Friday, 10:30-Noon
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 | LDR=Leadership | | $ Involves commercially available product |
Changed & New Sessions this hour:
Closed Workshops this hour:
Canceled Sessions this hour: 207
CAMTE STRAND
Sessions of particular interest to Mathematics Teacher Educators:
Sessions: 213 CULTURAL TOOLS FOR MATH TEACHERSVeronika Stein & Robert Stein
LEADERSHIP STRAND
Sessions: 203
EQUITY AND ACCESS: STRATEGIES FROM THE NCSM PRIME FRAMEWORKDiane Briars
TODOS/EQUITY STRAND
Sessions: 208 TEACH PROPORTIONAL RELATIONSHIPS TO ENGLISH LEARNERS, ET ALDebra Coggins
200 LEVEL: 6-12 TchrEd TYPE: PRS
VISUALIZE ALGEBRA AND GEOMETRY CONCEPTS WITH GREATEST OF EASEBill Lombard, Teacher/Author/Consultant, Foothill HS
Experience this easy-to-use way to help students visualize algebra and geometry concepts with GeoGebra. Free ready-to-teach extensible resources will amaze students with the beauty and structure of math. GeoGebra is a dynamic geometry/algebra/calculus software system that has won numerous awards in Europe and is now gaining prominence in the U.S. It has the ability to join dynamic geometry and algebra, is available for free download, and runs on all computer systems.
BT
201 LEVEL: 3-6 TYPE: INT
HOW MANY MULTIPLICATION STRATEGIES ARE THERE?Keith Cochran, Co-Director, TERC
In this session, participants will solve multiplication problems, examine student work, and discuss the mathematics of solutions to determine a limited number of multiplication strategies. Participants will consider what it means to be efficient in solving multiplication problems and how using contexts and representations and naming multiplication strategies helps teachers support all students in becoming fluent in solving multiplication problems.
202 LEVEL: 3-6 TYPE: INT
“SAMPULI” MEANS PATTERN: NUMBER, MEASURE, SPATIAL REASONINGKay Gilliland, Student Teacher Supervisor, Mills College
As students engage in number, measurement and spatial activities that reflect the knowledge and behavior of people from diverse cultural environments, they learn to value the mathematics and develop respect for the people who created the activities. Recent experiences in Kenya will provide the setting for the presentation. The workshop will create enthusiasm for including multicultural materials and give teachers engaging and practical classroom tools with which to make this happen.
203 LEVEL: GI TYPE: INT
EQUITY AND ACCESS: STRATEGIES FROM THE NCSM PRIME FRAMEWORKDiane Briars, Math Education Consultant
Achievement gaps are a function of differences in learning opportunities afforded to students. This session highlights the 12 essential actions for mathematics education leaders from the NCSM PRIME Leadership Framework to address such gaps and promote equity and access for students within their schools and districts.
LDR
204 LEVEL: GI TYPE: PRS
EFFECTIVE STRATEGIES FOR DIFFERENTIATING MATHEMATICSKarie Gladis
Teachers will learn and apply strategies for differentiating mathematics. Differentiation strategies will be modeled and differentiated lessons and activities will be shared.
205 TICKET REQUIRED LEVEL: 3-6 TYPE: W
MATH ART: TEACHING GEOMETRY AND MEASUREMENT STANDARDSMariana Alwell, Teacher, Garden Gate ES, Cupertino USD; & Mary Fay-Zenk, Consultant, Cupertino USD
Reinvent your teaching of the measurement and geometry standards through art! Three great new math art projects will engage and motivate your students to practice the standards of rotation and reflection, precise measurement, polygon identification, and the careful use of mathematical tools.
206 LEVEL: 6-12 TchrEd TYPE: INT
USING PATTERNING TO DEVELOP THE EQUATION OF A LINEJim Miller, Teacher, Roslyn HS
Students are good at patterning. They have been practicing since elementary school. We need to build on that when deriving the equation of a line. I will lead you through a sequence of activities that you can take back to your class and develop slope, the graph, both the slope-intercept and the general form of the equation of the line in a few days. My students love it and my colleagues claim they will never teach the linear model another way.
207 CANCELED LEVEL: K-3 TYPE: W
CANCELED
GROWING ALGEBRAIC THINKERSStephanie Garland, National Math Consultant, Sadlier-Oxford
The brochure session listed here as been canceled.
208 LEVEL: 3-12 TYPE: PRS
TEACH PROPORTIONAL RELATIONSHIPS TO ENGLISH LEARNERS, ET ALDebra Coggins
See effective representations and activities that help all students, including English learners, to communicate and think proportionally while also developing a critical foundation for formal algebra.
TODOS
209 LEVEL: K-6 TYPE: PRS
A MULTI-SENSORY STRUCTURED PROGRAM FOR MAKING MATH REALDavid Berg, Founder & Director, Making Math Real Institute
Provides participants with the background and foundation for a multi-sensory structured K-5 math program. Participants will learn the two strands that comprise a multi-sensory structured program: concept-procedure integration and sensory-cognitive development. Through hands-on, manipulatives-based activities, Strand one focuses on comprehension rather than memorization and Strand two emphasizes the development of essential cognitive tools that directly support mathematical processing.
