NCSM - 2007 NCSM Annual Conference

2007 NCSM Annual Conference - All Sessions

"ACHIEVE SUCCESS - Come to the Well of Leadership Resources in Atlanta"

39th Annual NCSM Conference
Monday, March 19 - Wednesday, March 21, 2007
Atlanta, Georgia

* * * INFORMATION ACCURATE AS OF 03/16/2007 -- SUBJECT TO CHANGE * * *

Conference Essentials
Keynote and Major Speakers Conference Overview Registration Hotel Information General Information 2007 Sponsors Strand Descriptions Downloads

Session Details
All Sessions Major Special Interest Monday Tuesday Wednesday Strand 1 Strand 2 Strand 3 Strand 4 Strand 5 Strand 6

All Sessions -- Monday, March 19, 2007


1	7:30-8:00	TMB	All Grades	Opening
	An Update on What Is Happening in NCSM
	Terri Belcher will welcome conference attendees to Atlanta. Linda M. Gojak will provide updates on NCSM activities, initiatives, projects, services, and opportunities for you to enhance your involvement with NCSM. Valarie A. Elswick will highlight this year's conference sessions, functions, and events.
	Speaker(s):	Linda Gojak, NCSM President, Euclid, Ohio Valarie A. Elswick, 39th Annual NCSM Program Chair, Cape Coral, Florida

2	7:30-9:00	TMB 2/3	All Grades	Keynote
	Shared Decision Making in a Strategic Context for Leadership in Mathematics Education
	Research reflects that school system planning and leadership are vital to the improvement of student performance. This session will highlight the importance of strategic planning to focus the attention of the entire school system on the needs of its mathematics program. Dr. King will show the significance of the involvement of community members and other stakeholders in strategically planning for student achievement.
	Speaker(s):	Samuel King, Rockdale County Public Schools, Conyers, Georgia

3	7:30-9:00	TMB 2/3	All Grades	Keynote
	Raising the Bar in Mathematics for All Georgia Students
	Georgia Superintendent of Schools Kathy Cox will discuss how the state is using internationally-recognized Mathematics standards to raise expectations for all children.
	Speaker(s):	Kathy Cox, State Superintendent of Schools, Georgia Department of Education, Atlanta, Georgia

4	9:30-10:30	TMB 2/3	PK-8	Major
	District of Columbia Fellows for the Advancement of Mathematics Education Report on Changes in Teaching Because of Leadership Experiences
	Four D.C. middle-grade mathematics teachers, members of DC FAME, report on their experiences in classrooms and schools because of opportunities for leadership training which include earning a Professional Master's Degree in Middle-Grade Mathematics, training on analyzing videotapes, content coaching, and participation in professional meetings.
	Speaker(s):	Florence Fasanelli, American Association for the Advancement of Science (AAAS), Washington, D.C.

5	9:30-10:30	Chestnut	All Grades	Regular	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Toolkit for Change in Reform Communities: A Valuable Resource for Math Leaders to Tackle Challenges Through Suggested Strategies and Tools
	The Toolkit is a web-based resource for mathematics leaders, offering proven strategies and tools for tackling challenges. This session will share ways to use the Toolkit to develop modes of working, tools, and structured discussions around challenges and responses to them within specific "improvement communities, ) including MSPs.
	Speaker(s):	Hugh Burkhardt, University of Nottingham, Nottingham, United Kingdom Mary Bouck, Michigan State University, East Lansing, Michigan Elizabeth Jones, Michigan State University, East Lansing, Michigan Daniel Pead, University of Nottingham, Nottingham, United Kingdom Sandy Wilcox, East Lansing, Michigan

6	9:30-10:30	B404	All Grades	Regular	Strand 2. Assessments Supporting Leadership Decision Making
	Unlocking the Toy Chest: Developing a Web-Based Instrument Database
	This session is an introduction to and exploration of a web-based Instrument Database developed by the Center for the Study of Mathematics Curriculum. Intended to be a reference for those interested in the effects of mathematics curriculum, this searchable collection will include summaries and availability information of over 150 instruments.
	Speaker(s):	Dana C. Cox, Center for the Study of Mathematics Curriculum, Kalamazoo, Michigan Steven W. Ziebarth, Western Michigan University, Kalamazoo, Michigan

7	9:30-10:30	TMB 4	All Grades	Regular	Strand 3. Technological Innovations in Mathematics Education
	Utilize Innovative Partnership to Offer Online Staff Development and Peer Support
	Many teachers lack the confidence and comfort with technology-supported professional development activities. This presentation will address the issue of lack of confidence and expand the selection of online courses by including the encouragement of mentors to assist teachers in completing professional development through online delivery.
	Speaker(s):	Hui Fang (Angie) Su, Nova Southeastern University, North Miami Beach, Florida Mary Kemp, WLRN - PBS, Miami, Florida Carol Marinas, Barry University, Miami Shores, Florida Sandra Trotman, Nova Southeastern University, North Miami Beach, Florida Tony Bright, Nova Southeastern University, North Miami Beach, Florida

8	9:30-10:30	Hickory	All Grades	Regular	Strand 4. Equity and Access Strategies for Mathematics Education Leaders
	Going to the Source: Cross-Border Initiatives Between Mexico and Texas Created to Bridge Gaps in Mathematics for Second Language Learners
	Texas and Mexico share the challenge of teaching mathematics to students who are second-language learners. This session will describe current and future cross-border initiatives between Texas and Mexico that enable teachers, mathematics educators, and mathematicians to study issues related to the mathematics as it is taught in both countries.
	Speaker(s):	Joyce F. Fischer, Texas State University-San Marcos, San Marcos, Texas

9	9:30-10:30	B402	PK-5	Regular	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Math Coaches Sharing the Journey
	School-based math coaches - districts often give them a new charge and a new title but never a roadmap; one doesn't exist, but we can learn from others' experiences. In this session we will examine both the opportunities and the challenges of this role through the journeys of math coaches we've worked with in districts across the country.
	Speaker(s):	Sherry Beard, Marilyn Burns Education Associates, Sausalito, California

10	9:30-10:30	Hazelnut	PK-5	Regular	Strand 2. Assessments Supporting Leadership Decision Making
	Assessing K-5 Teacher Leaders' Mathematical Learning: What Have the Test Makers and the Test Takers Learned?
	In this session we share an assessment instrument that we developed and used to determine if teachers made significant gains after completing a Numbers & Operations course for K-6 mathematics specialists, coaches, and teacher leaders. During the session participants will explore key test items and discuss the test results.
	Speaker(s):	Aimee Ellington, Virginia Commonwealth University, Richmond, Virginia Vickie Inge, Mathematics Supervisor, Stafford, Virginia Joy Whitenack, Virginia Commonwealth University, Richmond, Virginia

11	9:30-10:30	B405/B406	PK-8	Regular	Strand 4. Equity and Access Strategies for Mathematics Education Leaders
	Leading Schools to Excellence in Mathematics Instruction by Ensuring Access and Equity
	I will share effective teaching strategies to ensure access and equity in mathematics instruction for every child. The mathematics conceptual framework, classroom instructional model, student/teacher relationships, and elements of an effective lesson will be discussed. Strategies will be taught to leaders for working with ineffective teachers.
	Speaker(s):	Carolyn Reedom, Retired Assistant Superintendent, Las Vegas, Nevada

12	9:30-10:30	Dogwood A	PK-12	Regular	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Supporting Teachers in Their Classrooms to Increase Student Achievement
	Teaching is the key to improving student learning. Investing in teachers is an investment in learning. This session will provide background, strategies, research and data in supporting teachers in their classroom to increase student achievement.
	Speaker(s):	David Foster, Noyce Foundation, Morgan Hill, California

