Bring NCTM Standards to Life: Best Practices, High School

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Realizing the vision of high-quality mathematics education for all students, as described in NCTM's Principles and Standards for School Mathematics, requires the active participation of everyone in the education community, including administrators. This updated Administrator's Guide now positions school and district leaders to make sense of the past decade's many recommendations, with special emphasis on the Common Core State Standards for Mathematics. The Teaching and Learning Mathematics series presents ideas from research to improve mathematics education in schools.

Translating Research for School Administrators contains six stand-alone articles, each with a list of references, which put current research into the hands of school administrators.

Standards for Mathematical Practice

Each article addresses key practitioner-generated questions with brief, direct answers, devoid of technical language and theory. The compendium is a valuable new resource that provides the most comprehensive evidence about what is known about research in mathematics education. The 38 chapters present five sections that address research about 1 foundations, 2 methods, 3 mathematical processes and content, 4 students, teachers, and learning environments, and 5 futuristic issues.

Each chapter offers a synthesis of research with an eye to the historical development of a research topic and, in particular, historical milestones of the research about the topic. Browse All Featured Books. This article presents case studies of two teachers, Marla and Vanessa, who use the same language of "preparing their students" to take an external math examination. These teachers talk quite differently about their motivations, which are influenced by messages about student performance they receive from their school administrators. Implications provided by these case studies for teachers and school administrators follow.

Whether you're a teacher, a coach, a department chair, or a school or district administrator, Developing Mathematical Ideas DMI will enable you to deliver rich and rewarding seminars to support teacher understanding and student learning. The first module in the seven-part DMI Series, this title engages participants in a collaborative learning experience.

The thirty cases provide the basis of each session's investigation of specific mathematical concepts and teaching strategies. The online facilitator's package contains everything necessary to prepare for and lead the seminar, including access to the casebook content and classroom videos. The casebook is the key resource for participants and is meant to be read and discussed under the guidance of the facilitator. The second module in the seven-part DMI Series, this title concentrates on the kinds of actions and situations that are modeled by addition, subtraction, multiplication, and division and how students come to understand them.

Participants investigate the four basic operations on whole numbers, and then move to a study of the operations in the context of fractions. Effective learning experiences for educators developing their capacity for effective mathematics instruction within a Common Core classroom begins with learning environments that build their pedagogical base. Such capacity building requires a focus on three elements: content knowledge, understanding how students learn, and instructional practices that support student learning. This session highlights the kinds of experiences needed in a professional learning community to transform instruction.

We need to begin early to consider the necessary changes to correct problems and keep the CCSS up to date. This session summarizes several presentations from ICME illustrating how mathematics misconceptions and gaps can be better understood to change the face of classroom practice. Participants will work with tasks, items, learning progressions, data, and discuss how to use this information to reshape the way we think about and use assessments.

Including all learners in mathematics classrooms means shifting both the practices and the beliefs of teachers about who belongs in their classrooms. Teachers are taught to see special education students through a deficit lens. This workshop will present activities to transform teacher thinking, including simulations, multi-media discussion groups, and coaching strategies. How can we support administrators, specialists and teachers in realizing the spirit and vision of the Common Core State Standards for Mathematical Practice?

This session will engage participants in research and discussions around solving the most important challenges related to promoting equity and access in a problem-based high school mathematics classroom. Explore professional development materials that support coaches and teachers in engaging students who are English language learners in learning mathematical content and using mathematical practices. Examine how students learn to use and analyze visual representations such as diagrams to support mathematical thinking, and how language support strategies support that mathematical work.

Through the implementation of Michigan State University Launch Into Teaching instructional best practices, and by creating a systematic tiered approach of support, we will chronicle our journey of supporting teachers and schools on the Common Core State Standards for Mathematical Practice with content professional development and instructional coaching. Current theory on teaching Algebra II calls for engaging instruction that draws students into the learning process.

Learn how Arkansas used professional development to turn the tide on instructional practices as part of its goal to bring credibility back to the diploma and help prepare students for college mathematics and beyond. His work focuses on issues related to educational inequality, with a recent emphasis on teacher preparation and opportunity to learn.

