Friday, 8:30-10:00
Asilomar Grounds
| CODES for Type of Session (at top, after Session
#) | FG=Focus
Group
| INT=Interactive
Education | | PNL=Panel | MITI=Make-it
Take-it | | PRS=Presentation | W=Workshop TICKET
REQUIRED |
| STRAND or SPECIAL INTEREST CODES |
| BT=Beginning Teachers | CAMTE=Teacher Educators | | TODOS=Math for All | CPM=College Prep Math | LS=Lesson Study
| LDR=Leadership | | $ Involves commercially available product |
Changed & New Sessions this hour:
Closed Workshops this hour:
Canceled Sessions this hour: 120
CAMTE STRAND
Sessions of particular interest to Mathematics Teacher Educators:
Sessions:
LEADERSHIP STRAND
Sessions:
FIRST TIMER'S SESSION
April Goodman-Orcutt & Kathlan Latimer in Surf & Sand
Come to a 15 minute orientation session, presented in a continuous loop, on how to navigate your first conference at Asilomar. We will show you all you need to know. Come between 7:30 and 9:15 this morning. (Also given Saturday morning.)
100 LEVEL: BT, H, M, E TYPE:
FORMATIVE ASSESSMENT: GETTING BEYOND THE BUZZWORD AND FADSteven Leinwand, Principal Research Analyst, American Institutes for Research
On the one hand “formative assessment” has become the latest faddish buzzword bandied about as the answer to instructional improvement. However, on the other hand, when one gets beyond the hype, formative assessment is an important part of quality instruction and what effective teachers have been doing for ages. We’ll look beyond the buzzword to model and discuss a range of formative assessment processes that can and should be on-going parts of our instructional repertoire.
101 LEVEL: TchrEd, H, M TYPE:
ORCHESTRATING PRODUCTIVE MATHEMATICAL DISCUSSIONSMargaret Smith, Associate Professor, Univ. of Pittsburgh
This session will focus on a pedagogical model that specifies five key practices that teachers can learn in order to use student responses more effectively during whole-group discussion: 1) anticipating student responses prior to the lesson; 2) monitoring students’ responses as they engage with a task; 3) selecting particular students to present their responses; 4) purposefully sequencing student responses, and 5) helping the class make mathematical connections between different responses.
102 LEVEL: C, H TYPE:
USING TI-NSPIRE IN THE HIGH SCHOOL CLASSROOMSBrian Lim, Professor, California State Univ., Sacramento
TI-Nspire’s dynamically linked, multiple representation capabilities allow math teachers to present problems to students using numeric, algebraic, geometrical and graphical approaches. This workshop will focus on how to make the best use of the new capabilities of the TI-Nspire by choosing appropriate tasks and asking questions that encourage students to explore and make connections.
103 LEVEL: H, M, E TYPE:
MATHEMATICS COACHING 101: GETTING STARTED WITH FACE TO FACEHope Bjerke, Math Coach, Tehama COE; & Sherry Gerrodette, ,
Getting started as a mathematics coach is difficult because everyone has a different idea about what the job is about. There are few opportunities for training and most of us struggle to find our niche. I’ve been doing a combination of cognitive and content-based coaching for three years in Siskiyou, Shasta, and Tehama counties and have experienced success. I’d like to share what I’ve been doing and help you find a style that works for you.
Leadership
104 LEVEL: E, M, BT TYPE:
DON’T SLOW DOWN WITH THAT CALCULATORCliff Petrak, Teacher Emeritus
Why must U.S. students remain ranked “24th” in the world in computational literacy? It’s time we rid our students of both their antiquated computational algorithms as well as their over-reliance on the use of calculator, which is all too often just “too slow!” Instead, master a multitude of little-known, super-shortcut computational techniques and strategies involving addition, subtraction, fractions, squaring, and multiplication that will leave our calculator-dependent friends in the dust.
