April 2006

Mathematics Presentations

EDC presentations at this month’s national mathematics conferences

Several EDC staff will make presentations at the following conferences:

• National Council of Supervisors of Mathematics (NCSM)
• National Council of Teachers of Mathematics (NCTM)

To learn more about any of these presentations, contact the staff members taking part or visit the Web site of the conference.

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National Council of Supervisors of Mathematics (NCSM)

NCSM, an organization for leaders in mathematics education, supports mathematics education leadership at the school, district, college/university, state/province, and national levels. Its 38th Annual Conference is in St. Louis from Monday, April 24th to Wednesday, April 26th.

Learn more about NCSM

Deborah Schifter, Division of Mathematics Learning and Teaching (MLT)
Early Algebra: What Is the Specialized Knowledge Teachers Need to Support Elementary Students’ Algebraic Thinking? How Might They Learn It?
Monday, April 24, 2006, 8:10-10:10 a.m.

In this interactive session, we examine cases of students and teachers engaging with mathematical ideas to consider how elementary-aged students make and support general claims, what teachers need to understand in order to support such algebraic thinking and what teacher-leaders need to know in order to support teachers’ work.

Steven R. Benson, Wayne Harvey, Al Cuoco, and Sarah Sword, Division of Mathematics Learning and Teaching (MLT)
Focus on Mathematics: Lessons Learned from a Wide-Ranging Partnership of Grade 5-12 Teachers, Administrators, and Professional Mathematicians
Monday, April 24, 2006, 8:10-10:10 a.m.

We will share our approach to increasing student achievement and teacher quality by providing teachers with solid content-based professional development while establishing a mathematical community in which mathematicians, mathematics educators, and pre-college educators collaborate to put mathematics at the core of the mathematics education of all students.

Johannah Nikula, Zuzka Blasi, and Lynn Goldsmith, Center for Educational Resources and Outreach (ERO)
Mark Driscoll, Center for Leadership and Learning Communities (CLLC)
Exploring Research Findings About the Strategic Use of Student Work and Classroom Video in Professional Development
Monday, April 24, 2006, 8:10-10:10 a.m.

Participants will use video of professional development to explore the Strategic Use of Classroom Artifacts framework. They will consider implications for the design and facilitation of professional development focused on student work and classroom video that emerge from the framework and from research findings about teacher learning.

Catherine Miles Grant and Steven R. Benson, Division of Mathematics Learning and Teaching (MLT)
Lenses on Learning Secondary: Leadership for Mathematics Education in Middle and High Schools
Monday, April 24, 2006, 10:30 a.m.–12:30 p.m.

Participants will examine and work through sample activities from a new curriculum, anchored in algebra, designed to support leadership teams endeavoring to raise expectations and achievement in mathematics at their schools. We will also report on pilot results, highlighting the perspectives and roles of various members of participant teams.

Fred E. Gross and Amy Brodesky, Center for Online Professional Education (COPE)
Anna S. McTigue, Center for Family, School, and Community (FSC)
Professional Development to Strengthen Collaboration Between Math Teachers and Special Educators: A Key to Improving Math Learning by Students with Special Needs
Monday, April 24, 2006, 1–3 p.m.

What are ways to help math teachers and special education educators collaborate to effectively teach students with special needs? What works well in different school contexts and what challenges can get in the way? Participants will experience professional development activities they can use with teachers in their own districts.

Amy-Shulman Weinberg and Greta Johnson, Division of Mathematics Learning and Teaching (MLT)
Supporting High Quality Mathematics Instruction: Professional Development for Principals
Tuesday, April 25, 2006, 8–9:30 a.m.

Ninety-six principals completed pre- and post-surveys about their knowledge of mathematics and how it is learned and taught. Between surveys, half took a course to help them recognize high-quality mathematics teaching. We will examine pre/post qualitative data that reflect changes in principals’ perspectives about mathematics learning and teaching.