Be among the first to get a sneak peek at the new digital edition of Math Trailblazers! Come explore the new edition's powerful combination of powerful, interactive instructional tools and rich, research-based mathematical content, and learn how it provides a more meaningful classroom experience for both teachers and students. Get a virtual look inside a fully aligned classroom to see all eight Standards for Mathematical Practice in action. Learn more about the Common Core State Standards for Mathematical Practice by using student dialogues that model these practices. Experience how student dialogues and accompanying resources can be used in teacher professional development.

Explore ways to support teacher understanding of the connections between mathematical content and mathematical practice. Helping teachers and students have a growth mind set can make dramatic differences in classroom environments, ultimately leading to better achievement. This session will help participants understand how to nurture a "growth mindset" in students and create classrooms that support problem solving and perseverance. The Common Core State Standards propel the need to increase the quality of mathematics instruction.

To help teachers improve, we need to offer differentiated professional development. Classroom observation, mentoring sessions, demonstration lessons, video analysis, and electronic coaching enable teachers to utilize strengths and revise outdated instructional practices. Listening to student thinking during classroom teaching is challenging. Teachers struggle to generate questions that serve the dual purpose of learning more about the student's ideas while moving that student's thinking forward. This session describes online professional development that allowed us to craft and reflect on teacher-student problem-solving interactions asynchronously.

In many classrooms, students sitting together in teams does not guarantee effective mathematical discourse. Defending one's position is important, but everyone needs to be heard. We will model activities that encourage students to talk, write, and share ideas.

Featured Books - National Council of Teachers of Mathematics

Status is important so some of these activities will address this issue. The St. Joseph School District plan to support teachers to implement the content and practice standards of CCSS includes providing on-site training for teachers to become the facilitators of professional Development in their schools. In this session, we will examine a particular math topic - understanding the procedures for addition and subtraction. In this session we will discuss a professional development effort that challenged teachers in an entire district to develop their understanding of the Standards for Mathematical Practice and delve into implementation of the CCSS.

We will share examples of curriculum support materials and effects of reflecting on teaching practices. Research suggests that children's future mathematics achievement depends upon their early mathematics skills. Young learners must develop a robust mental infrastructure, based on logic and understanding, not rote counting. Most children do best with a visual process not auditory incorporating fives' groupings and explicit number naming. Struggling learners especially benefit. Reengagement is grounded in the effective and intentional use of student thinking to forward learning.

In this session, leaders will explore this strategy and experience a reengagement task. While not a familiar strategy, it has proven productive and inspiring for teachers as they deepen their thinking about formative assessment. This presentation shares the results of a professional development study in which secondary mathematics teachers worked to incorporate reasoning and sense making into their teaching.

The challenges and opportunities that teachers encountered will be shared, as well as coaching strategies learned. Professional learning for teachers and administrators must be embedded into any effort leading to new and innovative ways of teaching mathematics. This session will focus on specific professional development strategies that have been successful in moving school districts toward implementation of the Common Core State Standards. An emphasis will be placed on K-5 content. Come find out what NCSM can do for you.

Learn about our membership benefits and all we have to offer. Meet our membership team and give us ideas, guidance, and input on our webinars, leadership academies and seminars, and our annual conference. Sign up to volunteer and to serve on our committees. Previously she taught secondary mathematics for ten years and served as the mathematics coordinator for six years in the Pulaski County Special School District in Little Rock, Arkansas. After working the mathematics and science coordinator for the Kansas City, MO school district for four years she returned to Arkansas to build a state-wide mathematics professional development program known as the Arkansas Math Crusade which further expanded to a Science Crusade and a K-4 Crusade using a ten million dollar National Science Foundation Statewide Systemic Initiative grant.

She also served on the Board of the Triangle Coalition for Science and Technology Education for ten years serving one year as President. Under her leadership, Arkansas created and developed eleven university STEM Centers located throughout Arkansas that include 54 state-supported mathematics and science specialist positions.

Reflex is the most effective - and the most fun - mathematics fact fluency program, and prepares students for the CCSS assessments and the challenges of higher level mathematics. After a short presentation, educators will have a chance to try out the Reflex system, including the fluency development games, and win prizes for high scores! After the questions, "What do my teachers need to learn and how can they learn it? Speakers will offer strategies to help mathematics leaders develop and incorporate visible thinking and discourse as essential, integral components of mathematics instruction.

Presenters will actively involve participants and offer insights to guide curriculum development and instruction to increase student thinking, reasoning, communication and achievement in mathematics for every student. Handouts provided. Assessment is often used to evaluate and separate students. It narrows instead of enhances a students' perception of their ability to do and succeed in mathematics. Come experience formative assessment strategies that allow all students to deepen their mathematics understanding, utilize multiple mathematical competencies, and affirm their learner identities.