105 LEVEL: H, M TYPE:
CAN THE GEOMETER’S SKETCHPAD® THINK?Daniel Lufkin, Consultant, Pleasanton USD
See how Scott Steketee (PC Sketchpad® programmer) has utilized Boolean Algebra methods in order to effect automatic changes in a sketch based on data changes. Boolean Operators (AND, OR, NOT, NOR) and Comparisons (<, = , >) will be discussed. Practical applications (e.g., Piecewise Functions) will also be examined and explained.
106 LEVEL: P, BT TYPE:
IF THEY ONLY KNEW THEIR FACTS! FROM DISCOURAGEMENT TO HOPE!Blanche Malankowski-Smith, Retired Consultant/Specialist/Coach, West Contra Costa USD
Automaticity with addition and subtraction are critical tools for all students by third grade. Help students develop strategies that minimize the need for simple counting. Having students ‘read’ what they see rather than count begins this process. Practice with objects, bean sticks, dominoes, and ten frames establishes an inner language that leads to automaticity. This workshop helps teachers integrate a systematic way to have students memorize their facts. School wide models will be shared.
107 LEVEL: BT, TchrEd, M TYPE:
MATH AND FICTION: SECRETS, LIES AND ALGEBRAWendy Lichtman, Author, HarperCollins Publisher; & Camsie Matis, Teacher, East Side Community HS, NYC Public Schools
Participants will explore how the reading and writing of math-based fiction can engage students and deepen their understanding of mathematical concepts. Wendy Lichtman, the author of the prize-winning Do The Math series (middle-grade novels in which the protagonist uses mathematical metaphors to help her navigate the interpersonal storms of middle school) and Camsie Matis, an experienced middle and high school math teacher, will present ideas involving the intersection of literacy and math.
108 LEVEL: TchrEd, BT, E, P TYPE:
MAKING MATH COUNT FOR ALL STUDENTS!Jim Barta, Associate Dept. Head, Utah State Univ.
Participants will gain insight into the connection between mathematics and culture and how they can energize their instruction using cultural activities their students will find relevant and motivating. Teachers will leave this presentation with materials and ideas that they can immediately apply to their own classrooms as well as gain the ability to construct their own culturally responsive lessons for students in their communities.
TODOS/Equity
109 LEVEL: TchrEd, C, H, M, E, P TYPE:
YOUTUBE MATH: POLITICS, ADVOCACY AND THE INTERNETMarianne Smith, Consultant
Internet “chatter” is playing a role in mathematics education debates across the U.S. web sites, blogs, Wikipedia, and now even YouTube viewers have opportunities to weigh in on everything from computational skills to calculators. This session will give you a chance to weigh in on how you evaluate a credible source, and to consider the effect of the Internet on interpretation of policy, such as the National Math Panel report.
110 LEVEL: P, BT TYPE:
IT’S A MATHEMATICAL WORLD...IN KINDERGARTEN AND PRESCHOOLSandra Silverman, Coordinator, San Diego COE
Explore the math learning experiences that await young children in their everyday world and preschool environments. Notice that mathematics “teachable moments” often occur throughout the kindergarten day. Turn a walk to lunch into a mathematical learning adventure or the dramatic play center into a math rich environment. Learn practical ideas, and theories that make these activities powerful for young children.
111 LEVEL: P, E, M, H, TchrEd, AdEd, BT TYPE:
I HAVE TO TEACH READING IN MATH, TOO?Christine Denmark, Independent Education Consultant
When it comes to reading word problems, or test questions on high stakes tests, students often struggle with understanding the text, and therefore miss the mathematics. How can we help students at all levels read and understand the context in a word problem? How can we better equip them with the tools necessary to access the mathematics? How can we better equip teachers with the tools to help students with so limited time to do it all?