13	9:30-10:30	TMB 1	PK-12	Regular	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Building Teacher Leaders' Capacity to Lead Lesson Study Effectively: Preliminary Results from Southwestern Pennsylvania School Districts
	Strategies and tools used to develop and support teacher leaders from 48 school districts in the Southwestern Pennsylvania Math Science Partnership (SWPA MSP) will be presented. Session participants examine the trajectory of professional growth of teacher leaders which positioned them to serve as effective facilitators of lesson study. Adaptable guiding documents for lesson study will be shared.
	Speaker(s):	LuAnn Malik, Allegheny Intermediate Unit, Homestead, Pennsylvania Michele Burgess, Allegheny Intermediate Unit, Homestead, Pennsylvania

14	9:30-10:30	Dogwood B	3-8	Regular	Strand 2. Assessments Supporting Leadership Decision Making
	Assessments By Design
	What kind of understanding are you looking for from your students? Is there more than one kind? True understanding is a complex structure worth our time and study. Find out how one district designed assessments to move students' knowledge and understanding to a deeper level based on current research.
	Speaker(s):	Sheila Lettiere, Oak Lawn-Hometown School District 123, Oak Lawn, Illinois Lori Gloodt, Oak Lawn-Hometown School District 123, Oak Lawn, Illinois

15	9:30-10:30	Redwood	6-8	Regular	Strand 5. Contributions of Other Cultures to Curriculum and Instruction
	What Do Middle School Mathematics Leadership and Instruction Look Like in Bulgaria?
	Bulgaria has long been known for excellent mathematics high school education. Come and find out that mathematics is also interesting in the middle school from both leadership and teaching perspectives. In this session, you will find interesting ideas for organization, collaboration, content scope and sequence, and even classroom strategies.
	Speaker(s):	Jenny Tsankova, Roger Williams University, Bristol, Rhode Island

16	9:30-10:30	B401	6-12	Regular	Strand 3. Technological Innovations in Mathematics Education
	Computer Algebra Systems (CAS): Shaping the Future of Secondary Mathematics
	CAS has the potential to revolutionize mathematics education at the secondary level. CAS can do for algebra what calculators can do for arithmetic: simplify expressions, solve equations, factor, and much more. Come for a brief summary and hands-on experience of some of the ways CAS can help more students learn more and better mathematics.
	Speaker(s):	Natalie Jakucyn, University of Chicago, Chicago, Illinois

17	9:30-10:30	Cottonwood	6-12	Regular	Strand 4. Equity and Access Strategies for Mathematics Education Leaders
	Creating Access to Mathematical Power for All Students and Teachers
	Lack of numerical power is a frequent obstacle in students having access to higher mathematics. In this session, we will discuss specific strategies and tools leaders can provide their teachers in the struggle to assist all students in numeracy leading to mathematical reasoning. We will present the tools and results from initial implementation.
	Speaker(s):	Pamela W. Harris, Independent Consultant, Kyle, Texas Timothy Pope, Key Curriculum Press, Emeryville, California

18	9:30-10:30	B403	All Grades	Showcase
	CASIO: Calculators & Innovative Classroom Support Technologies That Have More Functionality and are Affordable
	Come to this interactive workshop featuring CASIO's calculators, data analyzers, resource support materials, training support, and other innovative classroom support technologies. All attendees will have the chance to win a class set of calculators for their classroom. Experience CASIO functionality you need for the classroom at a fraction of the cost charged by other competitors.
	Speaker(s):	Mitch Mitchell, CASIO, Inc., Dover , New Jersey

19	9:30-11:30	B409	All Grades	Double	Strand 4. Equity and Access Strategies for Mathematics Education Leaders
	Ethnomathematics for Leadership in Our Schools, Part I: Providing Leadership to Diversify Mathematics in Our Classrooms
	The panel moderator will introduce supervisors in Ethnomathematics education. Each supervisor will model leadership in programs and initiatives, diversifying mathematics in classrooms. Their initiatives impact linguistic diversity, cultural standards, mathematics content, problem solving, and technology. Discussion follows on school change ensuring student access and equity in mathematics.
	Speaker(s):	Jim Barta, Utah State University, Logan, Utah Milton Rosa, Encina High School, Sacramento, California Claudette Engblom-Bradley, University of Alaska Anchorage, Anchorage, Alaska Julie Heron, Utah State University, Logan, Utah Luis Ortiz-Franco, Chapman University, Orange, California Ron Eglash, Rensselaer Polytechnic Institute, Troy, New York

20	9:30-11:30	B408	All Grades	Double	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	The Intersection of Leadership and Systemic Change: The Role of Administrators in Moving Mathematics Instruction to a True Thinking Model
	A component critical to success in mathematics, but missing from most instruction is discourse, where questions are posed, ambiguity welcomed, and reasoning valued. Discover how a supervision cycle predicated on questioning, builds teachers' ability to create an effective, sustainable inquiry-based environment with evidence of student achievement.
	Speaker(s):	Sally Mechur, Association for Supervision and Curriculum Development (ASCD), New York State Professional Standards and Practices Board, Genesee Valley BOCES, Le Roy, New York Sandra Kappmeyer Zander, Genesee Valley Board of Cooperative Educational Services (BOCES), Le Roy, New York

21	9:30-11:30	Oak	PK-5	Double	Strand 6. Outreach and Advocacy Strategies for Leadership in Mathematics Education
	Build Advocacy for Your Standards-Based Mathematics Program Using Productive Questions and Targeted Messages: Teachers and Principals Can Help
	How do we build a case for standards-based K-5 mathematics? What messages/images garner sustained parent/public support? How can leadersÒteachersÒprincipals help? Join this interactive session to plan the questions to ask/messages to send that gain support for standards-based teaching and learning. Leave with concrete strategies and materials.
	Speaker(s):	Linda Gregg, Self-Employed, Las Vegas, Nevada

22	9:30-11:30	B306	PK-5	Double	Strand 4. Equity and Access Strategies for Mathematics Education Leaders
	Inclusion in the Math Class: Shared Professional Development Between Region 9 in New York City and Bank Street College of Education
	You will view video of teams of teachers and coaches using knowledge about diversifying instruction obtained from Math for All professional development materials, as they do Japanese lesson study. The video will provide impetus for discussing ways to enable teachers to plan and implement instruction that meets the needs of a wide range of learners.
	Speaker(s):	Charlene Marchese, New York City Department of Education, Region 9, New York City, New York Barbara Dubitsky, Bank Street College, New York City, New York Kerry Cunningham, New York City Department of Education, Region 9, New York City, New York Linda Metnetsky, Bank Street College, New York City, New York Babette Moeller, Educational Development Center, New York City, New York Hal Melnick, Bank Street College, New York City, New York Marvn Cohen, Bank Street College, New York City, New York

23	9:30-11:30	B305	PK-8	Double	Strand 2. Assessments Supporting Leadership Decision Making
	The One-on-One Student Assessment Interview: A Powerful Professional Development Strategy in Australia
	Using video clips and discussion, we will exemplify the professional learning benefits to leaders and teachers of interviews including enhancing teachers' knowledge of individuals' mathematical thinking, understanding typical learning trajectories, and informing curriculum planning.
	Speaker(s):	Doug Clarke, Australian Catholic University, Melbourne, Victoria, Australia Anne Roche, Australian Catholic University, Melbourne, Victoria Barbara Clarke, Monash University, Melbourne, Victoria

24	9:30-11:30	B407	6-12	Double	Strand 3. Technological Innovations in Mathematics Education
	Not Quite a Video Game: Computer-Based Simulations for Inquiry-Based Teaching of Best-Practice Pedagogy
	Computer-based simulations of teaching situations are proving effective in eliciting deep thinking about, and practice at best-practice teaching in preservice and inservice teachers of the video-game generation. Come experience and reflect on what you might have your students experience, and see how to use inquiry-based methods to teach pedagogy.
	Speaker(s):	Larry Copes, Institute for Studies in Educational Mathematics, Saint Paul, Minnesota

25	9:30-11:30	B301	6-12	Double	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Lenses on Learning Secondary: Launching School Leadership Teams for Continuous Mathematics Improvement
	This session features the process of continuous mathematics improvement that is introduced to school and district math leadership teams in the Lenses on Learning Secondary professional development materials. Participants will engage with seminar materials, including cases and a framework for continuous mathematics improvement.
	Speaker(s):	Catherine M. Grant, Education Development Center, Newton, Massachusetts Mary Bouck, Michigan State University, East Lansing, Michigan Valerie L. Mills, Oakland Schools, Waterford, Michigan Virginia Stimpson, University of Washington, Seattle, Washington Catherine Miles Grant, Lenses on Learning Secondary, Education Development Center, Newton, Massachusetts

26	11:00-12:00	TMB 2/3	All Grades	Major
	Leading to Make a Difference
	On the path to leadership we all encounter bumps...and boulders. Here are ten tips to help smooth those bumps to become an effective leader of mathematics education from the classroom to the boardroom!
	Speaker(s):	Linda Gojak, NCSM President, Euclid, Ohio

27	11:00-12:00	B404	All Grades	Regular	Strand 6. Outreach and Advocacy Strategies for Leadership in Mathematics Education
	Mathematics and Science Initiatives from the US Department of Education and Washington, D.C.
	This session is meant to provide an update on the mathematics programs that have been initiated by the U.S. Congress and federal agencies in Washington, D.C.
	Speaker(s):	Patricia O'Connell Ross, U.S. Department of Education, Washington, D.C.

