Friday, 3:30-5:00
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:
CAMTE STRAND
Sessions of particular interest to Mathematics Teacher Educators:
Sessions:
LEADERSHIP STRAND
Sessions:
400 LEVEL: e m h t p e m s c t TYPE:
IT TAKES MORE THAN A NOTION: COACHING CULTURAL RELEVANCYRuth Cossey
Examine productive principles of coaching in heterogeneous classrooms. Also look at blunders to be avoided. Helping caring teachers move students beyond proficiency requires more than good will.
401 LEVEL: BT, TchrEd, H, M TYPE:
STAR TESTING: PREPARE STRESS-FREE STUDENTS AND TEACHERS EASILYBill Lombard, Teacher/Author/Consultant, Foothill HS
Focus your curriculum while preparing students to perform well on the STAR by incorporating simple, easy-to-use techniques. Free ready-to-use resources for students, at, below, and above grade level. Bill Lombard has created a web site with teacher resources to help students do well on the STAR test. He will show attendees how to access and fine-tune all his resources for students. Find out how to use the STAR test to help you teach with more focus and better results.
402 LEVEL: BT, E TYPE:
MATH AND THE ARTS: COMMUNICATING MATH REASONING THROUGH ARTDonna Goldenstein, Teacher, Lorin Eden School
This session will focus on math/art activities that help assess mathematical thinking and reasoning as well as help students access the core curriculum. Participants will be introduced to a variety of art projects that deepen the mathematical concepts in an intermediate grade classroom. Participants will see student work as well as a variety of journal prompts that integrate literature, mathematics, and the arts.
403 LEVEL: H, M TYPE:
CALIFORNIA ALGEBRA: FOR ALL OR FOREVER?Phil Tucher, Coordinator, Bay Area Coalition for Equitable Schools; & David Foster, Director, Noyce Foundation
California students must pass Algebra to graduate. Middle school students are enrolled in Algebra to avoid school penalties on state accountability measures. With more youngsters passing the Algebra CST at an earlier age why are the state and district CST Algebra gains such a mixed bag? What are top performing districts doing and what lessons can we learn by studying the test and the data results, so that all districts can improve students’ understanding and performance in algebra?
Leadership
404 LEVEL: P, E, BT TYPE:
BACK TO SQUARE ONE: 101 WAYS TO USE A 100 SQUARE FLOOR GRIDWendy Hill, Business Owner, Developer, The Learning Carpet-TLC, Inc.
This is a fast-paced, highly interactive workshop taught using a large 100 square floor grid. Participants will be involved in numerous and innovative ways to kinesthetically teach children concepts in all five strands of math. Teachers will experience differentiated learning, including modifications and extensions that can be readily adapted to meet the specific needs of all children. Teachers will see the ease with which individualized learning can take place.
405 LEVEL: H, M, E, P TYPE:
DO WE REALLY HAVE AN “ACHIEVEMENT” GAP?Matt Larson, Curriculum Supervisor, Lincoln Public SD
Typical explanations of the achievement gap focus on student characteristics. However it may be that the quality of instruction and our curriculum and policies explain the majority of achievement differentials. This session will examine the latest research concerning the achievement gap and strategies for closing it. Dr. Matt Larson is a past chair of NCTM’s Research Committee, a school district supervisor, and a past visiting professor at Teachers College, Columbia University.
406 LEVEL: H, C, TchrEd TYPE:
CONTRACTION MAPPINGS: A CONCEPT WHOSE TIME HAS COMEKurt Kreith, Professor Emeritus, Univ. California Davis
Following an intuitive introduction to contraction mappings (e.g., reseating people in a room so that everyone ends up closer to everyone else), we will illustrate their role in making sense of cobweb diagrams. This will lead to an explanation of why “cycles and chaos” appear in discrete solutions of the logistic equation. Using spreadsheet representations of such solutions, we will generate the famous Feigenbaum fractal and other phenomena arising in the study of discrete dynamical systems.
407 LEVEL: H, M TYPE:
GEOMETRY OF NATUREJulie Yu, Teacher, Exploratorium
Using naturally occurring examples of patterns, shapes, and symmetry can provide context for concepts that students learn in a traditional geometry class. This workshop will present hands-on activities to explore macroscopic and microscopic examples of geometry in nature. We will also look at how the shape of a natural object can dictate its size. By interacting directly with different phenomena, students can discover how geometry affects the world they live in.
408 LEVEL: P, TchrEd, E TYPE:
MAKING MATH ENGAGING AND ACCESSIBLE FOR LATINO STUDENTSCathy Kinzer, Teacher, New Nexico State Univ.; & Ricardo & Maricela Rincon, Teacher, Las Cruces Public Schools
This session provides examples and resources for supporting all learners in mathematics and explores a collaborative model between public schools and the university. Pre-service teachers have opportunities to participate in elementary classrooms that actively use strategies that build a culture for learning and promote access for bilingual students. We will share our practices through actual elementary classroom experiences, math lessons, video, and other resources.
TODOS/Equity
409 LEVEL: BT, H, M TYPE:
ALGEBRA, FUNCTIONS, AND TECHNOLOGYJerald Murdock, Author, Discovering Algebra & Elizabeth DeCarli, Senior Development Editor, Key Curriculum Press
Technology can help bridge the gap between concrete experiences and abstract mathematical concepts. You'll see how students will benefit from using graphing calculators and probes to develop the idea of function. Carefully sequenced, technology-enhanced activities help students better understand concepts and provide motivation to explore further. No previous experience with probes is required. Bring a graphing calculator if you have one.