Supervisors and coaches assist classroom teachers in creating environments in which students are expected to and supported in self-assessing and taking more responsibility for their own learning. We will suggest ways to provide assistance, discuss supportive environments, activate students' prior knowledge, actionable feedback, sample rubrics, and students monitoring their own work.

The adoption of the Common Core State Standards does not mean simply substituting in new standards and conducting "business as usual" in our K classrooms. We will share a professional development institute designed to engage educators in experiences to enact these standards and make mathematics accessible for ALL. Creating standards-based assessments supports understanding, monitoring, and reporting student progress.

We describe a mathematics teacher leadership course that explored Marzano's recommendations for designing and scoring standards-based assessments. We share two assessment projects: one involving assessing English language learners and the other involving the modification of an algebra district assessment. Teachers and school districts across Delaware have the benefit of using a screening tool that both informs teacher practice and pushes understanding of student learning.

This tool will be the framework for this session. Participants will watch video of interviews and also look at student data to make an action plan. Today, all students must succeed in algebra, including those who are underprepared. These students may need more time in algebra, but time alone is not sufficient.

Learn about comprehensive research-informed strategies and resources from mathematics learning, literacy, social psychology, and special education to help underprepared students. Discover Mathlanding, a new project that harnesses the best of the web for use as an effective, technology-driven professional development tool. The free site provides mathematics specialists with rich resources to support elementary educators in building knowledge and practice.

Learn about these rich offerings and practical applications to support educators. Many students perform the procedures of mathematics in a rote way but lack the background to apply mathematical ideas to solve problems. The missing link in this situation is often the language associated with the concept. This session will show how to build the language that is necessary for understanding. Receive and discuss sample problems and learn how they are being applied in action research. Bring your iPad and imagination to begin a journey discovering the applications of the iPad in a variety of educational settings.

We will explore how to use the iPad for professional development, working with student interns, and applications in the K classroom. She recently retired as a Senior Fellow at the Charles A. Dana Center at The University of Texas, but continues to work as a speaker, writer, and consultant on improving mathematics teaching and learning at the local, state, and national level. After years of excitement and anticipation, we are proud to announce the launch of MATH Be one of the first to experience the breakthrough middle school program that will change the way you think about teaching mathematics.

Designed by the world's most respected voices in mathematics pedagogy, adaptive technologies, and teaching practices, come hear how Deborah Ball, Sybilla Beckman, David Dockterman, and others have integrated their latest research to develop and support our new blending learning solution for instruction. Experience how we've developed an expert system for your struggling students with exciting real world videos and simulations, scaffolded lessons that emphasize reasoning and thinking, and personalized practice through gaming technology - and fall in love with our new ecosystem of support for teachers - empowering you as the leaders of the classroom.

Providing educators with research-based, teacher-tested resources that are fully supported by custom professional development. Casio engineers technology to increase student engagement, resulting in greater efficiency and lowering barriers to mathematics literacy. Attendees will receive a comprehensive sample of all fostering series books, education series workbooks, and teacher resource guides. How can mathematics leaders help teachers embrace the vision of the Standards for Mathematical Practice?

Witness changes in classroom instruction that occur when teachers participate in lesson study experiences that explore high demand tasks. Follow the transformation of their pedagogical thinking after solving challenging word problems and discussing multiple strategies. The practices of Noticing and Wondering can help all students generate mathematical ideas and make connections between them. They pave the way for the development of other problem solving strategies, increase engagement, and support a classroom culture that allows every student to contribute mathematically.

The best professional development is on-going, in-depth, and job imbedded. This interactive session shares the research and design from our online lesson study community that proves to increase knowledge of mathematics for teaching while bringing student understanding to the forefront by infusing the Standards for Mathematical Practice into everyday teaching and learning.

In this session, participants will: 1 learn about how these states performed; 2 examine 4th- and 8th-grade test items used in TIMSS; and 3 review each state's student performance on those items. Engaging students in the mathematics content is critical to strong student achievement. In this session, we explore ways of using digital texts with iPad technology that includes virtual explorations to boost student achievement. Conceptual assessments to document students' progress toward goals will be shared.