28	11:00-12:00	Cottonwood	All Grades	Regular	Strand 5. Contributions of Other Cultures to Curriculum and Instruction
	Long-Term Professional Development in a Native American School
	This session describes two years of a three-year professional development program in mathematics at a Native American K-8 school.
	Speaker(s):	Tod Shockey, University of Maine, Orono, Maine Michael Fredenberg, Oglala Lakota College, Kyle, South Dakota

29	11:00-12:00	TMB 4	All Grades	Regular	Strand 2. Assessments Supporting Leadership Decision Making
	Guiding Teachers to Using Formative Assessment for Learning and Understanding the Mathematics
	This presentation is about working with teachers who are learning to use formative assessment. A professional development model and mentoring program will be described. Participants will learn how teachers are trained to use techniques to craft their instruction and guide students to pursuing an understanding of the concepts.
	Speaker(s):	Linda Venenciano, University of Hawaii, Honolulu, Hawaii Irene Mackay, University of Hawaii, Honolulu, Hawaii

30	11:00-12:00	TMB 1	PK-5	Regular	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Elementary Mathematics Coaches: Impact on Schools and Student Achievement
	Elementary mathematics coaches are being placed in schools to provide on-site professional development. But how can their support services be documented? Does their work have an impact on teachers and student achievement? Documentation strategies and research results from an NSF-funded study will be shared; policy implications will be discussed.
	Speaker(s):	Patricia F. Campbell, University of Maryland, College Park, Maryland

31	11:00-12:00	Chestnut	PK-8	Regular	Strand 4. Equity and Access Strategies for Mathematics Education Leaders
	Equity and Access to Mathematics for All Students: The Role of Differentiation in Creating Successful Mathematics Students
	Differentiation plays a large and important role in mathematics to help achieve equity and access for all. What does the research recommend and how do you achieve teacher buy-in? What are appropriate staff development models and activities that make differentiation work and children successful in mathematics?
	Speaker(s):	Karen Cannon, Maryville University, St. Louis, Missouri

32	11:00-12:00	Dogwood B	PK-8	Regular	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Content Knowledge for Leadership: District Model to Strengthen and Assess Math Teacher Leaders' Understanding of the Big Ideas of Algebra
	The teacher leaders in a large urban district spent a year studying the big ideas of algebra--equality, properties, linearity, and multiple representations. Examine and engage in the sequence of activities. Learn of the impact in schools and results from assessments that measured growth in the teachers' content knowledge.
	Speaker(s):	DeAnn Huinker, University of Wisconsin-Milwaukee, Milwaukee, Wisconsin Connie Laughlin, Marquette University, Milwaukee, Wisconsin Melissa Hedges, Milwaukee Public Schools, Milwaukee, Wisconsin

33	11:00-12:00	B402	PK-8	Regular	Strand 4. Equity and Access Strategies for Mathematics Education Leaders
	Raising Expectations for All Students: A Program of Professional Development Focused on Critical Thinking
	A program designed to enhance K-8 regular and special education teachers' content knowledge and teaching skills focused on infusing critical thinking into the learning of number, algebra, geometry, and data concepts. We will model and discuss strategies and activities that helped urban mathematics teachers improve students' thinking skills.
	Speaker(s):	Brian J. Lindaman, University of Kansas, Lawrence, Kansas Susan Gay, University of Kansas, Lawrence, Kansas Ethel Edwards, Topeka Public Schools USD 501, Topeka, Kansas

34	11:00-12:00	Dogwood A	3-5	Regular	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Project TALL Math: A Year-Long Professional Development Adventure
	Project TALL Math: Teachers as Learners Learning Mathematics was a year-long professional development adventure facilitated by the presenter. The professional development experiences engaged eleven teachers from three elementary schools. The presenter will showcase the challenges and successes gained during the project.
	Speaker(s):	Thomasenia Adams, University of Florida, Gainesville, Florida

35	11:00-12:00	Hickory	3-5	Regular	Strand 6. Outreach and Advocacy Strategies for Leadership in Mathematics Education
	What Language and Actions Are Used by Children and Parents When Working Together on Mathematical Tasks?
	Gender and ethnicity may play a role as parents work with their children on mathematical tasks. Participants will examine videos of grades 3 and 4 child-parent dyads working on standards-based number, algebraic reasoning, or geometry tasks. Comparisons of language usage, questioning techniques and gender-related issues will be discussed.
	Speaker(s):	Judith Olson, University of Hawaii, Honolulu, Hawaii Melfried Olson, University of Hawaii, Honolulu, Hawaii Claire Okazaki, University of Hawaii, Honolulu, Hawaii

36	11:00-12:00	Hazelnut	6-8	Regular	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	School-Based Professional Development and Technical Support for Middle Schools
	New York City Schools, Region 10 has a vision and ongoing plan for building strong mathematics instructional leadership and programs in schools. This session focuses on efforts in middle schools to provide school-based professional development and technical support to teachers, coaches, and administrators.
	Speaker(s):	Carolyn Felux, Marilyn Burns Education Associates, Sausalito, California Alex Spencer, New York Public Schools, Region 10, New York City, New York

37	11:00-12:00	B401	6-8	Regular	Strand 3. Technological Innovations in Mathematics Education
	Technology-Infused Mathematics Instruction Enhances Teacher Collaboration and Student Achievement
	The Integrating Mathematics and Science through Technology (IMaST) grant provides computers, interactive technologies, simulations, and collaborative communication tools for teachers and students. This presentation examines how the technology-integrated mathematics instruction actively engages teachers in standards-based planning and students achieving grade-level proficiency.
	Speaker(s):	Matthew Ting, Los Angeles Unified School District, Gardena, California Jeffrey Smith, Los Angeles Unified School District, Gardena, California Jaime Mondell, Los Angeles Unified School District, Gardena, California

38	11:00-12:00	B405/B406	6-12	Regular	Strand 3. Technological Innovations in Mathematics Education
	[(Science + Technology) ^ Engineering x Math] / Collaboration Project = Increase Student Achievement: Part 2
	Part 2 continues the discussion of a project focused on increasing student achievement in Algebra and Biology that involves the collaboration of four curriculum offices. We will discuss courses developed, data gathered during the pilot year-2005, and features of the E-Learning Community designed to provide teacher collaboration and support.
	Speaker(s):	John Staley, Baltimore County Public Schools, Towson, Maryland Patricia Baltzley, Baltimore County Public Schools, Towson, Maryland William Barnes, Baltimore County Public Schools, Towson, Maryland

39	11:00-12:00	Redwood	College	Regular	Strand 4. Equity and Access Strategies for Mathematics Education Leaders
	Mathematics Methods Courses: The First Step Toward Equity and Access for All Students
	I will share components of math methods courses that convert math phobic teacher candidates, products of traditional programs, into standards-based program enthusiasts. Participants will discuss the components, view student work, share experiences, and leave with ideas for new or enhanced elementary or secondary mathematics methods courses.
	Speaker(s):	Jane Keleher, York College, City University of New York, Jamaica, New York