410 LEVEL: TchrEd, P TYPE:
REASONING WITH NUMERICAL RELATIONSHIPS IN FIRST GRADEPatty King, Coordinator, Whittier ES, Albuquerque Public Schools
Presenter will share experience of using an instructional sequence with the arithmetic rack developed by researchers Erna Yackel and Paul Cobb, in collaboration with Gravemeijer from the Freuendenthal Institute, to help first grade students develop numerical relationships. Participants will see video clips of the instruction and how students moved away from unitary counting to mental reasoning strategies using five referenced, ten-referenced and doubles for addition and subtraction.
411 LEVEL: BT, TchrEd, M TYPE:
LOOKING FOR PYTHAGORASMarian Pasternack, Coach/Supervisor, Los Angeles USD
Activities to help develop understanding of the Pythagorean Theorem and some of the proofs developed will be shared. Participate in a discussion of irrational numbers: what are they?
412 LEVEL: M, H, BT TYPE:
LONG DIVISION OF POLYNOMIALS BY FACTORINGJudith Kysh, Associate Professor, San Francisco State Univ.
Based on use of area models and generic rectangles for multiplication of polynomials, it may be easier to divide them by working backwards and factoring. Generic rectangles provide a visual organizing tool for multiplication and through the use of “Sudoku-like” reasoning can be turned into a powerful tool for division. Through the use of this visual organizer polynomial division can be less complicated and therefore more accessible, not to mention, shorter.
413 LEVEL: TchrEd TYPE:
ASSESSING TEACHERS’ CHANGE THROUGH TEACHERS’ PICTURE DRAWINGZhonghe Wu, Assistant Professor, National Univ.
Teacher knowledge, skill and disposition are three major factors for measuring teachers’ learning and growth. Teachers’ attitudes toward mathematics instruction affect their future teaching. Teacher candidates’ drawings tell the stories of their mathematical lives. Using teacher candidates’ pictures drawn before and after a mathematics methods course, this presentation addresses how teacher candidates from one course changed their attitudes about teaching and learning mathematics.
CAMTE
414 LEVEL: M, E, P TYPE:
USING FORMATIVE ASSESSMENT TO IMPROVE STUDENT PERFORMANCELeanne Ketterlin-Geller, Assistant Professor, Univ. of Oregon
This session focuses on using formative assessments within a multi-tiered instructional delivery system to support student learning in mathematics. Formative assessments help guide instruction by identifying students who may be at-risk for mathematics failure, helping to diagnose misconceptions, and monitoring students' progress toward learning essential content and skills. Procedures for selecting and implementing these assessments will be discussed.
415 LEVEL: H, M, E TYPE:
STRATEGY GAMES FOR THE LAST FIVE MINUTES OF CLASSDiane Resek, Professor Emerita, San Francisco State Univ.
Sometimes you finish a lesson early and don’t want to start something new. Learn some good mathematical games that are a good use of time. Winning strategies will be explored during the session.
416 LEVEL: H TYPE:
GOING BEYOND GRAPHS FOR A BETTER UNDERSTANDING OF FUNCTIONSJorgen Berglund, Associate Professor, California State Univ., Chico
Functions from real numbers to real numbers can generally be represented by graphs; however, graphs of functions from R2 to R2 present a problem. If we consider functions as transformations, we can build an alternate geometric representation of functions. This perspective has the potential for deepening our understanding of functions. Explore functions as transformations and discuss the potential benefits of this perspective in this interactive session.
417 LEVEL: p e m TYPE:
PLAYING NUMBER SENSE GAMES THAT APPLY MATH SKILLSPamela Van Arsdale & Denise Green, ,
Research has shown that playing games in math class gives access to all students and creates an environment in which students apply their skills. The games to be presented allow all students to apply their skills and develop number sense within an enjoyable context. This session provides an opportunity to experience the games and examine the underlying mathematics ideas.
418 LEVEL: E, M, TchrEd, BT TYPE:
THE WRITTEN WORD: COMMUNICATION PLUS ASSESSMENT IN MATHTom Murray, Specialist/Consultant, Nueva School
Participants will engage in two styles of written communication skills used to develop students’ mathematical thinking and problem solving skills. Through the exploration of an Estimation Center students use a variety of hands-on measurement tools and techniques that make a connection to real world problem solving situations. Students also learn to communicate their thinking in writing by responding to open-ended problems. Rubrics, assessment, and connections to standards will be discussed.
419 LEVEL: H TYPE:
USING AREA TO ENHANCE TEACHING OF POLYNOMIALSRandy Bush, Math Dept. Chair, Central Valley HS
Using algebra tiles and the generic rectangle in Algebra I helps students when they take classes like Algebra II and Trig/Pre-calculus. The algebra tile and generic rectangle model is very useful in developing the concepts of multiplying, factoring, and dividing polynomials. These techniques are grounded in the concept of area of a rectangle and the model is useful for the students’ organizational skills.
420 LEVEL: P, E, M, H, C TYPE:
POWERPOINT: DO NO HARMDan Meyer, Teacher, San Lorenzo Valley HS
We will discuss how PowerPoint can help and inadvertently hurt your math class (with preference given to the former) dipping frequently into the worlds of graphic design, cognitive science, and television. Participants will leave with an armful of hard- and soft-copy resources to ensure that PowerPoint serves the interests of their classes and not the other way around.
425 LEVEL: BT TYPE:
MATH’S A BEACHDomenico Nuccio, Retired Science Teacher, Delta College
The beach presents numerous opportunities to measure parameters and develop math/science understandings. Get a feel for the potentials and hear about some experiments to take back to your classroom.
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This Page was last updated: Wednesday, August 27, 2008 at 9:55:45 PM
This page was originally posted: 9/28/2001; 5:07:20 PM.
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