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Saturday, 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:
CAMTE STRAND
Sessions of particular interest to Mathematics Teacher Educators:
Sessions: 613
CAMTE BUSINESS MEETING
TODOS/EQUITY STRAND
Sessions: 608 Ticket Required
SUCCESS FOR EL STUDENTS: THE SECRET IS COMPREHENSIBLE INPUTElmano Costa
LEADERSHIP STRAND
Sessions: 603
A PRIME TEACHER: NCSM’S TEACHING AND LEARNING INDICATORSJerry Cummins
600 LEVEL: 3-6 TYPE: PRS
TEACH AND ASSESS WHAT WE VALUE: PROBLEM SOLVING AND REASONINGMarcy Cook, Consultant/Author
Think about your mathematical values and provide activities to teach and assess those values. Involve all students in higher level thinking tasks while working on the development of number sense and reasoning. Encourage the use of problem solving strategies, justifying thinking, and if...then reasoning. Provide opportunities for students to communicate with each other and you, the teacher. Constantly assess student learning.
601 LEVEL: 3-8 TchrEd TYPE: PRS
BUILDING NUMBER SENSE THROUGH ENGAGING ACTIVITIESBrad Fulton, Teacher, Mistletoe ES, Enterprise ESD
The development of number sense requires an ongoing program of instruction. Learn three easy lessons you can start tomorrow that will foster deeper mathematical reasoning and greater number skills in your students. These lessons work well as warm-ups, homework, or whole class lessons. A comprehensive handout will be available.
BT
602 LEVEL: TYPE: INT
LEARNING TO ENGAGE IN MATH DISCUSSION: A GRADE 3 CASEVirginia Bastable, Director of SummerMath for Teachers, Mount Holyoke College
In this interactive session we will use transcripts from the second day of school to identify the teacher moves that help students learn how to engage in mathematical discussions. The math content derives from a daily routine. The students find the numbers they can count by and land on the number that represents how many days they have been in school. We will also examine a narrative from the same classroom on the 43rd day of school to consider the impact of these moves on student interactions.
BT
603 LEVEL: 9-12 TYPE: PRS
A PRIME TEACHER: NCSM’S TEACHING AND LEARNING INDICATORSJerry Cummins, Author/Consultant
A PRIME teacher will ensure high expectations and access to meaningful mathematics instruction every day. The three indicators are: 1) every teacher pursues the successful learning of mathematics for every student; 2) every teacher implements research-informed best practices and used effective instructional planning and teaching strategies; 3) every teacher participates in continuous and meaningful mathematics professional development and learning to improve his or her practice.
LDR
604 LEVEL: GI Col TchrEd TYPE: PRS
MAKING HIGH CONTENT MATH MOVIES AND MUSIC VIDEOSRobert MacCarthy, Math/Science Teacher, Willard MS
Come and see student created math videos and walk through the steps we used to create them. Selective casting and student input has generated some impressive results. Videos were shot in English and Spanish. This process has put many students “back in the game” of math and has increased mathematical motivation throughout the school’s campus.
$
605 LEVEL: 6-12 TYPE: FG
PRESIDENTIAL AWARDS PROGRAMSandie Gilliam, California Coordinator, PAEMST Program
Are you interested in applying for the Presidential Awards for Excellence in Mathematics Teaching Program (PAEMST)? This year the focus is on grades 7-12. Get a head start on the application and hear tips for videtaping your class. Committee members, mentors, and former California awardees will you get prepared for the 2008-09 awards cycle.
606 LEVEL: 6-12 TchrEd TYPE: PRS
STUDENTS TAKE CHARGE OF THEIR LEARNING AND RAISE TEST SCORESKate Reed, Professor & Jean Simutis, Professor, CSU East Bay
Harness the potential of the first minutes of class for multiple purposes. Students review standards-based material in standardized test form while you complete normal housekeeping including homework check-in. Students conduct the homework check including answering most questions about those problems. Organizing the class in this manner provides the foundation for a learning community where students engage and the teacher no longer has stacks of papers to assess.
BT
607 TICKET REQUIRED LEVEL: 3-8 TYPE: W
DICEY SITUATIONRalph Connelly, Professor, Math Education, Brock Univ.
Participants will work through a variety of unusual dice activities that will effectively build students’ understanding of concepts of chance.
608 TICKET REQUIRED LEVEL: GI TchrEd TYPE: W
SUCCESS FOR EL STUDENTS: THE SECRET IS COMPREHENSIBLE INPUTElmano Costa, Professor, California State Univ., Stanislaus & TODOS
How does one teach children math when they speak little or no English? This hands-on session presents methods that teachers who do not speak the student's primary language can use to make their instruction comprehensible. A highlight of this session is a sample lesson, employing the strategies, taught in a foreign language that involves the participants and clearly demonstrates that it is possible to make math instruction comprehensible. Comprehension is the first step in meeting the standards.
TODOS
609 LEVEL: K-6 TYPE: PRS
UNIVERSAL ACCESS TO CONCEPTUAL UNDERSTANDING OF FRACTIONSMarvin Horner, Teacher, Los Angeles USD
Help students develop the necessary conceptual understanding of fractions through hands-on activities. See fractions representing parts of a set, parts of a whole, and division of whole numbers.