40	11:00-12:00	B403	PK-8	Showcase
	Clearing Out the Math Closet
	How can you help teachers, both new and experienced, use the manipulatives they have? What if the manipulatives they have are not the ones they want or need to use? Learn about resources which can help teachers use the manipulatives they have more effectively. Learn about a marketplace program which helps make sure the right materials are in the hands of teachers who need them.
	Speaker(s):	Sara Delano Moore, ETA/Cuisenaire, Province, Illinois

41	12:00-2:00	B409	All Grades	Double	Strand 4. Equity and Access Strategies for Mathematics Education Leaders
	Ethnomathematics for Leadership in Our Schools, Part II: Strengthening Supervisors' Leadership for Culturally Responsive Mathematics
	The panel moderator will introduce supervisors of Ethnomathematics education programs. Each supervisor developed and implemented an exemplary program impacting teachers and schools of diverse populations to gain equity and access in mathematics. Discussion will follow on strategies for developing and implementing equity programs in mathematics.
	Speaker(s):	Claudette Engblom-Bradley, University of Alaska Anchorage, Anchorage, Alaska Richard Sgarlotti, Nah Tah Wahsh Public School Academy, Wilson, Michigan Daniel Orey, California State University, Sacramento, California Frederick Silverman, University of Northern Colorado, Greeley, Colorado Jim Barta, Utah State University, Logan, Utah Jenni Harding-Dekam, University of Northern Colorado, Greeley, Colorado

42	12:00-2:00	Oak	All Grades	Double	Strand 2. Assessments Supporting Leadership Decision Making
	Assessment with a Focus on Student Learning: Using Protocols to Support the Use of Data to Plan Instruction
	Participants will explore the use of protocols to guide teachers as they interact with assessment data. The protocols prompt teachers to carefully analyze student thinking, on both constructed and selected response items, to inform their practice. Participants will use the protocols with sample data to begin planning a lesson.
	Speaker(s):	Valerie L. Mills, Oakland Schools, Waterford, Michigan Edward A. Silver, University of Michigan, Ann Arbor, Michigan Dana L. Gosen, Oakland Schools, Waterford, Michigan Geraldine Devine, Clarkston Community Schools, Clarkston, Michigan Melissa Gilbert, University of Michigan, Ann Arbor, Michigan Jenny Sealy, University of Michigan, Ann Arbor, Michigan Lawrence M. Clark, University of Michigan, Ann Arbor, Michigan

43	12:00-2:00	B306	All Grades	Double	Strand 6. Outreach and Advocacy Strategies for Leadership in Mathematics Education
	Workshop for New Leaders
	The objective of this workshop is to have each participant gain at least two new ideas for providing leadership in mathematics education. Participants and NCSM Past Presidents will share ideas together in small groups that address specific issues of common interest. Both new and experienced leaders are welcome.
	Speaker(s):	Ross Taylor, Project to Uplift Math Proficiency, Minneapolis, Minnesota Larry Bradsby, Jefferson Co Public Schools, Lakewood, Colorado Jerry Cummins, Self-Employed, Western Springs, Illinois Shirley M. Frye, Retired, Cave Creek, Arizona Kay Gilliland, Mills College, Oakland, California Henry S. Kepner, Jr., University of Wisconsin-Milwaukee, Milwaukee, Wisconsin Steve Leinwand, American Institutes for Research, Washington, D.C. Tom Rowan, University of Maryland, Independent Consultant, College Park, Maryland Dorothy S. Strong, Education Support Group, Olympia Fields, Illinois

44	12:00-2:00	B408	PK-5	Double	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Use the 5 E Instructional Model as a Framework for Professional Development: Reading to Learn, Learning to Read Elementary Mathematics
	Engage in an interactive session that explores the 5E (Engage, Explore, Explain, Elaborate, Evaluate) Instructional Model as a framework for professional development. Participate in a 5E lesson on learning to read mathematics and evaluate how to incorporate the model into mathematics professional development and classroom instruction.
	Speaker(s):	Janet Vela, Region 4 Education Service Center, Houston, Texas Sharon Benson, Region 4 Education Service Center, Houston, Texas David Eschberger, Region 4 Education Service Center, Houston, Texas

45	12:00-2:00	B305	PK-8	Double	Strand 2. Assessments Supporting Leadership Decision Making
	Cause and Effect: A Data Chain-of-Events That Makes Perfect Sense
	So, what do you do with all that data? Come to see how we provide district administrators, school principals, and classroom teachers with the skills, processes, and tools to routinely transform data into actionable knowledge--so visions of improving both teacher effectiveness and student performance can be realized.
	Speaker(s):	Debra Crawford, Pearson Achievement Solutions, Glenview, Illinois

46	12:00-2:00	B301	PK-8	Double	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Lessons Learned: Examine How Integrating Co-Inquiry into the Observation Process Can Develop an Intellectual Community in a School
	Math specialists who facilitated Lenses on Learning in 2005-2006 propose to lead attendees through an interactive session that examines how an Intellectual Community is developed in a classroom and considers how administrators can use a co-inquiry approach to classroom observations to develop a community of learners in their schools.
	Speaker(s):	Adina Laver, Math & Science Partnership of Greater Philadelphia, Philadelphia, Pennsylvania Debbie McKinney, Victory Schools, Philadelphia, Pennsylvania

47	12:00-2:00	B407	6-12	Double	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Developing a Critical Mass of Teacher Leaders Without Using Coaches: Providing a Compelling Vision of the Possible
	Lack resources to support coaches? Considering how to increase the capacity of a significant group of teacher leaders? In this session, engage in strategies used successfully in the development of teacher leaders. We'll explore an effective and compelling model of shared leadership and consider the changing role of the professional developer.
	Speaker(s):	Cheryl Rectanus, Portland Public Schools, Portland, Oregon Catherine (Cate) Boyce, Portland Public Schools, Portland, Oregon Rosamma (Rose) Palmer, Portland Public Schools, Portland, Oregon

48	12:30-1:30	TMB 2/3	All Grades	Major
	Five Practical, Research-Based Instructional Strategies That Every Supervisor Needs to Be Able to Advocate for and Model
	We know that a few small changes in practice can pay rich dividends in terms of outcomes. We'll look at a set of practical, research-based instructional strategies that can significantly boost classroom productivity and achievement in mathematics classes and that should be part of the advocacy and modeling tool kit for every mathematics education leader.
	Speaker(s):	Steven Leinwand, American Institutes for Research, Washington, D.C.

49	12:30-1:30	B402	All Grades	Regular	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Thinking and Reasoning with Data--Developing Statistics Thinking
	Professional development around statistical thinking is clearly important in improving K-12 mathematics education. The American Statistical Association (ASA) produced standards embedded in the GAISE Project (Guidelines for Assessment and Instruction in Statistical Education) that articulate the developmental thinking needed to achieve statistical literacy. These standards complement and enhance the NCTM standards of data analysis and probability.
	Speaker(s):	Henry Kranendonk, Milwaukee Public Schools, Milwaukee, Wisconsin Christine Franklin, University of Georgia, Athens, Georgia Gary Kader, Appalachian State University, Boone, North Carolina

50	12:30-1:30	TMB 1	All Grades	Regular	Strand 4. Equity and Access Strategies for Mathematics Education Leaders
	Equity and Access in Mathematics
	The speaker will discuss the importance of equity and access, what it really means and looks like when it is practiced in schools. The importance of algebra in the school mathematics curriculum will be discussed. Equity issues such as school policies and practices, teacher assignment, curriculum, and available resources and support will be described.
	Speaker(s):	Karen S. Norwood, Benjamin Banneker Association Inc President, North Carolina State University, Raleigh, North Carolina