112 LEVEL: H, M TYPE:
AIMING FOR INTERVENTION: IT’S NOT BUSINESS AS USUALMardi Gale, Senior Research Associate, WestEd
Identify the essential elements for algebraic intervention by examining a conceptually based, standards-aligned program which supports teachers and struggling students through modules focusing on common barriers to success in algebra. Modules include,Signed Number Operations, Variables & Exponents, Patterns, and Proprotional-Reasoning among others. The program adapts flexibility to schedules and programs, and is appropriate as an after school program. Opportunity to field test will be available.
113 LEVEL: M, E, P, H, TchrEd TYPE:
DYNAMIC PROFESSIONAL DEVELOPMENT: GUIDING TEACHER GROWTHSteve Klass, Teacher, Encinitas USD/San Diego State Univ.; & Nadine Bezuk, Professor, San Diego State Univ.
Information from multiple sources can be used to guide professional development and assess teacher growth in mathematics content and pedagogy. We will share “Try-it-On” tasks designed to help teachers try out a new teaching approach or target a specific learning objective. Teacher observations following the classroom “Try-it-Ons” and their role in guiding PD will be discussed. We also share several embedded assessments designed to capture teacher growth in mathematics content knowledge.
CAMTE
114 LEVEL: H, C TYPE:
CYCLOTOMIC POLYNOMIALS AND REPEATING DECIMAL LENGTHSDean Gooch, Instructor, Santa Rosa Junior College
Why does the decimal representation of 1/47 not repeat until after the 46th digit, yet 1/41 repeats after 5 digits? A simple method for finding the lengths of the repeated portions of fractions using cyclotomic polynomials will be given. No previous knowledge of cyclotomic polynomials is needed. Only the usual factoring techniques and some knowledge of prime numbers will be assumed.
115 LEVEL: P TYPE:
REKENREK: AN ARITHMETIC RACK FOR THE K-1 CLASSROOMNina Liu, Coach
The Dutch arithmetic rack, with two rows of ten red and white beads, supports early number sense and addition and subtraction strategies. This workshop offers an overview of the tool, ideas for using it, photographs and video clips of its use in the early childhood classroom, and related resources.
116 LEVEL: H TYPE:
PROBLEM SOLVING, COMMUNICATION AND FUN EVEN WITH MULTIPLE CHOICE PROBLEMSSteven Klein, Teacher, Woodcreek HS, Roseville JUHSD
Three great activities that gets your students practicing, talking, and enjoying math. The Data Hunt uses the skill of communicating about problems. The wager game is an exciting team game that is about precision not speed. Treasure Hunt is an activity where students have to do multiple choice problems that are posted around the room. Here’s the catch, they can’t do problems in order. Depending on their answer A, B, etc., they will be sent to some other problem. They have to go in an order that you decide.
118 LEVEL: p e t TYPE:
MODIFYING MATH LESSONS TO SUPPORT ENGLISH LEARNERSCaren Holtzman & Rusty Bresser, ,
This session is intended to assist teachers in helping their students accomplish two goals: develop their mathematical understanding and develop their proficiency in English.
119 LEVEL: BT, E, P TYPE:
EQUAL IS EASY. EQUITY TAKES EFFORTCarolyn Moore, National Math Consultant, SRA/McGraw-Hill
This session will focus on examining issues of equity including cultural, gender, and language and in mathematics. Participants will engage in discussions and motivating standards-based activities that explore the differences between what is ‘equal’ and what is ‘equitable’ and consider the issue of how to provide equitable schooling for ethnic and linguistic minorities.
120 LEVEL: M TYPE: PRS
CANCEL
We regret that the session as published in the brochure had to be canceled.
Jump to the main information page, North Reg
Main Conference
NOTE: These are all active links!
Click on any to go to descriptions of sessions at that time/place,
speakers, grade levels, and ticket requirements if any.
Page Properties
Print This Page
This Page was last updated: Thursday, August 28, 2008 at 8:19:08 AM
This page was originally posted: 9/28/2001; 10:43:55 AM.
Copyright 2008 cmcmath
|