610 LEVEL: 9-12 Col TYPE: PRS
DEFINE THE NUMBER E IN A MEANINGFUL WAY IN AP CALCULUSJeff Gernes, Teacher, Montclair College Prep.
The number e is generally defined as a certain irrational number with special properties. It is not until AP Calculus that e can be properly defined, but not enough textbooks (or teachers) take the time to do so. Using a number of important Calculus concepts, we will formally define the number e in a natural way that enable students to appreciate its importance and rigorously prove its well-known characteristics and equivalent definitions. Instruction techniques will be discussed.
611 LEVEL: K-3 TYPE: PRS
PARENT INVOLVEMENT: PRACTICAL IDEAS TO HOOK THEM WITH MATHRita Wespi, Education Consultant, Math Matinee
Research shows parent involvement is a key predictor to a student’s academic success. How can you meaningfully engage parents, including the math-phobic, in supporting their child’s math education? We’ll discuss a variety of practical strategies that encourage parent participation at the classroom, school-wide and individual levels, specifically using and supporting the math curriculum. Includes how to adapt techniques for remedial and GATE students.
612 LEVEL: GI TchrEd TYPE: PRS
TEACHING TO INTUITION FOCUS: A STRATEGY FOR FRACTIONSEdric Cane, Educator
By intuition, we mean everything that allows us to acquiesce to the truths of mathematics. It includes understanding, but also a commitment to building our students’ knowledge of mathematics on their most intimate and natural thinking processes. A quest for intuition suggests practical teaching patterns and strategies that this interactive presentation will explore. Special emphasis: How this perspective helps us develop a strategy for teaching operations on fractions. Includes handout.
613
CAMTE BUSINESS MEETING
CAMTE
614 LEVEL: 6-12 TYPE: PRS
FAR-OFF PLACES, ECCENTRIC CHARACTERS, AND EXPERIMENTATIONEthan Weker, Teacher, Leadership Public Schools, Oakland
Cross-curricular projects can help students buy into the importance of mathematics by relating it to different subjects. A cyclic model gives students anticipation about their upcoming year’s projects. Learn how to work with fellow teachers in different subject areas to put together projects that tie in to what you do in your classes, and what they do in theirs. Every year, math students focus on a different project type and all student projects can be displayed together in a school math fair.
615 LEVEL: 6-12 TYPE: PRS
WHAT’S YOUR LINE?Margaret Kidd, Assistant Professor, CSU Fullerton
Find a new and interesting way of presenting linear functions to your students. Bring your TI and leave with classroom ready materials on multiple representations of linear functions using coding.
616 LEVEL: 3-8 TYPE: PRS
INTERVENTION SUCCESS IS SPELLED: “IPASS”Douglas Wollbrinck, Intervention Teacher, Sam Brannan MS
This presentation will showcase the success that students at Sam Brannan Middle School have experienced using a state-adopted computer program to fill in the gaps in their mathematical knowledge. See how the program works and its high effectiveness with students who are below grade level or have behavior problems.
$
617 LEVEL: 3-6 TYPE: INT
ADDITION! MULTIPLICATION! SYMMETRY! STUDENT FAVORITESJudy Bush, Retired Teacher, Gateway USD
Energize your students and bring out the love of mathematics. Each activity will develop a depth of understanding to your standards-based curriculum. These rigorous activities on addition, subtraction, multiplication, division, money and symmetry will have your students coming early for class. Don’t miss this powerful event.
BT
618 LEVEL: 9-12 TYPE: INT
SLICING A CUBEEmiliano Gomez, MDTP Site Director, Univ. of California, Berkeley
We’ll explore with 3D cubes, water, and rubber bands that figures may or may not be obtained by slicing a cube with a plane. This interactive session bridges algebra to geometry, and the concrete and particular to the abstract and general, and informal reasoning to rigorous argument.
619 LEVEL: 3-6 TYPE: INT
PROPORTIONAL REASONING ACROSS THE CURRICULUMHeather Clark, Teacher, Verdi ES
A variety of applications of proportional reasoning across the curriculum will be explored in this session. Specifically, a mapping game will incorporate geography, map scales, rates, and proportions. Poetry and proportions will promote creative writing. Creating time lines integrates proportions and science and/or social studies. Opportunities to try out these games and lessons will encourage the implementation of these activities in your classroom.
620 TICKET REQUIRED LEVEL: K-8 TYPE: W
ENVISIONING MATHEMATICS: USING BAR DIAGRAMS IN 3-6 CLASSROOMSJanine Barasch, Instructor, Teacher Education, Cal Poly San Luis Obispo
Do the words in story problems cause palpable fear in your students? Want to hear, “I can do this?” Frowns become smiles using this Randy Charles-researched, visual strategy for problem solving.
625 LEVEL: TYPE: PRS
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: Monday, September 1, 2008 at 11:30:00 AM
This page was originally posted: 9/28/2001; 5:17:59 PM.
Copyright 2008 cmcmath
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