51	12:30-1:30	B401	All Grades	Regular	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Using Curriculum Topic Study in a Content Mentoring Program
	The Wisconsin Academy Staff Development Initiative has conducted a three-year NSF funded program developing content mentors in mathematics and science. A valuable tool in this process has been Curriculum Topic Study materials developed by the Maine Mathematics and Science Alliance. Program design, materials used, and lessons learned will be shared.
	Speaker(s):	Billie E. Sparks, Wisconsin Academy Staff Development Initiative, Chippewa Falls, Wisconsin Julie C. Stafford, Wisconsin Academy Staff Development Initiative, Chippewa Falls, Wisconsin Cheryl Rose, Maine Mathematics and Science Alliance, Augusta, Maine Beverly Schewe, Marinette Middle School, Marinette, Wisconsin

52	12:30-1:30	Hickory	PK-5	Regular	Strand 2. Assessments Supporting Leadership Decision Making
	Whole Number Understanding and Its Assessment in School Mathematics
	Presenters will introduce a multi-dimensional assessment of whole number understanding developed in the context of the K-5 Math TrailBlazers curriculum. Discussion of the rubrics developed to assess four dimensions of student understanding (accuracy-reasoning-flexibility-communication) will be supported by videotaped student interviews. Participants will code the interviews using these rubrics.
	Speaker(s):	Susan Beal, University of Illinois at Chicago, Chicago, Illinois Reality Canty, University of Illinois at Chicago, Chicago, Illinois Kelly Rivette, University of Illinois at Chicago, Chicago, Illinois

53	12:30-1:30	B404	PK-5	Regular	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Implementing a Standards-Based Curriculum: It's Just the Beginning!
	Did you ever question why so many districts who implement an exemplary mathematics curriculum falter? Participants in this session will become aware of the common pitfalls encountered during implementation. We will discuss various strategies that will help you avoid the potholes in your journey to a successful implementation.
	Speaker(s):	Cynthia Hillman, Maine Mathematics and Science Alliance, Augusta, Maine Marianne Cucolo, Novello-CucoloAssociate, Suffern, New York

54	12:30-1:30	Dogwood B	3-5	Regular	Strand 2. Assessments Supporting Leadership Decision Making
	Math Coaches Using Action Research: What We Learned Assessing Students With Math Needs
	Three elementary mathematics coaches will share their experiences as action researchers using a mathematics interview and mathematics probes. They will share the tools they used, the process they went through, and how they provided support for the student and classroom teacher. Come hear about their findings and suggestions for your consideration.
	Speaker(s):	Julia Marsh, Columbia Public Schools, Columbia, Missouri Jill Bergee, Columbia Public Schools, Columbia, Missouri Cathy Yoakum, Columbia Public Schools, Columbia, Missouri

55	12:30-1:30	Dogwood A	3-8	Regular	Strand 3. Technological Innovations in Mathematics Education
	Learning On Demand: Supporting Teacher Leaders in Selecting Technology to Facilitate Mathematical Thinking
	Teachers and students have on-demand access to web-based collaboration tools and asynchronous learning objects. Open-source math applications level the playing field. How can math leaders support teachers to select and integrate technology tools to support student learning? Come view free applications that make abstract concepts come alive.
	Speaker(s):	Tom Fullerton, Lester B. Pearson School Board, Montreal, Quebec, Canada Carole Saundry, Richmond School District, Richmond, British Columbia

56	12:30-1:30	Hazelnut	3-8	Regular	Strand 4. Equity and Access Strategies for Mathematics Education Leaders
	Supporting Special Education Teachers: Exploring Alternate Algorithm Strategies to Expand Student Experiences with Mathematics
	Join us as we share insights gained from Mathematics Teacher Leaders with Special Education Teachers as they study alternate algorithms that could be used to support students with special learning needs. Participants will engage in activities, share in small group discussions, and hear from teachers who used the strategies in their classrooms.
	Speaker(s):	Beth Schefelker, Milwaukee Public Schools, Milwaukee, Wisconsin Melissa Hedges, Milwaukee Public Schools, Milwaukee, Wisconsin Paul Buckholt, Milwaukee Public Schools, Milwaukee, Wisconsin Julie Buckholt, Milwaukee Public Schools, Milwaukee, Wisconsin

57	12:30-1:30	B405/B406	3-12	Regular	Strand 4. Equity and Access Strategies for Mathematics Education Leaders
	Take Ten: Strategies and activities to develop mathematics vocabulary and concepts
	Leaders learn how to empower their mathematics teachers to effectively use ten minutes or less to integrate vocabulary and conceptual development into daily mathematics instruction through the use of warm-ups and mini lessons. Elementary through high school needs will be addressed in this session with emphasis on how the vocabulary and conceptual understandings impact successful reading in mathematics.
	Speaker(s):	Beatrice Moore-Luchin, NUMBERS Mathematics Professional Development, Houston, Texas Lois Moseley, NUMBERS Mathematics Professional Development, Houston, Texas

58	12:30-1:30	TMB 4	6-8	Regular	Strand 3. Technological Innovations in Mathematics Education
	A Completely Computer-Based Interactive Approach to Middle School Math Including Algebra
	Experience a completely computer-based interactive approach to teaching and learning middle school mathematics including algebra that fuses mathematics and technology and empowers students to explore mathematics and challenge assumptions in ways not possible with paper-based resources. Implications for teacher professional development will be considered.
	Speaker(s):	Bill Masalski, University of Massachusetts, Amherst, Massachusetts Carey Bolster, Bolster Education, Dunedin, Florida

59	12:30-1:30	Chestnut	6-12	Regular	Strand 3. Technological Innovations in Mathematics Education
	The Algebra Data/Analysis Collaborative: Using Learning Objects and a Repository to Support Mathematics Instruction
	The Algebra/Data Analysis Collaborative grant is a Maryland statewide consortium that has been funded to develop additional interactive content and resources to enhance an existing online course. The grant will develop new content as learning objects and use a repository to make the content accessible to teachers across the state.
	Speaker(s):	Patricia Baltzley, Baltimore County Public Schools, Baltimore, Maryland Kathleen Egan, Baltimore County Public Schools, Baltimore, Maryland

60	12:30-1:30	Cottonwood	6-12	Regular	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Doing Mathematics as a Vehicle for Developing Secondary Mathematics Teachers' Knowledge of Mathematics for Teaching
	Mathematical tasks can help deepen teachers' mathematical understanding, relate research to teaching and learning, connect the curriculum to standards, and set the stage for a discussion of the instructional decisions a teacher makes in the classroom and their consequences. The actual work of teachers will ground the conversation.
	Speaker(s):	Gail Burrill, Michigan State University, East Lansing, Michigan

61	12:30-1:30	Redwood	6-12	Regular	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Mentoring High School Mathematics Teachers to Teach Elementary Mathematics Content to English Language Learners (ELLs)
	The challenge of teaching math to English Language Learners (ELLs) is greatly increased when ELLs have little educational experience in their native countries. How do we teach elementary math content to high school students? Presenters share insights from the collaboration between a university mathematics educator and a high-school mathematics teacher.
	Speaker(s):	Susana Davidenko, SUNY College at Cortland, Cortland, New York Alfredo Gomez, Syracuse City School District, Syracuse, New York

62	12:30-1:30	B403	6-12	Showcase
	Fun With Functions
	This presentation will include worksheets on which the graphs of functions are used to create pictures, including cartoon characters. The worksheets vary in difficulty. The simpler ones give students the functions and ask them to draw the picture. The more difficult ones give students a picture and ask them to find functions whose graphs model the picture.
	Speaker(s):	Denise McDowell, McDougal Littell, Evanston, Illinois

63	2:00-3:00	TMB 2/3	All Grades	Major
	Weaving Key Professional Development Strategies for Optimum Learning and Sustainable Leadership
	Content Coaching, Lesson Study, and Professional Learning Communities are three major professional development processes that when combined can have enormous positive impact on instruction and learning. This session will examine the question: How might coaches, teacher leaders, staff developers, and principals design and engage in these practices in ways that upgrade teaching and learning for adults and students district-wide? The use of video clips will ground THE DISCUSSION and give vivid examples of instruction-based coaching.
	Speaker(s):	Lucy West, Metamorphosis Teaching Learning Communities (TLC), Inc., New York City, New York

