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Saturday, 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 | 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: 513 DEVELOPING PEDAGOGICAL CONTENT KNOWLEDGE IN INTEGERSShuhua An
TODOS/EQUITY STRAND
Sessions: 508 ELS IN THE MATHEMATICS CLASSROOM: FROM RESEARCH TO PRACTICEGrace Coates
LEADERSHIP STRAND
Sessions: 503 BRIDGING THE GAP FROM MIDDLE TO HIGH SCHOOLSteve Asp & Rebecca Poon
FIRST TIMER'S SESSION
Kathlan Latimer & April Goodman-Orcutt 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.
500 LEVEL: 3-8 TYPE: PRS
HELPING STUDENTS WRITE, SPEAK, AND THINK MATHEMATICALLYBrad Fulton, Teacher, Mistletoe ES, Enterprise ESD
Learn simple strategies that access the brain’s natural information processing skills to boost your students’ mathematical understanding, learning, and performance. You’ll see easy ways to promote rich mathematical discussions and incorporate mathematical writing. Dozens of journal and discussion starters as well as research ideas, assessment ideas, and simple how-to tips are included in a ready-for-Monday handout.
501 LEVEL: TYPE: INT
SUPPORT A RANGE OF LEARNERS: LINK ALGEBRA AND COMPUTATIONVirginia Bastable, Director of SummerMath for Teachers, Mount Holyoke College
In this interactive session, we will examine several classroom cases with a focus on individual students, including students who struggle with aspects of computation and those who are considered highly competent in mathematics. We will use these cases to analyze how teachers engage the range of students in their classes in noticing regularities or making general claims as well as in representing and justifying them.
BT
502 LEVEL: 3-6 TchrEd TYPE: INT
ENGAGING ACTIVITIES + EFFECTIVE STRATEGIES = STUDENT SUCCESSLeigh Childs, Educator/Consultant
Ensure all students success in regular, after-school and summer school programs. Selected activities and instructional strategies enhance number sense, number fluency, and mathematical reasoning as students build basic competence and mathematical confidence. Handouts ensure immediate classroom use.
BT
503 LEVEL: 6-12 TYPE: PRS
BRIDGING THE GAP FROM MIDDLE TO HIGH SCHOOLSteve Asp, District Math Coordinator/ Dept. Chair, San Mateo HS, San Mateo UHSD; & Rebecca Poon, Dept. Chair, Aragon HS
The Math Articulation Team has improved the level and substance of collaboration over the past 15 years by striving to make the curriculum grades 6-12 seamless in the four feeder districts and five high schools by better understanding the curriculum and striving for a deeper understanding of Algebra at all levels.
LDR
504 LEVEL: 3-8 TYPE: INT
CRYPTARITHMS: TEACHING ARITHMETIC THROUGH CODE-BREAKINGRichard Kalman, Executive Director, Math Olympiads
Cryptarithms are a fun and thought-provoking way to study in depth the properties underlying computation. Participants will receive another 53 Math Olympiad problems to use in class.
505 LEVEL: 9-12 Col TYPE: PRS
PYTHAGOREAN TRIPLES BY PAPER FOLDINGWallace Etterbeek, Professor, Sacramento State Univ.
Last year at Asilomar Harold Jacobs folded a square to generate a 3-4-5 triangle. We will generalize this method to find other Pythagorean triples. Geometry and the Fundamental Theorem of Arithmetic will be used to show why this folding process generates these Pythagorean triples. Finally, Pythagorean triples will be used to generate congruent numbers and these numbers will be connected to elliptic curves.
506 LEVEL: 6-12 Col TchrEd TYPE: INT
DATA-DRIVEN ALGEBRA ACTIVITIES USING FATHOM AND TI-NSPIREWilliam Finzer, Senior Scientist, KCP Technologies
See the ways that Fathom Dynamic Data software and the data analysis capabilities of the TI-Nspire handheld plus desktop software can be integrated into the teaching of algebra. Software and handheld will be used in demonstration mode, but a number of classroom-ready algebra activities will be done in small groups.
$
507 LEVEL: 3-12 TchrEd TYPE: INT
WHY JOHNNY WON’T THINK Steve Willoughby, Professor, Univ. of Arizona
Traditional basic skills, higher order thinking skills, and the usefulness and joy of mathematics can and must be learned all at the same time for efficiency and because that is the natural way to do it. If these are done properly we can overcome the reticence most adults have about thinking mathematically. Many suggesting for doing this will be made and discussed.
508 TICKET REQUIRED LEVEL: K-3 TYPE: W
ELS IN THE MATHEMATICS CLASSROOM: FROM RESEARCH TO PRACTICEGrace Coates, Program Director, Lawrence Hall of Science
We will employ research-proven approaches and strategies to develop the academic language of EL students through lessons that are practical and relevant in our mathematics classroom. We will explore number sense and enhance students’ reasoning skills using tools that help them understand and remember mathematical concepts and ideas.
TODOS
509 TICKET REQUIRED LEVEL: K-3 TYPE: W
MAKING MEASUREMENT MEANINGFUL WITH CHILDREN’S LITERATUREEllen Grace, Independent Consultant
This hands-on workshop for primary teachers uses children’s literature as a conceptual or contextual springboard for measurement explorations. All measurement contexts from length and height, weight and capacity, as well as time and temperature will be addressed within the explorations. The idea of “measurement moments”, opportunities for measurement within the context of other math lessons will be demonstrated. All materials, an extensive bibliography, and a handout of activities will be provided.