The work focused on unwrapping standards, writing targets, assessments, and tasks. Professional Learning Communities were critical. Partners built a cohesive model by connecting formative assessment to instruction to benefit students. Although the Common Core State Standards emphasize communication, students who are learning English are often excluded from an opportunity to engage in meaningful mathematics.

This session will describe strategies to support these students' understanding of mathematical concepts in order to help them explain their mathematical ideas so they can participate in the mathematics community. A decade of research addresses the problem of low student achievement, high-stakes testing, teacher self-efficacy, building a learning community with schools and parents, and the impact on school environment. These commitments have shown significant gains on achievement and increased performance in the classroom while increasing parental involvement and support.

Mathematics coaches need professional development that increases their mathematics content and coaching knowledge to support their practice of helping teachers address student learning in the Common Core classroom. Attendees will reflect on the coaching process while engaging in worthwhile mathematical and coaching tasks with a view of the Common Core State Standards. Fostering a culture of collaboration within a teaching staff begins with meaningful collegial conversations.

As coaches and instructional leaders, utilizing well-structured questions promotes deeper thinking and reflection to move beyond "I think I followed my plan very well" to "My students met my mathematical goal of Participants will discover ways to engage administrators and instructional leaders in professional development that give them a broad overview of the fundamental ideas about mathematics, learning, and teaching on which the Common Core State Standards-based mathematics education is grounded and helps them develop an "eye" for this kind of teaching.

Social media has become an important aspect of daily communication with others.

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  • Recherches sur la société du numérique et ses usages (French Edition).

This small group session will focus on the use of social media to effectively communicate and learn. In particular we will discuss future plans for state and provincial meetings, professional development ideas using Great Tasks, and the collection of feedback for the draft of Mathematics Education Leadership Imperatives. This meeting is for all those invited to serve on Regional Teams.

David Dockterman, Ed. David Dockterman is a nationally recognized pioneer in the development and implementation of technology for classroom instruction. Most recently, Dr. Dockterman served as a key advisor for the development of MATH , a comprehensive system that integrates curriculum, assessment, professional learning opportunities, and family and community engagement tools to ensure mathematical success. David is also a Lecturer on Education at the Harvard Graduate School of Education, where his courses in educational technology and instructional design draw students from around the world.

Ted Hasselbring, Ed. Research Professor Dept. Over the past twenty-five years, Dr. Hasselbring has conducted research on the use of technology for enhancing learning in students with mild disabilities and those who are at-risk of school failure. He has authored more than one hundred articles and book chapters on learning and technology and serves on the editorial boards of six professional journals. He is also the author of several computer programs, including READ Between and , Dr. In the fall of , Dr.

Kati Haycock is one of the nation's leading advocates in the field of education. She currently serves as President of The Education Trust. Established in , the Trust works for the high academic achievement of all students at all levels, pre-kindergarten through college. The organization's goal is to close the gaps in opportunity and achievement that consign too many low-income students and students of color to lives on the margins of the American mainstream.

Known for years as a powerful force on education policy, The Trust is often described as "the most important truth teller" in American public education. But the organization also works hand in hand with educators and civic leaders in their efforts to transform schools and colleges into institutions that serve all students well. Join us to learn about our comprehensive fractions solution for teachers and students.

We bring together physical manipulatives and number line tools; digital resources including VersaMate, an iPad app for student practice; curriculum resources, including our Hands-On Standards family; and professional development from Core professional development. Together, we can build teacher knowledge and capacity, make mathematics class more engaging for students, and build both conceptual understanding and skill fluency.

Experience our hands-on fractions environment yourself in this session! A college professor and a local elementary school principal partnered to support teachers and teacher candidates' development of curriculum for struggling students. Interviews, journals, and community-base ethnography informed the creation of materials, methods, and activities grounded in students' cultural roots and history. We will tell our stories of how we've been using iPads and video in middle school mathematics classrooms focusing on developing students' accountable talk and deepening students' mathematical practices.

We will explore ways teacher leaders can assist teachers in creating an environment where student learning is sustained, validated, and challenged. How better to explore rate of change than as independent and dependent variables dancing together? We'll vary x and y by doing both real and computer-based dances of functions from a variety of families. Bring your laptop or iPad with Sketchpad. Leave with classroom-ready activities to share with your teachers.

