Saturday,
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 | 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: 813
GRADUATE STUDENT RESEARCH SHARINGPuttoei Talawat & Kyunghee Moon
LEADERSHIP STRAND
Sessions: 803
VIDEO AS A METACOGNITIVE PROFESSIONAL DEVELOPMENT FORUMAngela Thompson & Kip Tellez
CAMTE STRAND
Sessions: TBA
800 LEVEL: 6-12 Col TYPE: INT
MATHEMATICS OF WAR AND PEACEKarl Schaffer, Faculty, De Anza College
No matter one’s political perspective, discussing mathematics of war and peace helps students see how math can illuminate and explain current events. We will examine basic data from the war in Iraq about casualties and costs available easily on the web, explore the associated political controversies, and examine a variety of class activities utilizing this data for their mathematical content, including applications involving graphing, functions, rates, and equation solving.
801 LEVEL: 6-8 TYPE: INT
GREAT QUESTIONS, REAL SKILLS, DEEP UNDERSTANDINGPJ Elsner, Specialist and Coach, Santa Clara USD
Selected problems, assessment items, suggested questioning and organizational strategies will be shared to provide equal access for all students with varying learning backgrounds and styles to develop depth of understanding, strong skills to apply, and opportunities for meeting or exceeding standards on high stakes testing in number sense, algebraic thinking, and proportional reasoning.
802 LEVEL: 6-12 TYPE: PRS
MAKING FUN OF MATH: VOL. 3 (THE COLLECTOR’S EDITION)Malcolm Wong, Dept. Chair, Teacher/Professor & Chris Celis, Dept. Chair, Teacher, Grant UHS
Do you have students who walk in tardy to your class? Don’t complete their homework? Would rather listen to their iPod than to you? Say that math is boring, and are out of their seats a few minutes before the bell rings? Well, if you said yes to any of the above questions, then this presentation was designed for you. By using an enhanced version of Explicit Direct Instruction, math art projects, and engaging closing activities, your class will be one students will not want to miss.
BT $
803 LEVEL: TchrEd TYPE: INT
VIDEO AS A METACOGNITIVE PROFESSIONAL DEVELOPMENT FORUMAngela Thompson, Grad Student, UCSC Education Dept.; & Kip Tellez, Assistant Professor, UCSC
An alternative form of professional development to enhance growth in academic language instruction in mathematics for English learners: Ten teachers were videotaped using academic language during mathematics instruction. The videos were previewed and then discussed in pairs at a professional development that focused on reflection. At a second professional development, these teachers discussed short clips of each other’s videos to gain a deeper understanding.
LDR
804 LEVEL: Col TYPE: PRS
ALTERNATIVE ALGORITHMS FOR ARITHMETIC OPERATIONSJohn Leamy
We will analyze the strengths and weaknesses of arithmetic algorithms from different places, times, and cultures—some student invented—and apply criteria for evaluating their usefulness.
805 LEVEL: TYPE: PRS
MEET STATE STANDARDS WITH SONG, DANCE, AND FUN: IT WORKS!Carolyn Cardamis, SDC, Carner ES, Santa Ana USD
Meet State Standards effortlessly with song, dance, and games by Mr. More, Mrs. Less, Winnie Ones, Timothy Tens. All children succeed! Use research-based tools that close the ability gap.
806 LEVEL: 6-12 Col AdEd TchrEd TYPE: PRS
THE ORGANIZED BINDER: EQUITY AND SUCCESS IN THE CLASSROOMMitch Weathers, Teacher/Consultant, The Organized Binder
The Organized Binder is an indispensable tool for all educators striving to close the achievement gap. This system, created from years of practice in the classroom, organizes both teachers and students. It mandates daily reflection and recall, offers a starting and ending routine, uses EL/SDAIE strategies, and creates a comprehensive portfolio of student work. The Organized Binder increases student performance and academic success, raising the efficacy of both the teacher and students.
$
807 TICKET REQUIRED LEVEL: 6-12 Col TchrEd TYPE: W
BOWLING PIN PUZZLESMarc Roth, Teacher, Woodside Learning Center, San Francisco USD
The bowling pin puzzles are based on Pascal’s Triangle and modular (clock) arithmetic. They can be used as an enrichment unit for Algebra I or II. We will use the addition of polynomials and the multiplication of monomials in solving the puzzles. As a bonus, they give insight into logarithms.
808 LEVEL: TYPE: INT
UNPACKING THE PRIME EQUITY PRINCIPLELinda Fulmore, Second Vice President, NCSM
The PRIME Leadership Framework outlines adult actions necessary to ensure high achievement for every student. This session focuses on the Equity Principle. An Executive Summary will be available.
TODOS
809 LEVEL: 3-6 TYPE: PRS
AREA TO PROPORTION FROM A 5TH GRADE POINT OF VIEWDana Milani, Teacher & Mardi Rush, Teacher, Yokayo ES, Ukiah USD
Presentation from a RAAFA (Redwood Area Algebra for All) Lesson Study on area and proportion focusing on 5th and 6th graders will be discussed.
