Saturday,
1:30-3:00
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: 713
IDEAS TO ADDRESS THE MATH TEACHER SHORTAGE: CSU’S MSTICarol Fry Bohlin & Kate Reed,
TODOS/EQUITY STRAND
Sessions:
708
ACCESSING RIGOROUS TASKS THROUGH EL SCAFFOLDING STRATEGIESJeanne Ramos
LEADERSHIP STRAND
Sessions: 703
IT’S ALL ABOUT THE PROFESSIONAL DEVELOPMENT MODELLisa Sandberg & Maureen Clements
700 LEVEL: 6-12 TYPE: PRS
MATHEMATICAL SNAPSHOTS OF 2008Harold Jacobs, Teacher, Grant HS, Los Angeles USD
Pull your students into your lessons by means of surprising and timely examples that everyone will enjoy. This presentation is a new talk in a continuing series that began at Asilomar in 1971. It will present ideas that can be used to motivate the review of old concepts as well as the introduction of new ones. Participants will receive a CD of the talk so that they can prepare transparencies for use in their own classroom.
701 LEVEL: K-6 TYPE: PRS
WHAT’S SO BASIC ABOUT THE BASIC FACTS?Linda Gojak, NCSM Past President, John Carroll Univ.
To be successful in mathematics, students must have quick recall of basic facts. Yet our students struggle with facts. Learn specific strategies for the teaching (and learning) of facts that will, along with effective methods for drill and practice, help all students master basic facts with understanding and efficiency. Leave with practical ideas for your classroom.
702 LEVEL: 6-8 TchrEd TYPE: PRS
ALGEBRA AS REPRESENTATION: FROM ARITHMETIC TO ALGEBRAAndy Clark, Retired Coordinator
Algebra is more than the intensive study of the last three letters of the alphabet; it is a language for representing relationships. Implement a number of effective instructional strategies including the use of powerful visual models, key daily routines and questioning strategies that help students see patterns, describe these patterns, analyze relationships, and see math as a language. Using a daily bulletin board, participants will increase their ability to help students generalize and reason.
$
703 LEVEL: 3-8 TYPE: PRS
IT’S ALL ABOUT THE PROFESSIONAL DEVELOPMENT MODELLisa Sandberg, Director Math & Science & Maureen Clements, Coach, Tehama COE
The North State Math Partnership is a CaMSP grant, serving teachers in three rural counties. Our success is threefold: - a strong commitment from leadership team and schools to provide solid pedagogy and content based on CSU Chico’s Math Project. - powerful relationships between each classroom teacher and their math coach, and - the work of our local evaluator. We showcase this successful grant and share how we make our model work for teachers. Come and listen but be prepared to do some math NSMP style!
LDR
704 TICKET REQUIRED LEVEL: 6-12 TYPE: W
LESSONS LEARNED BY A MATH PROFESSOR IN A HIGH SCHOOLScott Farrand
A sabbatical teaching in an impoverished neighborhood taught this professor plenty about the real curriculum, pedagogy, teachers, and students. This has implications for professional development.
705 LEVEL: K-6 TYPE: PRS
READING THROUGH THE MATH STANDARDSPamela Van Arsdale & Denise Green, ,
Picture books will be used to teach the math standards. Four books will be highlighted that can be used for all the math strands. These activities can be implemented immediately into your classroom.
706 LEVEL: GI Col TchrEd TYPE: INT
EIGHT WAYS TO ENHANCE STUDENT UNDERSTANDING AND MOTIVATIONMelissa Gilbert, Assistant Professor, Santa Clara Univ.
Participants will learn how to implement TARGETTS, a research-based lesson planning and analysis tool, in the classroom to enhance students’ understanding and motivation (e.g., their value for, self-confidence in, and focus on learning in math). TARGETTS highlights eight aspects of teaching: tasks, student autonomy, opportunities for recognition, grouping of students, evaluation of student work, allocation of classroom time, teacher expectations, and classroom social interaction.
707 LEVEL: 9-12 TYPE: PRS
TEACHER COLLABORATION: A KEY TO IMPROVING MATH INSTRUCTIONHenri Picciotto, Dept. Chair, The Urban School of San Francisco
Teachers value autonomy and specialization, yet the advantages of collaboration and flexibility are many as complications. Hear rationale for one department’s movement toward intensive mentoring, and development of a collaborative ethic. The presenter will assess decades of experience in this practice, and reflect upon its impact on teachers, curriculum, pedagogy, and learning. This session will be of particular interest to department chairs and anyone interested in school change.
708 LEVEL: 3-8 TYPE: PRS
ACCESSING RIGOROUS TASKS THROUGH EL SCAFFOLDING STRATEGIESJeanne Ramos, Director, Secondary Mathematics, Los Angeles USD
In this interactive session, specific scaffolding strategies to make rigorous mathematics tasks accessible to all students, including English learners, will be modeled and emphasized.
TODOS
709 LEVEL: GI Col TYPE: PRS
MATHEMATICAL REASONING THROUGH CONNECTIONSDavid Pugalee, Professor, Univ. of North Carolina Charlotte
Mathematical reasoning is facilitated by making connections to important concepts within mathematics and to the real world. Activities presented help students effectively connect ideas and concepts.
710 LEVEL: 9-12 TYPE: PRS
ELECTION 2008 AND POLLINGDuane Hinders, Retired, Instructor, Foothill College
2008 is an election year. As part of the election process, we’ll look at opinion polls (the good, the bad the ugly) and the difficulties in writing a good interview question. Then we’ll discuss what “margin of error” means and what we can do to minimize it. Finally we’ll take a short look at other ways to conduct an election and whether or not they would always give the same result.