Join us to see the multiple ways the NCSM Great Tasks can be used to increase student learning with teachers, coaches and administrators. Review the tools and look at the rubrics. We will also discuss the next steps to help implement the Common Core State Standards by focusing on the practices. Use of statistical analysis methods provides evidence for mathematics leaders' and coaches' decisions. A discussion of common methods used in schools will be shared and discussed. Root cause analysis will be presented.

Groups will do root cause analysis and discuss how to create improvement plans based on statistical analyses. What does this look like in the domain of fractions? How can teachers ensure that ALL students participate in mathematical discussions? We will address these questions and share strategies for supporting teachers and students.

Participants will examine assessment materials and activities used to improve instruction and student understanding of mathematics. Learn how teacher leaders have effectively used a cycle of rigorous tasks and student work samples in coaching conversations to improve instruction and student learning. For many teachers, generic professional development about formative assessment is not enough to make substantive changes in teaching in the mathematics classroom.

Come learn about very specific barriers to mathematics teachers' use of formative assessment practices and gain some tools to use with teachers to move them past these barriers. What does it mean to meet the needs of all learners? Determine the leadership and instructional processes needed to implement the Common Core State Standards to ensure learning for all students. See how one high school district engages Professional Learning Communities to implement Required Response to Intervention and created a differentiated response to learning.

We need to work together to infuse creativity - artistic expression and inventive thinking - into our teachers' everyday mathematics instruction. Young students need to be fully engaged in creating mathematics models, writing mathematics stories, doodling and sketching, and using multiple means of expression to think about mathematics.

Adult proficiency with algorithms has hidden the mathematical complexity behind these "shortcuts. In recognizing this distinction, coaches are better prepared to support teachers in their development as mathematicians. We propose "multitasking" as an innovative way of conceptualizing instruction - recognizing that single tasks can address multiple learning standards, while multiple tasks can be used to solidify a single standard.

Participants in this session will examine a sequence of tasks illustrating a "multitasking" perspective towards teaching and learning. Mathematics education is transforming and mathematics specialists are the leaders and catalysts of the change. Mathematics specialists have to work with a variety of teachers. This presentation will look at research to discuss implications of the research on best practices that leads the change in the way teachers educate. Former roles have included being the Marie Curie Professor of Mathematics Education at the University of Sussex, England, a mathematics teacher in London comprehensive schools and a lecturer and researcher at King's College, London.

She is the author of seven books and numerous research articles. Experience the power of using the Moving with Math Web-Based Assessment Suite to guide and improve mathematics instruction.

Best Practices, High School, 1st Edition

RtI case studies will demonstrate how to use formative and summative reports to easily and effectively differentiate instruction, monitor progress, and provide accountability. Attendees will receive a FREE day trial. Learn about ST Math's unique spatial-temporal approach to learning mathematics and how the program provides access to rigorous mathematics for students and deepens teachers' content knowledge for meaningful mathematics instruction. Questions can make student thinking about the mathematics visible and enable teachers to shape their instruction accordingly. Questions can also push students to make connections and extend their learning.

How can we help teachers make such questioning the norm in their classrooms and how can interactive dynamic technology help? Elementary teachers, coaches, pre-service teachers, and faculty members come together to create rigorous mathematics and science learning for English Learners ELs. It's all about asking the right questions and listening to students.

Activating the Vision: The Four Keys of Mathematics Leadership

This session will describe a successful "coaching" professional development project supporting teachers in improving effective mathematical classroom discussions grounded in key Common Core State Standards fractional concepts with technology tools. Implementation process materials will be shared. This session will provide participants with the opportunity to examine tools that were developed by a national team of mathematicians, mathematics teacher educators, and school administrators to assist textbook selection committees, school administrators, and teachers in choosing curriculum materials that support implementation of the new Common Core State Standards for Mathematics.

The tools are designed to build consensus based on collected evidence. Gary Martin. This session will explain how you can use local cummunity events to expand mathematical inquiry, skills, and applications. Participants will explore the many options for mathematical connections to real life in students' daily lives. But some students struggle to attain fluency, particularly at the pace demanded by the CCSS.

In this session, we will share our research on why some students struggle and how technology can help. Join us as we share our experiences developing and strengthening the use of effective formative assessment in the mathematics classroom. Our professional development journey, highlighted by videos and pen casts of classroom experiences that reflect the professional development activities, will be presented. Students Unmotivated? Digging Deeper with Formative Assessment. Motivation is learned, social, adaptive, in the moment, and success matters.