510 LEVEL: GI Col TchrEd TYPE: FG
K-12 AND BEYOND MATHEMATICS IN THE FLAT WORLDJustine Wong, Mathematics Educator
There is more to teaching and learning math than just the course content. Learn ways to provide help to those students who have the cognitive ability, but are not gaining sufficient long term conceptual understanding and procedural knowledge to be successful in future courses. Learn skills and practices to be used in elementary school and college classrooms helping students to become more confident and autonomous. Learn more about skills and practices explained in Managing the Mean Math Blues.
511 LEVEL: 9-12 Col TYPE: PRS
GROWING POLYA’S ORCHARDBruce Cohen, Teacher, Lowell HS; & David Sklar, Lecturer, San Francisco State Univ.
In 1918, Polya asked, how thick must the trunks of the trees in a regularly spaced circular orchard grow if they are to block completely the view from the center? We will explore this extremely rich problem considering a wide array of mathematical topics including integer lattices, number theory, and transformational geometry.
512 TICKET REQUIRED LEVEL: K-6 TYPE: W
SUBTRACTION STRATEGIES THAT WORKChristine Losq
Engaging models and standards-based activities help all children make sense of (and master) comparative subtraction, take-away, and missing addends. Ready-to-use materials provided.
513 LEVEL: 3-8 TchrEd TYPE: PRS
DEVELOPING PEDAGOGICAL CONTENT KNOWLEDGE IN INTEGERSShuhua An, Associate Professor, Mathematics Education, California State Univ., Long Beach
The presentation addresses how the development of pedagogical content knowledge (PCK) in integers can be impeded by pre-service teachers’ prior knowledge. It also discusses ways to build their PCK.
CAMTE
514 LEVEL: K-6 TYPE: PRS
MATH LEARNING DISABILITIES: IDENTIFY, SUPPORT AND REFERElizabeth Powell, Owner, Math/NotMath
Have you ever had students you just couldn’t help? Maybe you thought they were unmotivated or stubborn? If so, this session is for you! Join us for a fun and engaging discussion with practical, research-based applications addressing the questions: What are the signs of Math LD? What are classroom techniques that benefit all types of learners? Is a specialist needed? Based on the NCTM standards, and research from the Journal of Learning Disabilities, Keith Devlin and Stanislaus Dehaene.
$
515 LEVEL: 3-6 TYPE: INT
EFFECTIVE STRATEGIES FOR TEACHING FRACTIONS AND DECIMALSJennifer Hodges, Curriculum Specialist, San Bernardino COE; & Christine Burke, , Del Paso Heights SD
The National Math Advisory Panel Final Report states, “a major goal for K-8 mathematics education should be proficiency with fractions (including decimals), for such proficiency is foundational for algebra and, at the present time, seems to be severely underdeveloped” (2008). In this session we will explore teaching strategies that use hands-on learning to understand traditional fraction and decimal algorithms while providing multiple approaches to critical thinking and proportional reasoning.
516 LEVEL: 9-12 TYPE: PRS
A DOZEN QUICK WARM-UPS TO START CLASSRobert Loew, Teacher, Foothill HS
A collection of quick games and logic puzzles to get kids focused at the start of any math class. Fun, easy attention grabbers. A companion CD will include game contents, playing fields, on-line URLs, and book references.
518 LEVEL: 6-12 TchrEd TYPE: INT
GAMES AND PUZZLES THAT DEVELOP SEQUENTIAL REASONINGMichael Serra, Author, Key Curriculum Press
Sequential Reasoning is at the heart of mathematical thinking. Come join us as we play a number of games that emphasize sequential reasoning. Then we will try solving puzzles based on these games.
BT
519 LEVEL: 6-8 TYPE: PRS
USING STRATEGIC QUESTIONING TO IMPROVE ALGEBRAIC THINKING Ann Lawrence, Teacher, Capitol Hill Day School
Use of strategic questioning is a vital tool in the teaching of algebraic thinking. We will discuss creating a bank of probing questions about this strand in middle school; using these questions in purposeful and strategic ways during lessons, investigations, homework and projects; and fostering classroom conditions to maximum the use of such questions. A specific lesson will be used to demonstrate the techniques discussed. Time for follow up questions is anticipated.
520 TICKET REQUIRED LEVEL: K-3 TYPE: W
WHO, WHAT, WHEN, AND WHYS OF K-1 ASSESSMENTJody Anderson, Stoneridge ES, Roseville City SD
Have you ever wondered, “How am I going to get these assessments done?” Find out how to effectively and efficiently assess your students. Make an Assessment Tool Kit of everything you will need to assess the California Math Power Standards, including a variety of data recording sheets. Time permitting discussion on how other districts assess areas such as Math Reasoning; be prepared to discuss and share how your district has met this challenge.
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This Page was last updated: Friday, September 5, 2008 at 12:56:35 PM
This page was originally posted: 9/28/2001; 5:12:52 PM.
Copyright 2008 cmcmath
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