711 LEVEL: GI TchrEd TYPE: PRS
NATIONAL BOARD CERTIFICATION: IT’S FOR TEACHERS!Kay Garcia, NBCT, Regional Outreach Director, National Board for Professional Teaching Standards; & Peg Cagle, NBC Teacher, Lawrence MS
A state teaching credential begins a career in teaching. Advanced certification by the National Board for Professional Teaching Standards is a measure of accomplished teaching by experienced teachers. Hear from National Board Certified Teachers in mathematics about the process and learn about how to receive help with the cost, a $20,000 state incentive award, local incentives and support, as well as the opportunity to try out the process before you commit to full certification.
712 TICKET REQUIRED LEVEL: 6-12 TYPE: W
MULTIPLE REPRESENTATIONS MAKE ALGEBRA ACCESSIBLE FOR ALLBev Brockhoff, Mentor Teacher, CPM Educational Program
Participate in activities from CPM Algebra Connection designed to develop a rich understanding of the connections among tables, graphs, rules, and context. We will solve challenging problem, explore ways connections can be used to enrich learning, and use student work to analyze how emphasizing multiple representations can help develop students into powerful problem solvers. See how using these ideas can drive curriculum, specifically, the study of lines, quadratics, inequalities, and equations.
$
713 LEVEL: TchrEd TYPE: PRS
IDEAS TO ADDRESS THE MATH TEACHER SHORTAGE: CSU’S MSTICarol Fry Bohlin, Professor and MSTI Director, California State Univ., Fresno; & Kate Reed, Asst. Professor, Teacher Education, CSU East Bay
The California State University system’s Mathematics and Science Teacher Initiative (MSTI), designed to double the number of math and science teachers credentialed at CSU campuses, is currently at its midpoint. A panel of CSU professors from various campuses will provide an overview of MSTI programs, highlighting particularly successful or innovative elements that have resulted in an increase in the number of mathematics and science credentials recommended.
CAMTE
714 LEVEL: 6-12 TchrEd TYPE: PRS
WHAT DOES A COMPLETE, BALANCED CURRICULUM REALLY MEAN?Tom Sallee, Professor, Univ. California Davis
California mathematics students are expected to receive a “complete, balanced curriculum” combining skills, conceptual understanding, and problem solving. Creating a curriculum requires clear knowledge of what the research says about how children learn and how different pedagogies interact with the mathematics at these ages. The focus of this talk will be the central role that problem-solving can play in developing both mathematical skills and concepts in middle-and high-school students.
715 LEVEL: 6-8 TYPE: PRS
ARE YOU SMARTER THAN A 5TH GRADER?Richard Kalman, Executive Director, Math Olympiads
These five authentic Math Olympiad problems were given to about 40,000 5th graders last year. Can you solve them? Participants will receive another 50 problems (yes, solutions included!) to use with their students.
716 LEVEL: 3-8 TYPE: PRS
ALGEBRA SUCCESS FOR ALL: START WITH FRACTION UNDERSTANDINGNadine Bezuk, Professor, San Diego State Univ.; & Steve Klass, Teacher, Encinitas USD
This session will explore how to use models to help students develop a deep understanding of fraction concepts to promote quantitative reasoning and lay the foundation for algebra success for all.
BT
717 LEVEL: 9-12 Col TYPE: PRS
MODELING U.S. POPULATION (OR WHY I DON’T TRUST THE MODELS)Dave Bush, Retired Math Instructor, Shasta College
Exponential growth is often used to model population growth, but it is really a poor model that quickly deviates from the real world. In first year calculus classes I have explored other models that seemed to work better, but was surprised at the problems I found with these. We will develop some of these other models. I will fill in information for those who may have forgotten some of the calculus. You may come away, as I have, with a lack of faith in the common models that are used.
718 LEVEL: 6-12 Col TYPE: PRS
THE GOLDEN NUMBERRonald Ortman, Coach, Franklin ES, Oakland USD
The golden number or golden ratio is a fascinating mathematical concept that has various ways of expressing itself in the natural world. The golden number is investigated through a multimedia performance piece using graphics, historical characters and theater to look at the aesthetics of nature. It takes mathematics out of the classroom and into our everyday environment.
719 LEVEL: 3-8 TYPE: PRS
SPORTSMATH: MATH AND BASKETBALLRita Johnson, Associate Professor, California State Univ., Sacramento
SportsMath is a (free) teacher-created curriculum packet designed to give students hands-on exploration of mathematics through the statistics of basketball and to show them how, firsthand, math is used in the “real world.” The data from each game provides a rich opportunity to practice fractions, decimals, percents, graphing, statistics, geography, mathematical reasoning, technology applications, and problem solving.
720 LEVEL: 3-8 TYPE: PRS
GRID GAMES AND MOREDavid Baker, Dept. Chair, Mount Tamalpais School
A collection of worksheet-based grid games and activities will be presented. These games can be used as a sponge activity, warm-up for class, or a full lesson and homework. They are challenging, engaging and fun and will help students practice basic skills, increase their number sense and explore creative solutions in an enjoyable and interactive way. Participants will leave with a collection of activities ready for the classroom and home use.
BT
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This Page was last updated: Friday, September 5, 2008 at 12:46:32 PM
This page was originally posted: 7/5/2007; 7:16:17 AM.
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