Strategically placed, well-designed formative assessments can motivate, build confidence, and improve learning. Strategies will be introduced to develop discourse, activate metacognition, improve engagement, determine progress on high level tasks, and provide starting points for individual and group instruction. Experience professional development PD activities designed to help teachers build their own knowledge of fractions, diagnostic approaches, and effective instructional practices for struggling learners with and without disabilities.

Try formative assessment probes, examine student work, and discuss classroom video. Learn ways to differentiate PD activities to address teachers' varied mathematics backgrounds and interests. The Critical Learning Phases are essential stages of development in children's mathematical thinking, unrecognized by those who define progress as the ability to get right answers. When we assess the Critical Learning Phases, we determine what children do and do not understand which then enables us to provide the instruction students need. A mathematics professor and a professor of modern languages and literature have teamed up to discuss the use of academic language and its role in providing access to the Common Core State Standards for Mathematical Practice.

This session is a Question and Answer session that focuses on iPad applications that may be used in the classroom. Come experience learning and teaching in an electronic environment. Bring your iPad if you have one, or come to listen and learn. Several iPads will be available for those without them.

This session will illustrate how student work can be used in mathematics professional development and mathematics classrooms to foster classroom discussions, facilitate mathematical connections, promote justification, and illuminate common misconceptions. Strategies will be provided to help teachers facilitate the CCSS for Mathematical Practice focused on "critiquing the reasoning of others.

Supporting Teachers to Extend Arithmetic to Algebra. This interactive session makes use of NSF-funded professional development materials for the teaching of early algebra in the elementary and middle school years. Start with Mathematics! Are you trying to engage teachers in quality mathematics professional development? The secret to success can be as simple as starting with quality mathematics tasks. Come explore and discuss how engaging mathematics teachers in mathematics tasks can lead to powerful discussion and learning to impact classroom practice.

Linda Gojak, President of the National Council of Teachers of Mathematics, began her teaching career in a self-contained 5th grade classroom. She was the first person in the state of Ohio to receive a K-8 mathematics specialist endorsement - in ! After teaching mathematics in grades for 22 years, Linda became the first director of the Center for Mathematics Education, Teaching and Technology at John Carroll University.

She has worked with elementary teachers from all over the United States to improve mathematics teaching through a lens on student sense making Linda served on boards of professional organizations including President of the Greater Cleveland Council of Teachers of Mathematics, the Ohio Council of Teachers of Mathematics, and the National Council of Supervisors of Mathematics. Learn how our technology empowers students to explore, understand and connect key mathematical concepts to improve accuracy and build mathematical fluency.

Be one of the first people in the country to see our newest, highly anticipated learning tool! Learn how the Baltimore County Public Schools revised their secondary Geometry curriculum to model instruction and activities after the van Hiele Levels of Geometric Reasoning. Explore how this curriculum and instructional approach to developing geometric thinking aligns to the Common Core State Standards for Mathematical Practice.

In early , with U. The aim of this review is to help drive major improvements in how teachers are trained. We will discuss our process, initial findings, and opportunities this project presents to leaders in higher education to strengthen the field of teaching. Mathematics educators value opportunities for students to solve problems, but providing these experiences can be daunting. When students and teachers struggle with non-routine problems, steps must be taken to overcome such roadblocks.

This session will promote attendees' understandings of recent recommendations to improve mathematical problem-solving in school mathematics. Do you have a strategic infrastructure in place to support student learning? From general framework to specific examples, learn about one successful professional development project from three perspectives. Evidence will be shared to reveal supports provided and impact made on instruction and learning by creating mathematics teacher leaders. Participants interact with former NCSM presidents and peers to address significant challenge and to produce a wealth of ideas that benefit leaders at all levels.

The Notice and Wonder approach to problem solving has gained popularity for overcoming anxiety and for connecting to student thinking. This workshop will share professional development activities that help teachers take this strategy beyond engagement to develop reasoning and an explicit focus on the Common Core State Standards for Mathematical Practice.

We will facilitate an abbreviated model of how thinking about the presentation of, listening for, and revision of, a single problem with a focus on the organizing mathematical idea of the elementary CCSS that the problem represents can facilitate growth in content knowledge, pedagogical content knowledge, and classroom teaching.

The combination of high demand cognitive tasks, pedagogical techniques focused on students' thinking, and appropriate technology provide teacher leaders with steps to ensure high-quality mathematics instruction and implementation of the Common Core State Standards for Mathematical Practice.