64	2:00-3:00	TMB 1	All Grades	Regular	Strand 3. Technological Innovations in Mathematics Education
	Clickers in the Classroom: Using a Classroom Response System
	Classroom response systems provide teachers with instant feedback from students during class discussions or activities. This session examines the pros and cons of using these systems, how to choose a system, and professional development recommendations.
	Speaker(s):	Nancy Drickey, Linfield College, McMinnville, Oregon

65	2:00-3:00	Chestnut	All Grades	Regular	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Designing Quality Professional Development Informed by Research and Practice
	Quality professional development needs to utilize what is known from sound research and best practice. This session examines what is known, from research and practice, regarding deepening teacher content knowledge and developing teacher leaders, and how that knowledge can inform the design of effective mathematics professional development.
	Speaker(s):	Barbara Miller, Education Development Center, Newton, Massachusetts

66	2:00-3:00	Dogwood B	All Grades	Regular	Strand 6. Outreach and Advocacy Strategies for Leadership in Mathematics Education
	Take Home Messages for Quality Mathematics Education: Proactive Strategies and Resources
	Identify your key supporters and build support for quality mathematics education in your community. Learn how to keep your cool, meet the press, and address individual challengers along with organized opposition campaigns. Current events discussion includes an update on the National Mathematics Advisory Panel report and its potential influence on mathematics education policy.
	Speaker(s):	Marianne Smith, Consultant, Oakland, California

67	2:00-3:00	B401	PK-8	Regular	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Elementary School Principals' Beliefs about Mathematics Education and Their Leadership Practices
	A qualitative case study of elementary principals examined their leadership practices and beliefs about mathematics education. The findings show that leadership practices are influenced by principals' beliefs, instructional leadership style, and professional development for administrators and teachers. Current research elucidates the complexity of school leadership in a mathematics reform environment.
	Speaker(s):	Donna M. Buonopane, DMB Consulting & Associates, Centerville, Massachusetts

68	2:00-3:00	Redwood	PK-8	Regular	Strand 2. Assessments Supporting Leadership Decision Making
	Assessing Professional Development; What, Why, and How We Determine Impact on Student Achievement and Teacher Practice
	The context for our professional development that blends content, pedagogy and assessment will be shared. We will provide interactive experiences with a variety of assessment strategies to acquire data both anecdotal and quantitative that concerns student achievement and teacher learning and practice.
	Speaker(s):	Jane D. Gawronski, San Diego State University, San Diego, California Steve Klass, San Diego State University, San Diego, California

69	2:00-3:00	B404	PK-8	Regular	Strand 4. Equity and Access Strategies for Mathematics Education Leaders
	Single Gender Classrooms--Learn How One Urban District is Trying to Raise Student Achievement
	An urban school district initiated single gender classrooms in order to increase student achievement. Using Dr. Sax's research base, classrooms were structured to support learning in the most favorable manner for each gender. We will share the challenges, benefits, and rewards found in single gender classrooms.
	Speaker(s):	Karen Jeffries, Dayton Public Schools, Dayton, Ohio Janet Herrelko, University of Dayton, Dayton, Ohio

70	2:00-3:00	Cottonwood	PK-8	Regular	Strand 4. Equity and Access Strategies for Mathematics Education Leaders
	Geometry and Measurement K-8: A Look Across State Standards
	This session will provide a brief overview of what students are expected to know and be able to do with respect to Geometry and Measurement K-8 as delineated by State Curriculum Standards. We will share the findings of an analysis of state grade-level expectations and summarize the similarities and differences across states.
	Speaker(s):	Jill Newton, Michigan State University, East Lansing, Michigan Greg Larnell, Michigan State Universtiy, East Lansing, Michigan Sarah Kasten, Michigan State University, East Lansing, Michigan Sasha Wang, Michigan State University, East Lansing, Michigan

71	2:00-3:00	Dogwood A	PK-12	Regular	Strand 5. Contributions of Other Cultures to Curriculum and Instruction
	Bridging The Gap Between Self-Learning and Education: My Life as A Teacher of Mayan Children
	A school principal from a rural indigenous village in the highlands of Guatemala shares her insights and experiences infusing local cultural traditions and activities in the math instruction she is helping her teachers provide.
	Speaker(s):	Rosa Córdova Pérez, William M. Botnan Learning Center, Santa Avelina, Quiché, Guatemala Lois O'Neal, HELPS International, Austin, Texas Jim Barta, Utah State University, Logan, Utah Eugenia M. de Fairhurst, HELPS International, Ofibodegas San Mateo No. 5, Guatemala

72	2:00-3:00	Hickory	PK-12	Regular	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Taking on the Challenge to Implement High-Quality Kñ12 Mathematics Instruction in Every Classroom: One District's Journey and Results
	This session describes how the Westport Public Schools, a high-performing district in Connecticut, has challenged itself to change its mathematics curriculum and daily classroom instruction to achieve a deeper, more conceptual understanding of mathematics for all students and to obtain even higher test scores.
	Speaker(s):	Lynne Shain, Westport Public Schools, Westport, Connecticut Frank Corbo, Westport Public Schools, Westport, Connecticut Anne Nesbitt, Westport Public Schools, Westport, Connecticut Karen Dickey, Westport Public Schools, Westport, Connecticut Dan Sullivan, Westport Public Schools, Westport, Connecticut

73	2:00-3:00	B405/B406	3-8	Regular	Strand 5. Contributions of Other Cultures to Curriculum and Instruction
	Performance with Fractions: A Demonstration of Cultural Differences Inside the United States and Overseas
	To some, fractions are a bellwether of success in mathematics teaching; to others, fractions are not particularly important. Differences in attitudes within the U.S. can be seen by examining problems employed to indicate difficulties students have with fractions and by examination of the bus problem in the U.S., Sweden, and South Africa.
	Speaker(s):	Zalman Usiskin, The University of Chicago, Chicago, Illinois

74	2:00-3:00	B402	6-8	Regular	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Preparing Teachers to Analyze Middle School Students' Problem Solutions to Inform Practice
	Participants will learn how to help teachers analyze problem solutions to uncover student misconceptions and plan lessons to correct those misconceptions. Examples from the professional development model will be presented.
	Speaker(s):	Carol Findell, Boston University School of Education, Boston, Massachusetts

75	2:00-3:00	Hazelnut	6-9	Regular	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Reaching All Students: Helping Teachers Differentiate Instruction in Grades 6ñ9
	Sample professional development activities that focus on using cooperative learning, accessible instructional tasks, scaffolding, tiered assignments, and other strategies for differentiating instruction will be shared. Building understanding of how to differentiate instruction from participants' own experiences and beliefs will also be discussed and modeled.
	Speaker(s):	Janet Caldwell, Rowan University, Glassboro, New Jersey

76	2:00-3:00	TMB 4	6-12	Regular	Strand 3. Technological Innovations in Mathematics Education
	Now That Teachers Have the Technology, How Can We Help Them to Use It Appropriately?
	Technology used alone does not necessarily result in higher level thinking and better conceptual understanding (Wenglinsky, 1998). This workshop is designed to model a learning community approach to studying the uses of technology that enhance mathematical achievement. Using technology changes what we see in the classroom and how we assess.
	Speaker(s):	Beth Bos, Carrollton-Farmers Baranch Independent School District, Carrollton, Texas

77	2:00-3:00	B403	6-8	Showcase
	JUMP! Holt's Joint Usage Mathematics Plan Makes it Easy for Districts to Integrate Holt Mathematics with Mathematics in Context
	Learn how districts across the country have successfully integrated Holt Mathematics with Mathematics in Context. We'll look at different approaches to teaching the same mathematics concept and strategies for customizing JUMP! to address local and state standards. Direct instruction and guided intervention: get ready to JUMP!
	Speaker(s):	Heather Trotter, Holt, Rinehart and Winston, Austin, Texas Patti Smith, Holt, Rinehart and Winston, Austin, Texas