June Mark and Jane Gorman, Division of Mathematics Learning and Teaching (MLT)
Lesson Study Networking: An Opportunity for Practitioners, Leaders, and Researchers to Share Ideas About Lesson Study
Wednesday, April 26, 2006, 2:15–3:30 p.m.

Lesson study is growing rapidly in the U.S., but most sites still have few opportunities to share their work with others. Join others involved in lesson study as we make network connections, identify common issues, share solutions, and talk about what is working well.

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National Council of Teachers of Mathematics (NCTM)

NCTM supports teachers in ensuring mathematics learning of the highest quality for all students. NCTM is holding their 2006 Annual Meeting and Exposition in St. Louis from Wednesday, April 26th to Saturday, April 29th, and a Research Presession from Monday, April 24th to Wednesday, April 26th.

Learn more about NCTM

Rachel Wing and Mark Driscoll, Center for Leadership and Learning Communities (CLLC)
A Habits of Mind Framework Supports Knowledge for Teaching Geometry
Tuesday, April 25, 2006, 8:30–10 a.m.

This work session will lay out knowledge for teaching specific to geometry and will demonstrate how a geometric habits of mind framework contributes to teachers attaining this knowledge.

Catherine Miles Grant, Jane Gorman, and June Mark, Division of Mathematics Learning and Teaching (MLT)
Communities of Practice: Learning-Site Visits and Lesson
Study
Tuesday, April 25, 2006, 10:30 a.m.–noon

Strengthening mathematics teaching and learning requires focused and
thoughtful collegial interactions about mathematics and how students learn
that mathematics. This session focuses on two models that support these
kinds of interactions, learning-site visits and lesson study, situating them
in the context of the broader research framework of professional learning
communities.

Lynn Goldsmith, Center for Educational Resources and Outreach (ERO)
Kristen Reed and Barbara S. Nelson, Division of Mathematics Learning and Teaching (MLT)
K–8 Teachers' Perceptions of Their Principals' Leadership in Mathematics
Tuesday, April 25, 2006, 2:10–2:40 p.m.

This session reports on teachers' perceptions of their principals' instructional leadership in mathematics. Findings come from surveys collected as part of a large-scale study of administrators' "leadership content knowledge" in mathematics. The survey captures teachers' perceptions of their principals' overall mathematics leadership and of their supervision of mathematics instruction.

Sarah Sword, Division of Mathematics Learning and Teaching (MLT)
Mathematics for Mathematics Educators: A Course for Ph.D. Students (Poster Session)
Tuesday, April 25, 2006, 4:45–6 p.m.

This poster session presents aspects of a two-semester course for Ph.D. students in mathematics education. The goal of the course was for participants to develop strategies that support lifelong learning of mathematics; particularly of mathematics related to their professional work. Instructors and students present posters.

Johannah Nikula and Zuzka Blasi, Center for Educational Resources and Outreach (ERO)
Investigating Changes in Teachers’ Algebra Knowledge for Teaching (Poster Session)
Tuesday, April 25, 2006, 4:45–6 p.m.

As part of a study of what teachers learn from professional development based on classroom artifacts, teachers participated in professional development focusing on algebraic thinking. This poster session presents data regarding the “algebra for teaching” knowledge that teachers developed during the seminars.

Deborah Schifter, Division of Mathematics Learning and Teaching (MLT)
Justifying Generalizations, K-5: An Examination of Teacher Moves
Wednesday, April 26, 2006, 3–4 p.m.

Presenters share examples of how elementary-level mathematics students justify general claims, and presenters and audience, together, study a case to examine what a teacher does to promote the development of proof in an elementary classroom.

Paisley Rossetti, Division of Mathematics Learning and Teaching (MLT)
Skills or Understanding? Why Not Both?
Friday, April 28, 2006, 3:30–4:30 p.m.

Come explore methods, puzzles, and representations that help students
practice number facts and skills while also acquiring the conceptual
underpinnings. These activities integrate easily into any core program or
type of classroom.

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