Video examples of classroom instruction where this has successfully taken place will be shared. Change the Equation: Mobilizing the Business Community. CTEq has helped its members connect and align their philanthropic and advocacy efforts so that they add up to much more than the sum of their parts. This session involves case-based activities focused on secondary classroom discourse. Attendees will solve and discuss a mathematical task before analyzing the discourse moves of a secondary mathematics teacher enacting the task.

Themes are the classroom discourse's mathematical productivity and empowerment of all students as mathematical thinkers and doers. For teachers to "assess what counts," they need information about what their students know, do not know, and should know. This session focuses on informing teachers about what students "should know," with attention to the Common Core recommendation for a balanced combination of procedures and understanding.

The Common Core State Standards provide clarity and specificity of what students should learn. This session helps coaches reflect on practices that help teachers reach the depths of knowledge for every student. What does it mean to solve problems based on place value, properties of operations, and relationships between operations? The report is a resource for those who teach mathematics and statistics to PK mathematics teachers, both future teachers and those who already teach in our nation's schools. We will discuss the importance of mathematical knowledge for teaching, the MET2 recommendations, and what can be done in the states to further needed changes in the mathematical education of teachers if we are to achieve the goal of providing students with a mathematics education that ensures high school graduates are college- and career-ready.

Jennifer Wilson has been an educator for 20 years and has spent 16 of those years teaching and learning mathematics with students and teachers at Northwest Rankin High School in Flowood, Mississippi. Jennifer and her students enter into a community of learning together at the beginning of each school year. While it is their tangible goal to study the measure of the earth geometry and to study change in motion calculus , their intangible goal is to enter the practice of learning. While her students enjoy her class because she helps them develop and understand algorithms, theorems, and concepts using technology appropriately and patience infinitely, what she is really trying to help them understand is how to recognize patterns themselves as they learn to live responsibly, diagnose problems, and defend justice on their own.

Most recently, she was named by President Obama as a recipient of the prestigious Presidential Award for Excellence in Mathematics and Science Teaching. Jennifer has a B. She is designing a middle grades digital curriculum and diagnostic assessments using wireless devices for rational numbers and learning trajectories. Confrey received a Ph. Exemplars will demonstrate its new online resource for assessment and instruction featuring differentiated performance tasks created for and aligned to the Common Core State Standards. Material includes tasks for instruction and exploration as well as assessment.

Rubrics, anchor papers, scoring rationales, and planning sheets are included. Participants can explore our library of tasks. Students do better and achieve more with the Connected Math Project. Research shows increase in student achievement occurs when Connected Math is implemented with fidelity. Participants will learn how to harness the power of a targeted technology infrastructure to help their teachers implement with fidelity, resulting in student success.

Modeling is the foundation of a course designed to provide greater access to algebra concepts for students. The framework for the course based on the Common Core State Standards will be shared. Examples from student and teacher materials as well as professional development will be shared. While high-stakes testing is increasing, little information reaches the teacher to guide instruction.

Critical is the carefully crafted relationship between the individual problems in the string. Professional development can support mathematics teachers in their work to engage English Language Learner ELL students in challenging mathematics while developing their ability to communicate about and represent mathematical ideas. Engage in tasks to see how ELL students can benefit, and learn results of research on one such professional development program.

Preparing students to meet the challenges of the Common Core State Standards includes the use of mathematics performance assessments for both formative and summative purposes. This session will share examples of their use and how to school and math departments should collaborate to improve instruction. How do mathematics leaders support teachers as they strive to reach the peak of quality mathematics instruction? This session will provide a framework for using the Standards for Mathematical Practice as stepping stones on this climb and examine the look and sound of the practices in elementary classrooms.

In addition, this resource is building a community of teacher leaders, mathematicians, and mathematics educators with strong expertise in task writing and reviewing, and a deep understanding of the CCSS. Through the materials on the website and the knowledge of the community, Illustrative Mathematics is used in many ways as a tool for the professional development of teachers. Building-level leaders must have knowledge of effective teaching of mathematics in order to provide teachers with meaningful feedback.

Presenters will share their plan and experience in working with K administrators to develop an understanding of effective mathematics instruction using the Common Core State Standards for Mathematical Practice. As part of the leadership strand of a statewide professional development project, a group of high school teachers committed to turning the cameras on in their classrooms. Within six months they have begun to use their videos as instructional tools to facilitate classroom enactment of the CCSS for Mathematical Practice.