$
210 TICKET REQUIRED LEVEL: 9-12 TchrEd TYPE: W
CALCULUS: THE VOLUME OF AN EGGPLANTSuz Antink, Teacher, BTSA Coach, Palo Alto HS
Beginning with a function (that resembles the outer edge of an eggplant), create a solid by rotating the function about an axis. Approximate the resulting volume by slicing the eggplant into a series of disks, finding the volume of each and summing. Focus on concurrent sketches of the work done, Reimann sums and segue into integration. Begin with this experience and use it to find the volume of a solid of rotation created from a polar function.
211 TICKET REQUIRED LEVEL: K-6 TYPE: W
MATH ACTIVITIES YOU CAN USE TOMORROWKathleen Strange, Curriculum Writer
Simple activities with dramatic results for all levels of students will be discussed. Activities are standards based and include related addition and subtraction facts, comparing fractions, fractional parts of numbers, memorizing multiplication and more.
BT
212 LEVEL: GI Col TchrEd TYPE: FG
RENEW YOURSELF BY TEACHING MATH IN A FOREIGN COUNTRYStuart Moskowitz, Lecturer, Humboldt State Univ.; & Brian Lim, Professor, California State Univ., Sacramento
Whether you are a new teacher, a seasoned veteran, or are retired, you have much to offer and much to learn by teaching in another country. An experienced panel will share their experiences and respond to your ideas/questions about teaching internationally.
213 LEVEL: GI Col TchrEd TYPE: INT
CULTURAL TOOLS FOR MATH TEACHERSVeronika Stein, Faculty, Parent Coaching Institute, Seattle Pacific Univ.; & Robert Stein, Professor Emeritus of Mathematics, California State Univ., San Bernardino
Geert Hofstede’s classic study of dimensions of culture provides the foundation. Math instruction is viewed through the five dimensions: authority, gender roles, individualism vs. collectivism, tolerance for ambiguity, and long-term vs. short-term thinking. We share some of Hofstede’s insightful graphs showing the relative national ratings. Examples from 105 countries include the U.S., Mexico, and China. We invite discussion in light of each cultural dimension and participants’ own experiences.
CAMTE
214 LEVEL: 6-8 TYPE: PRS
BUILDING A POSITIVE MIDDLE SCHOOL MATH CLASSROOMJenny Belcher, Teacher, South Valley MS, Gilroy USD
In order to teach math effectively, it is helpful to have an organized classroom. A positive classroom culture helps the teacher to be responsive to the needs of the students. I will share ideas and offer examples of methods that have served me well over the past 22 years. The session will deal with teacher organization, student organization, and activities that can help build a respectful, productive environment.
BT
215 LEVEL: 6-8 TYPE: PRS
DESCARTES’ DREAM: ALGEBRA IS GEOMETRYCharles Patton, Principal Scientist, SRI International
Students may come away from algebra with a vague feeling that it's all about symbol shuffling and arbitrary rules. Students think of geometry as translating to numbers, numeric operations, and translating back. What if those rules were obviously encoded into the very structure of the space we experience day to day? What if all the operations could be carried out purely geometrically? The session explores, through simple constructions, a promising alternative way to think about algebra.
216 LEVEL: 3-6 TYPE: INT
WHY ENGAGE STUDENTS IN INQUIRY-BASED MATHEMATICS?Linda Gregg, Coordinator, Mathematics Education Collaborative; & Independent Consultant
What is mathematics inquiry? How does a culture of inquiry foster mathematics competence, confidence and equity? What is the role of productive questions and justifying ideas and solutions? How do you structure the learning environment? How could inquiry be used to address misconceptions? What experiences do teachers need to integrate inquiry into mathematics? What challenges might emerge? Join this interactive session to share ideas, pose questions and explore possibilities.
217 LEVEL: K-6 TchrEd TYPE: INT
INTEGRATING EL STRATEGIES FOR MATH SUCCESSChristl Yates, Instructor/Supervisor, Chico State Univ., Chico
Teaching math to a diverse population of English learners is challenging. Participate in a modeled interactive geometry lesson as a language learner. Experience the strategies and see how they make the math content and vocabulary accessible to all students. Discussion and reasoning for the strategies follows the lesson.
BT
218 LEVEL: GI Col TchrEd TYPE: PRS
INTRODUCING EXPRESSIONS AND EQUATIONS TO PRE-ALGEBRA STUDENTSShelley Kriegler & Joanna Packham, ,
We will share several hands-on lessons that help students develop the concepts of variables, expressions, and equations.
219 LEVEL: 6-12 TYPE: PRS
EQUATION EDITOR AND MATHTYPE TIPS FROM A PROBob Mathews, Director of Training, Design Science, Inc.
Using Equation Editor or MathType to create tests, quizzes, etc.? I’ll show you some killer tips for these products, saving you valuable prep time. Laptops are helpful, but not necessary.
$
220 LEVEL: 3-12 TYPE: PRS
MAKING CONNECTIONS TO ACCESS AND RETAIN MATH CONCEPTSMaria Hirsch
All students, especially English learners (ELs), access and retain math concepts using vocabulary building activities, organizers, other techniques and research. Student samples will be shared.
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This Page was last updated: Friday, September 5, 2008 at 1:11:49 PM
This page was originally posted: 9/28/2001; 4:35:41 PM.
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