindingsWeareagroupofteachersrepresentingtheK-7spectrumwhoarecompletingactionresearchprojectsinasupportivegrouparoundourpracticeasmathematicseducators.WewillbetalkingabouttheprocessandstructureofactionresearchaswellasbrieflysharingourresultsfromK,1,2,3,and6/7.WeareworkinginadistrictinitssecondyearofworkingwiththeBridgescurriculum,soconnectionstothiscurriculummayalsobeincluded.
JennieEbert,PrairieViewElementarySchoolStephanieAnderson,AllysonKeys,ErinConnell,BrittanyCox,MaraBrooks,GwynethHughes,andAbbieMannenbach
KEYNOTE377Bauer-MorehouseC(100)GeneralInterest
UpsideDownTeachingInsteadofteachingaprocedureandthenlettingstudentstryaproblemwheretheyuseit,whatifweturnedteachingupsidedownandstartedwithagoodproblem?Let’sthinktogetheraboutwhataclassroommightlooklikeifweuseaproblemasavehicleforfosteringstudentthinkingandclassroomdiscourseratherthanfocusingongettingtheanswer.
CathySeeley,NCTMPastPresident378Kern-Boehr(50)Grades6to12
AYearwithAndroidTabletsWhatIlearnedmyfirstyearteachingwithaclassroomsetofAndroidTablets.Startingfromthebeginning,whyIselectedthedevicesIdidtoprojectsthatworkedandthosethatdidn't.Thissessionwillbeacompletesummaryofmyfirstyearwitha1-1highschoolmathclassroomandwhatIlearned.
JesseGleason,Southwestern379Kern-BraytonCaseA(60)Grades6to8
NumberTalkStrategiesNumberTalkscanengageallMiddleSchoolstudentsinproductivemathconversations.Inthissession,youengageinnumbertalks,shareandlearnstrategiesforcomputation.WewillalsosharehowwedesignpurposefulnumberstringsandhowNumberTalkshaveimpactedourclassrooms.
DavidStanchfield,SouthMilwaukeeSchoolDistrictScottGiera380Kern-BraytonCaseB(60)GradesPKto5
Puttingthe“M”backinSTEMthroughanEngineeringDesignChallengeEveryoneistalkingaboutSTEM,theyseemtobeleavingouttheM.Lookingtocreatefuture
computerengineers?Seehowstudentsdesign,build,testandredesignarobotcodingmouse(GRK-2)andcodingtransmissionsystem(GR.3-5)toprotectinformation.ComeexplorewaystoteachrigorousmathematicsthroughSTEMactivities.
LindseyPetlak,ETA/Hand2MindBarbaraJoEvans381Kern-Brown(32)Grades6to12
DoYourStudentsKnowWhatTheyDon'tKnow?JohnHattiereportsinhisbook,"VisibleLearningforTeachers,"thatstudentself-assessmenthasthelargesteffectsizeonstudentachievement.Howcanwehelpstudentsidentifythelearningtargetstheyunderstandanddeterminewhatstepsareneededtoimproveuponlearningtargetstheydon’tfullyunderstand?Wewillsharewithyouthejourneywetookthisyeartoguideourstudentstobeactivelyinvolvedinself-analysisofspecificlearningtargetsandtakethecorrespondingstepstofullyunderstandthelearningtargets.
LauraBell,PortageCommunitySchoolDistricyJesseKnetter382Kern-Cary(32)Generalinterest
EnrichingInstructionthroughHabitsofMindWewilldiscussthemodelwehaveusedthelastthreeyearsforprovidingprofessionaldevelopmentforover100teachersinWesternWisconsinaspartofourgrantproject“MathematicalProgressionsthroughHabitsofMind”.Wewillprovidesampletasksthatwehaveusedwithteacherstoshowcasehowtodevelophabitsofmindinourteachingandlearning.
SherrieSerros,MountMaryUniversityErickHofackerandAshleeLeGear
383Kern-Hanson(50)GradesPKto5
UnderstandingMathematicalConceptsthroughChildren'sLiteratureChildren'sbooksnotonlysparkstudents'imaginationbutwhenusedinconjunctionwithmathlessons,canenhancelearninginmanyways.Bybuildingontheintangibleperceptionofmathconceptsandprocessesthroughillustrations,theuseofchildren'sliteraturecanbuildstudentproblem-solvingskills,promotethedevelopmentofnumbersense,increasethelevelofinterest,andcanbeusedtoreviewconceptsorskills.Withinthissession,preserviceelementaryteacherswillhelptranslatesomeoftheinstructionalstrategiesthatteachersarecomfortableusingandusingchildren’sliteraturetoteachsomeessentialconcepts(e.g.,measurements,placevalue,counting,wholenumbers,andfractions).Specifically,thepresenterswillshareseveralbooksandreadytouseclassroomworksheetsandlessonplans.