A set of algebraic reasoning assessment tools focusing on aspects of linearity proportions for K-3, , , and will be presented, along with teachers' ranking of problem difficulty as compared to student performance no match! Reflection Guides for NCTM journals provide teacher leaders and coaches with a rich resource for professional development.

A motivating article from Mathematics Teaching in the Middle School, "Using Students' Work as a Lens on Algebraic Thinking" by Driscoll and Moyer will be the focus to model a professional development session for teachers. Participants will explore how to use both Sketchpad and TinkerPlots to develop a conceptual understanding of rate of change and slope, leading to a formal definition of slope and how it is calculated.

Through the use of dynamic mathematics software, students will be able to connect a real-world understanding. Although one-on-one coaching is an effective model for improving individual teachers, it is not a model for creating systemic change. To create this kind of change, coaches need alternate coaching models. In this session, we will share formats we have developed that have proven effective in changing teacher practice at scale.

The Common Core State Standards stress the development of thinking strategies before written methods, but students need powerful visual models to help form a "mind picture" that links to the strategy. This workshop will demonstrate easy-to-make visual aids that coaches can use to help teachers "see" and implement all basic fact strategies. These new resources will provide even more support for the work of mathematics specialists and leaders of coaching programs.

We will explore the resources on the website and have an interactive discussion about their use. Treasurer Randy Pippen will describe the current financial status of the organization. BIO Jennifer M. Bay-Williams is a professor of mathematics education at the University of Louisville Kentucky. Jennifer has published many articles on teaching and learning in NCTM journals and regularly provides professional development on effective teaching practices. Jennifer taught elementary, middle, and high school in Missouri and in Peru, and continues to work in classrooms at all levels with students and with teachers.

Heather C. Her primary work focuses on developing new measures of mathematics teacher and teaching quality, and using these measures to inform current policies and instructional improvement efforts. Over the period , she and colleagues developed an assessment of teachers' mathematical knowledge for teaching MKT as well as an observational instrument to evaluate the mathematical quality of instruction MQI within classrooms.

She is codirector of the National Center for Teacher Effectiveness and also principal investigator of a five-year study examining the effects of Marilyn Burns Math Solutions professional development on teaching and learning. Her other interests include instructional improvement efforts in mathematics and the role that language plays in the implementation of public policy.

She is the coauthor, with David K. Cohen, of Learning policy: When state education reform works Yale Press, Learn more about our professional development offerings and our mathematics interventions - including the solution you have all been waiting for - MATH - an innovative blended-solution that provides a rich mathematical experience for both teachers and students. Technology-aided assessments need not be limited to multiple choice formats that overly constrain student responses. Technology can provide much richer opportunities to both probe student understanding and to push student thinking forward hallmarks of formative assessment without giving up many of the advantages of machine evaluation.

Producing new secondary mathematics teachers who are well-prepared to meet the challenges of the Common Core State Standards requires strong partnerships between higher education and K schools, supporting candidates across the continuum from recruitment to preparation to induction to content-rich professional development for teachers in partner schools. Lead Speaker: W. This session focuses on how education leaders can engage teachers in using assessments to help all students learn. Progress on a multi-state project developing innovative assessments linked to the CCSS will be described.

Participants will engage in using a learning map that articulates the mathematics students learn to guide instruction. Learn simple strategies for using movement-based learning to reach ALL learners. Learn of the newest research linking exercise and increased learning and how to strengthen your classroom teachers' love of teaching mathematics. Learn how to sustain movement-based learning through teacher buy-in. This session will examine the steps that teacher leaders in grades must take to ensure high-quality mathematics instruction in the era of the Common Core State Standards with a focus on the mathematical practices and the teaching of rational numbers.

At the conclusion of two years of professional development to improve mathematics instruction through learning about formative assessment practices, participating schools took very different next steps. Come learn about and discuss factors that contributed to successes and challenges of two schools that chose to continue and scale up this work. Technology, such as interactive whiteboards and tablet computers, provides multiple options to support students who struggle to learn mathematics.

What are some principles to help guide the use of technology? What are some promising practices? This session will address these questions through describing classroom examples and showing a video episode. This session will share the experiences of one large, urban district in Colorado that used a model of mathematics professional development called the Problem-Solving Cycle.