810 LEVEL: 6-12 TYPE: PRS
CONNECTING MATHEMATICS AND MUSICLew Douglas, Associate Math Specialist, Lawrence Hall of Science; & Risa Wolfson, Associate Math Specialist, ACCESS
From Pythagoras’ delight in his discovery of the connection between musical intervals and ratios of small whole numbers to the analysis of digital storage on a CD or DVD, music and mathematics have been strongly intertwined. We’ll explore their fascinating connections, which involve mathematics from arithmetic to trigonometry and logarithms, in this session.
811 LEVEL: GI TYPE: PRS
DIGITAL STORY TELLING WITH MATHEMATICSBrian Van Dyck, Teacher, Peterson MS
Assessment of student conceptual understanding of basic and advance mathematical concepts can be communicated via digital storytelling. In short, students create a digital story of their own understanding of a mathematical concept. Their model is then recorded digitally using both video and audio technology. This method of assessment helps students reveal the depth of their understanding and blends technology, creativity, and mathematics into a compelling method of expression.
812 TICKET REQUIRED LEVEL: 6-12 TchrEd TYPE: W
MAKING SECONDARY MATH FUN!Kristin DeWit
Participate in Mrs. DeWit’s favorite standards-based stories, songs, games, memorization tricks, and organizational ideas to make Algebra I and II, Geometry, and Trigonometry fun. Great handouts provided!
813 LEVEL: TYPE: PRS
GRADUATE STUDENT RESEARCH SHARINGPuttoei Talawat, Graduate student & Kyunghee Moon, Doctoral Student, Univ. of California Santa Barbara
Students’ lack of reading comprehension skill is one of the main reasons that they have difficulty solving word problems. Talawat will discuss the effect and importance of reading comprehension skill. Moon will focus on prospective teachers, distinguishing whether a problem involves quotative division or partitive division seems very difficult. We will show what happened in undergraduate problem solving class.
CAMTE
814 NEW VENUE LEVEL: 3-6 TYPE: W
MOVED
MEASURING RUBY…The presentation listed here in the brochure may now be found as session 836
815 LEVEL: 3-8 TYPE: PRS
DYNAMIC MATH DESIGNED FOR ELEMENTARY AND MIDDLE SCHOOLJean-Marie Laborde, Professor, Cabrilog, Univ. Grenoble France
Bridge manipulative and mathematical thinking. Cabri Elem. provides students with an interactive 2D/3D computer environment that supports investigations of basic math relationships including number, shape, and functions.
$
816 TICKET REQUIRED LEVEL: 3-6 TYPE: W
MAKING MEANING OF FRACTIONSJaine Kopp, Director, Bay Area Math Project, Univ. of California Berkeley
Explore ways to develop meaningful conceptual understanding of fractions as numbers. Break the mold of equating fractions with pizzas, pies, and candy bars by replacing them with area, linear models and number lines.
817 LEVEL: 9-12 TYPE: INT
TWENTY YEARS USING GRAPHICS SOFTWARE IN ALGEBRA TO CALCULUSJohn Jacob, Instructor, College of Marin; & Jon Freedman, Instructor, Skyline College
How has computer graphics software been used as a student-learning tool and to generate handouts for classroom teaching in the courses Algebra I through Calculus? The presenters will share some of their favorite ideas, methods, and materials. A native system X version of the Macintosh software PSMathGraphs will be demonstrated for the first time, and a variety of classroom-tested handouts will be distributed.
$
818 LEVEL: K-3 TchrEd TYPE: PRS
MAKE EVERY DAY COUNT TO CLOSE THE ACHIEVEMENT GAPJan Gillespie, Former Title 1 Math Specialist, Author, Great Source Education Group
Explore use of the visual models in calendar math activities and related partner games to increase access to critical number concepts for all children. Help children reason and reflect on number relationships, master facts, and practice academic math language by providing "math to see and talk about" at school and home.
$
819 LEVEL: K-5; TYPE: INT
MATH, ART AND LANGUAGE: EXPLORATIONS AND INTEGRATIONSRenee Goularte, Math Specialist, Thermalito USD; & Sharon Bloomingcamp, Retired,
Meet standards through the integration of math, art and language. This hands-on presentation will model easy-to-implement strategies to address mathematical understanding through art. Activities will include oral and written language components. Participants will learn how to draw and write a collaborative math story, write geometric shape poems, draw 3D figures, and more. Bring math, art and language together in an enjoyable session and walk away with samples in hand for Monday morning.
BT
820 LEVEL: 3-8 TYPE: INT
HOW MANY DIAGONALS DOES AN N-SIDED POLYGON HAVE?Helen Smiler, National Projects Coordinator, Project SEED
Geometry, algebra, patterns, mathematical reasoning and more come together in a change-of-pace mathematical challenge that engages students at a wide variety of grade and skill levels. We will model and discuss Project SEED’s interactive strategies for creating high levels of participation, discovery, enthusiasm, and conceptual understanding while still addressing the standards. We will also share related lessons suitable for in-class exploration, homework or Problems of the Week.
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This Page was last updated: Friday, September 5, 2008 at 12:39:14 PM
This page was originally posted: 7/5/2007; 7:22:21 AM.
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