AbbyVandenBosch,UW-StevensPointHollyOlsonandSinanKanbir384Kern-Johnson(50)Grades6to12,GeneralInterest
ItStartswithSquaresStartingwithjustsquaresonadotgrid,wewillinvestigateallsortsofmathematicsinahands-on,draw-it-yourselfworkshop.ThePythagoreanConjectureandPick’sConjecturewillbediscoveredandproved.Wewillalsoinvestigatesomepropertiesofcertainirrationalnumbersthatemerge.
GeorgeMarino,Retired
385Kern-Stansbury(32)GradesPKto12
ComputationalthinkingconceptsanddispositionsinmathematicsinstructionWewillreviewthecomputationalthinkingconceptsanddispositionswithsomeexamples,ThenyouwillworkwithasmallgrouptotakesomemathematicslessonsandidentifywhereCTconceptsanddispositionsareincludedandwheretheycanbeenhanced.Wewilldevelopasharedspreadsheetofoursmallgroupresultsduringthissession.
JoeKmoch,MilwaukeePublicSchools386Kraft-MitchellDining(50)GradesPKto5
BridgesPanelDiscussion
NathanRosin,SunPrairieSchoolDistrict387Lawson-MLK(24)Grades
DesigningandSupportingTeacherLearningthroughProfessionalDevelopment
MikeSteele,WI-AMTESpecialSession388RWI-Crystal(64)Grades3to5
TheToolstoFacilitateRichConversationThisworkshopwillfocusonwaystofacilitateandenhancemathematicaldiscussionsintheclassroombasedaroundcontentareas.Participantswillbeequippedwithtoolsandtechniquestoplanandmanageconversations;evaluate,select,andsequencestudentresponses;andelevatetherigorofdiscourseinthemathematicsclassroom.
JoelBurdick,CurriculumAssociates
389RWI-Mahaney(40)Grades6to8,9to12
BreakingTradition:Creatingastudent-centeredclassroomManysecondarymathclassroomsarestillsetupverytraditionally.Theteacherstandsattheboardanddoesthemajorityofthetalkingwhilethestudentsaretakingnotes.Thissessionwillprovidestrategiesthatwillhelpteacherstransferthefocustothestudents.Iwillprovideatoolkitofstrategiesonusingqualityquestioning,effectivesmallgroups,andformativeassessmenttoensurethatallstudentsareengagedthroughouttheentireclassperiod.Thestrategieswillbemodeledduringthesessionanddemonstratedinafewshortvideoclips.Teacherswillleavewithasetgoaltohelpthemgetstartedtransformingtheirclassroomstobestudent-drivenratherthanteacher-driven.
TanyaAmys,MapleSchoolDistrict
Friday1:0060minutes390RWI-McGarvey(24)Grades3to5,6to8,9to12,College
BuildingaCommunityofMathLearnersbyLookingUpandDowntheCurriculumLadderInthissession,participantswilldiscoverwaystosupporttheirmathlearnersbylookingatthecurriculumladder.Thesessionwillincluderesearchfromanactualclassroomteacher.Participantswillalsopracticelookingupanddownthecurriculumladdertoseehowthecommunityofmathteacherscanbuildthesuccessofmathstudents.
MichelleGreene,DarlingtonCountySchoolDistrict
Friday1:00-2:30p.m.
391Bauer-Lightbody(32)GradesPKto2,3to5
FocusonFrames:Fine-tuningforFluencyEducatorswillhavetheopportunitytoconsiderthepurposefuluseofframesformovingtowardfactfluencythroughconceptualunderstanding.Participantswillexperienceaninquiry-based,collegialinstructionalatmosphereaswereflectonwaystopurposefullymoveawayfrommaterialswhileengenderingincreasinglysophisticatedstrategiesinstudents.
SherryThompson,USMathRecovery®CouncilChristyLyle
Friday2:30-3:30p.m.392Bauer-Beaty(50)Grades9to12
CreativeActivitiesandIdeastoBetterPrepareYourStudentsfortheRevisedACTandProvideConceptualUnderstandingPreparingyourstudentstobemoresuccessfulonthemathportionoftheACTshouldbeintegratedthroughoutyourdailylessons.WewillprovideinteractiveactivitiesthataligntothetypesofproblemsthatareonthenewlyrevisedACT.Warning:studentsmaylearnandretainthemathbetterintheprocess!Getaccesstoproblemsfromthemostrecentexamsandallactivities.SpeakerwroteproblemsfortheACT.
TomReardon393Bauer-Boddie(32)GradesPKto5
UsingtheBeadStringtoStructureCompositeUnitsandDevelopFacileStrategiesThe100beadstringisapowerfultoolinhelpingstudentsenvision,makeconnections,andverbalizenumberrelationships.Ourgoalistogetstudentsfacilewithstructuringcompositeunits,buthowwegetthemthereistheKEY!Comeexplorethelearningtrajectoriesandcorrespondingbeadstringactivitiesthatwillbuilddeeperconnectionswithfoundationalknowledgeneededtodevelopconceptualplacevalue.