78	2:30-4:30	Oak	All Grades	Double	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Cultivating Mathematically-Rich Environments for Teacher Learning in Professional Development: A Videocase Experience to Support Professional Development Leaders
	Videocases can be effective tools in supporting math professional development leaders. In this session participants will engage in a videocase experience, analyzing and inquiring into an instance of practice to examine issues of deepening teachers' math knowledge, in particular, the facilitator work of cultivating a mathematically rich environment.
	Speaker(s):	Cathy Carroll, WestEd, Redwood City, California Judy Mumme, WestEd, Sheridan, Montana

79	2:30-4:30	B305	All Grades	Double	Strand 4. Equity and Access Strategies for Mathematics Education Leaders
	Professional Development to Strengthen Collaboration Between Math Teachers and Special Educators: A Key to Improving Math Learning by Students with Special Needs
	What are ways to help mathematics 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.
	Speaker(s):	Fred E. Gross, Education Development Center, Newton, Massachusetts Amy Brodesky, Education Development Center, Newton, Massachusetts

80	2:30-4:30	B407	All Grades	Double	Strand 4. Equity and Access Strategies for Mathematics Education Leaders
	The Importance of Language and Culture in Mathematics Education
	Explore the importance of Language and Culture in Education. Interact with your fellow mathematics educators in two activities which examine this topic.
	Speaker(s):	Bob McDonald, Cartwright School District/TODOS, Phoenix, Arizona Nancy Z. Terman, UC Santa Barbara/ National Coalition for Equity in Education, Santa Barbara, California

81	2:30-4:30	B306	PK-2	Double	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Lesson Study on the teaching of mathematics through problem solving
	This session will share the design, implementation and evaluation of a Lesson Study project used for the professional development of teachers of mathematics in ways to teach mathematics through problem solving. The impact of training in teachers' content and pedagogical knowledge, beliefs, conceptions, attitudes, and practice will be presented.
	Speaker(s):	Luz Lopez, Universidad del Norte/Colegio M, Barranquilla, Colombia Rufina Gonzalez, Universidad del Norte, Barranquilla, Colombia Jassel Arzuza, Universidad del Norte, Barranquilla, Colombia Iveth Gutierrez, Universidad del Norte, Barranquilla, Colombia Catalina Toro, Universidad del Norte, Barranquilla, Colombia Carolina Davila, Marymount School, Barranquilla, Colombia Patricia Giraldo, Marymount School, Barranquilla, Colombia Marco Cervantes, Universidad del Norte, Barranquilla, Colombia

82	2:30-4:30	B409	PK-8	Double	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Journey In Mathematics (JiM): A Professional Development Model Promoting K-8 Mathematics Education Leadership
	The panel of four supervisors from Anchorage, Alaska, will discuss and share the Journey in Mathematics (JiM) Professional Development Program for K-8 grade teachers, which supported high-quality teaching of mathematics and leadership roles for fifty K-8 grade teachers in Anchorage School District and Lake and Peninsula School District.
	Speaker(s):	Deborah Narang, University of Alaska Anchorage, Anchorage, Alaska Cora Neal, Sonoma State University Department of Mathematics, Rohnert Park, California Claudette Engblom-Bradley, University of Alaska Anchorage, Anchorage, Alaska Sandy Schoff, Anchorage School District, Anchorage, Alaska

83	2:30-4:30	B301	3-8	Double	Strand 6. Outreach and Advocacy Strategies for Leadership in Mathematics Education
	Achieving Success Through Parental and Community Involvement
	Participants will experience hands-on, inquiry-based activities that immerse them in a variety of real-world, problem solving, mathematics situations. These activities are correlated with the National Council of Teachers of Mathematics' National Standards. We will learn about best practices involving parents and communities in order to help close the achievement gap.
	Speaker(s):	Lori Stancill, University of North Carolina, Chapel Hill, North Carolina Rita Fuller, University of North Carolina, Chapel Hill, North Carolina

84	2:30-4:30	B408	6-12	Double	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Effective Professional Development Strategies to Enable Teachers to Reach and Empower All Students
	Participants will learn about a new approach to professional development that enables teachers to overcome the "math is not for me" syndrome, so common among today's students. The focus will be on the REACT methodology, a proven strategy for improving understanding, enhancing communication, and boosting test scores in mathematics.
	Speaker(s):	Agustin Navarra, Center for Occupational Research and Development, Waco, Texas

85	3:30-4:30	Cottonwood	All Grades	Regular	Strand 5. Contributions of Other Cultures to Curriculum and Instruction
	Lessons Learned from a Comparative, Immersive Study of Mathematics Education in England, Ireland, and the United States
	Research has shown that mathematics teachers throughout the world face many of the same challenges. The presenter, having participated in an immersive study of mathematics education in England and Ireland, will lead session participants in a discussion on comparative mathematics pedagogy and the importance of international collaboration.
	Speaker(s):	William O. Lacefield, Mercer University, Atlanta, Georgia

86	3:30-4:30	Hazelnut	All Grades	Regular	Strand 2. Assessments Supporting Leadership Decision Making
	Data-Based Instruction--Myth or Reality? How Do Accountability, Beliefs, Leadership, and School Culture Influence Classroom Practice
	Can accountability and data increase student learning without changing teacher practice in the classroom? Understanding if, when, how, and why teachers use data to plan and implement instruction is essential. Participants will analyze and discuss implications of a conceptual model of factors influencing teachers' data collection and use.
	Speaker(s):	Leslie Paoletti, America's Choice, New York City, New York

87	3:30-4:30	Dogwood B	PK-2	Regular	Strand 4. Equity and Access Strategies for Mathematics Education Leaders
	Success Outcomes For All: The Essential Kindergarten Mathematics Curriculum
	This talk will present basic theories of development and the most recent research around the development of number sense from infancy to elementary school age. Research on the gaps in understanding of number sense between socioeconomic groups will be discussed, as will strategies and curricula that fill this gap.
	Speaker(s):	Deborah Rosenfeld, Education Development Center, Newton, Massachusetts

88	3:30-4:30	Redwood	PK-5	Regular	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	The Journey to Embrace Mental Methods as Preferred Computation Strategies
	This session will describe the development and change process that empowered teachers to move from a curriculum that focused on written methods of computation to classroom practice that is predominately mental methods. The session will share the framework that outlines the computation section of mathematics curriculum that helped teachers to change.
	Speaker(s):	Calvin Irons, Queensland University of Technology, Brisbane, Queensland, Australia

89	3:30-4:30	Hickory	PK-5	Regular	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Supporting Classroom Teachers Implementing an Elementary Mathematics Research and Development Project
	Six teachers from two sites are implementing a mathematics research and development project designed to promote algebraic thinking through a measurement context for grades 1-5. This session will reveal how the project team addressed the challenges and demands of supporting teachers in adapting to new content knowledge and pedagogical practices.
	Speaker(s):	Fay Zenigami, University of Hawaii at Manoa, Honolulu, Hawaii Claire Okazaki, University of Hawaii at Manoa, Honolulu, Hawaii

90	3:30-4:30	B405/B406	PK-8	Regular	Strand 4. Equity and Access Strategies for Mathematics Education Leaders
	An Urban District Earns Distinction for Closing the Achievement Gap
	The Broad Foundation named Jersey City Public Schools as one of the five outstanding urban districts in the U.S. for closing the achievement gap in mathematics and reading. Learn how a constructivist-based program that includes a coaching model and intensive professional development changed the culture of teaching mathematics in grades K-8.
	Speaker(s):	Paul Lawrence, LLTeach Inc., Bridgewater, New Jersey

91	3:30-4:30	B402	PK-12	Regular	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Statewide Professional Development Program for Leaders Coordinated with Research and a Model Core Curriculum: Iowa's Multi-Tiered Approach
	Iowa's "Every Student Counts" program provides professional development for leaders in area education agencies and school districts so that they can help local teachers incorporate high quality teaching into daily practice. It is coordinated with the new Iowa Model Core Curriculum and a state project to identify research-based instructional strategies.
	Speaker(s):	Eric Hart, Maharishi University of Management, Fairfield, Iowa Judith Spitzli, Iowa Department of Education, Des Moines, Iowa