DinaMendola,USMathRecoveryCouncil394Bauer-Ladue(30)Grades3to5
ComputerscienceandmathematicsactivitiesattheelementarylevelProgrammingactivitiesandCSunpluggedarefunwaystogetstudentsthinkingandcreatingintheelementaryclassroom.Inthissession,IwillsharesomeactivitiescreatedbyandforelementaryteachersinIllinois.
GeorgeReese,UniversityofIllinois
395Bauer-Lightbody(32)GradesGeneralInterest
MorethanFamilyMathNight:EngagingFamiliesinMathAreyoufeelinglikeFamilyMathNightsarebringinginthesamefamilies?Doyouwanttothinkaboutdifferentwaystoengageyourfamiliesinmath?Joinusforsomeideastogetyoustartedthinkingabouthowtohelpfamilieslookatmathasfun,exciting,andnotlikeitusedtobe!
LoriRugotska,CESA#6396Kern-Boehr(50)Grades9to12
NewtownianGeometry!BuildingaCommunityfromtheGroundUp.Mygeometryclasswastaskedwithdesigninganewtownfromtheundergroundutilitiesuptotheoverheadtelephonelines!Wewilltalkabouttheoriginoftheprojectthroughthefinalprojectfromtheperspectiveoftheteacher,studentsandcommunity.
RichardMiles,RacineUnifiedSchoolDistrictStudents397Kern-BraytonCaseB(60)Grades6to8
UsingManipulativestoHelpStudentsbeSuccessfulwithAlgebraicConceptsDoyourstudentsstrugglewithalgebraicconcepts?Seehowyourstudentsbenefitfromavisualapproachtoalgebraandlearnhowhands-onactivitiescanhelppromotetheirunderstandingofalgebraicconcepts.Topicsincludeintegeroperations,solvingequations,polynomialexpressions,graphing,andmore!
KevinDykema,MattawanConsolidatedSchools
398Kern-BraytonCaseB(60)GeneralInterest
SoYourSchoolHasiPads(orTablets),NowWhat?UsingiPadsandtabletshasneverbeeneasierormoreengagingintheclassroom.Byusingapps,lessonscanbecomemuchmoreseamlessandpowerful.ThissessionwilldelveintousingtheappsNearpodandDoceritoelevateyourlessons,increaseparticipation,andevenhelpwithclassroommanagement.Mostimportantly,theseappswillsaveyoutime!
JoshuaPabian,BrookfieldAcademy399Kern-Cary(32)GradesGeneralInterest
EqualDoesn'tMeanSameHowareyouensuringthatallofyourstudentshaveaccesstothehighqualitymathinstruction?Thisisaquestionthatisimperativeforustoanswer.Whiletherearenoteasyanswers,inthissessionwewillshare,analyze,anddiscussavarietyofpossibleideastoensurethatALLstudentshaveaccesstorigorous,high-qualitymathematics.
RosePalmer,SchoolDistrictofWaukesha400Kern-Hanson(50)Grades6to12
TastingMathalicious--FirstyearHearaboutoneteacher'scommitmenttobeingmoreprojectbasedbyusingMathalicious!
ListentothestoryaboutWhatitis,HowitWorksandWhatitdoesforstudents.Hearthisteacher'sstoryfromlearningtonavigatethesiteandhowtousewiththestudents,thehighsandlows,thestrengthsandnon-strengths....IfyouhavethoughtaboutPBLorMathaliciousthissessionmaybeforyou.
ScottAnderson,Juda401Kern-Johnson(50)Grades9to12
Tamblyn'sTopTenIfyoulikecounterintuitiveproblemsbuthavenotheardaboutMontyhall,birthdayproblem,orropearoundtheearth,thenyouneedthissessionforawesomeproblemsthatrequireagrowthmindset.
MichaelTamblyn,WhitewaterUnifiedSchoolDist402Kern-Stansbury(32)GradesPKto2
FormativeAssessmentataPK-2LevelWealwayshearaboutusingformativeassessment,butwhatmightthislooklikeforouryoungestlearners?Thissessionwilldiveintoansweringsomeofthosequestionswhiletakingalookatusingformativeassessmentinone’selementaryclassroom.
AliciaKorth,LincolnElementarySchool,NewLondonSchoolDistrict
Friday2:30-4:00p.m.
403Kern-Brown(32)Grades3to5
TheHowandWhyWeIntegratetheArtsandMathInthissessionyouwillreceiveinformationonhowandwhyweintegratetheartsandmath.Youwillexperienceahandsonlessonthatcanbeimplementedinyourveryownclassroom!You'llwalkawaywithavarietyofideasonhowtousethisapproachwithinyourcurriculum.
MelanieLichtie,WaukeshaSchoolDistrictKappesTerri
Friday2:3090minutes404Lawson-MLK(24)Grades
CollegeandCareerReadiness:Implicationsforhighschoolsandtwo-andfour-yearcolleges
MikeSteele,WI-AMTESpecialSession