92	3:30-4:30	B401	PK-12	Regular	Strand 6. Outreach and Advocacy Strategies for Leadership in Mathematics Education
	Conceptual Understanding and Basic Skill: Discussion Points for Teachers and to Parents
	This session will provide participants with strategies on how teachers (and districts) can discuss the conceptual understanding versus basic skill debate in a respectful manner. Participants will be involved in short activities that can foster support for change in school mathematics and lead to standards-based reforms that are supported by all stakeholders.
	Speaker(s):	Eric Milou, Rowan University, Glassboro, New Jersey

93	3:30-4:30	Chestnut	6-8	Regular	Strand 3. Technological Innovations in Mathematics Education
	Algebra Comes Alive Through Technology and Simulations: SimCalc Replacement Units for Seventh and Eighth Grade
	Algebra comes alive when connected to students' experiencesÛfrom running laps to playing video games. Participants will: 1) Use curriculum materials and software that help middle schoolers understand linear functions through simulations. 2) Learn about research behind the materials, as part of the 20-year-long SimCalc research project. Please bring your laptop.
	Speaker(s):	Jennifer Knudsen, SRI International, Menlo Park, California Bonnie McNemar, Independent Consultant, Georgetown, Texas

94	3:30-4:30	B404	6-12	Regular	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Math Institute for Middle School Teachers--A Partnership Model to Support Rural Minnesota Schools
	The Math Institute for Middle School Teachers is completing its third year in support of middle-school and high-school mathematics teachers from rural Minnesota schools. The project instructor will describe the features of the program. Program participants will discuss the impact that this program has had on their teaching and their professional growth.
	Speaker(s):	William K. Tomhave, Concordia College, Moorhead, Minnesota

95	3:30-4:30	Dogwood A	9-12	Regular	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Teachers As Leaders in Professional Development of Teachers, Leading to Greater Understanding for Students and Teachers
	We will model an activity that forms part of an action research project asking, "Can technology assist teachers in developing more collaborative learning environments within their classrooms?" Participants will be involved in modeling the activity and critiquing the process. Findings from our research will also be shared.
	Speaker(s):	Tom A. Frossinakis, Australian United States Services in Education, New York City, New York Ian S. Sheppard, Australian United States Services in Education, New York City, New York

96	3:30-4:30	B403	PK-5	Showcase
	Investigating Representations in Kñ5 Curriculum
	Through games and activities, participants will have opportunities to represent their own mathematical thinking, view students' thinking and representations, and review a progression of representations that support students' understanding of mathematics KÒ5 to help teachers expand their thinking about how to use representations to enhance teaching and learning mathematics.
	Speaker(s):	Linda Boland, Pearson Scott Foresman, Glenview, Illinois


All Sessions -- Tuesday, March 20, 2007

97	7:00-7:45	TMB 2/3	All	Function	Strand 1. Professional Development Models to Promote Mathematics Education Leadership
	Arithmetic Intervention: Helping All Students Be Successful in Learning Mathematics
	The Number and Operations strand is the bedrock of the elementary math curriculum. Without a strong understanding of arithmetic, students will not be successful in their current learning of mathematics or in their later lives. Yet, many students struggle to get the foundation they need through normal classroom instruction. During this breakfast, learn how to effectively intervene and help these struggling students Do The Math.
	Speaker(s):	Liza W. Debus, Scholastic, Watertown, Massachusetts

98	8:00-9:15	B403	Canadian Region	Caucus
	Canadian Region Caucus
	You are invited to attend if you are from Alberta, British Columbia, Manitoba, New Brunswick, Newfoundland, Northwest Territories, Nova Scotia, Nunavut, Ontario, Prince Edward Island, Quebec, Saskatchewan, Yukon
	Speaker(s):	Ralph Connelly, NCSM Canadian Region Director, Brock University, Saint Catherine's, Ontario, Canada

99	8:00-9:15	B408	Region C1	Caucus
	Central Region 1 Caucus
	You are invited to attend if you are from Illinois, Indiana, Kentucky, Michigan, or Ohio.
	Speaker(s):	Don Balka, NCSM Central Region 1 Director, Saint Mary's College, Notre Dame, Indiana

100	8:00-9:15	B402	Region C2	Caucus
	Central Region 2 Caucus
	You are invited to attend if you are from Iowa, Kansas, Minnesota, Missouri, Nebraska, North Dakota, South Dakota, or Wisconsin.
	Speaker(s):	Ruth Harbin Miles, NCSM Central Region 2 Director, Hays, Kansas

101	8:00-9:15	B409	Region E1	Caucus
	Eastern Region 1 Caucus
	You are invited to attend if you are from Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode Island, Vermont, or Military State AE (Armed Forces Africa, Canada, Europe, and Middle East).
	Speaker(s):	Jackie Mitchell, NCSM Eastern Region 1 Director, Portland, Maine

102	8:00-9:15	B306	Region E2	Caucus
	Eastern Region 2 Caucus
	You are invited to attend if you are from Delaware, District of Columbia, Maryland, New Jersey, Pennsylvania, or West Virginia.
	Speaker(s):	Janie Zimmer, NCSM Eastern Region 2 Director, Research-Based Education, LLC, Woodbury, New Jersey

103	8:00-9:15	B401	Region S1	Caucus
	Southern Region 1 Caucus
	You are invited to attend if you are from Bermuda, Florida, Georgia, North Carolina, Puerto Rico, South Carolina, Virginia, Virgin Islands, or Military State AA (Armed Forces Americas).
	Speaker(s):	Carol Newman, NCSM Southern Region 1 Director, Broward County Schools, Fort Lauderdale, Florida

104	8:00-9:15	B407	Region S2	Caucus
	Southern Region 2 Caucus
	You are invited to attend if you are from Alabama, Arkansas, Louisiana, Mississippi, Oklahoma, Tennessee, or Texas.
	Speaker(s):	Ted Hull, NCSM Southern Region 2 Director, Pflugerville, Texas

105	8:00-9:15	B305	Region W1	Caucus
	Western Region 1 Caucus
	You are invited to attend if you are from Alaska, Arizona, Colorado, Idaho, Montana, Nevada, New Mexico, Utah, or Wyoming.
	Speaker(s):	Jim Barta, NCSM Western Region 1 Director, Utah State University, Logan, Utah

106	8:00-9:15	B301	Region W2	Caucus
	Western Region 2 Caucus
	You are invited to attend if you are from California, American Samoa, Federated States of Micronesia, Guam, Marshall Islands, Northern Mariana Islands, Palau, Hawaii, Oregon, Washington, or Military State AP (Armed Forces Pacific).
	Speaker(s):	Cheryl Avalos, NCSM Western Region 2 Director, Hacienda Heights, California

107	8:00-9:15	B404	International Attendees	Caucus
	International Attendees Caucus
	You are invited to attend if you are from outside the U.S./Canada.
	Speaker(s):	Timothy Kanold, NCSM President-Elect, Adlai Stevenson High School District 125, Lincolnshire, Illinois

108	8:00-9:15	B405/B406	Former NCSM Presidents	Caucus
	NCSM Past Presidents Caucus
	You are invited to attend if you are an NCSM Past Presidents.
	Speaker(s):	Ross Taylor, NCSM Past President, Project to Uplift Math Proficiency, Minneapolis, Minnesota

109	9:30-10:30	TMB 2/3	All Grades	Major
	What's This All About? Curriculum Focal Points, The National Math Panel, Competition, and Partnerships
	The session will present issues in which the National Council of Teachers of Mathematics (NCTM) is involved and currently addressing. These include competitiveness, the need for all students to learn important mathematics, and the development of partnerships. Specific examples will include the NCTM Curricular Focal Points, The National Math Panel--and its report, and other issues--as they have emerged.
	Speaker(s):	Francis (Skip) Fennell, NCTM President, Reston, Virginia

110	9:30-10:30	GBR - C	All Grades	Regular	Strand 3. Technological Innovations in Mathematics Education
	The Instructional Architect: Providing a Blueprin