NCSM - 2008 NCSM Annual Conference

2008 NCSM Annual Conference - Strand 6 Sessions

Information accurate as of 04/13/2008 -- subject to change

Conference Essentials
Keynote and Major Speakers Conference Overview Registration Hotel Information General Information Questions or Concerns 2007-2008 Sponsors Strand Descriptions

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

Strand 6 Sessions -- Monday, April 7, 2008


Strand 6. Linking Research and Practice that Promotes Improved Student Achievement

6A	10:15-11:15	Milano (GA)	Grades 6-8	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	How Research Informs the Interpretation of Middle Grades Students' Geometric Thinking
	During this session, participants will learn about existing research on middle grades students' geometric thinking and consider a variety of ways in which this research can impact teachers' understanding of students' work in geometry. Three topics central to middle grades geometry will be addressed: properties, transformation and measurement.
	Speaker(s):	Rachel Wing DiMatteo, Education Development Center, Inc., Newton, Massachusetts

12	10:15-11:15	GA Grand Ballroom C	Grades PK-12	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	Focusing on Misconceptions to Lead Striving Students to Success!
	Participants will have the opportunity to explore and experience the power of a 'misconceptions approach' to teaching mathematics. We will examine the research around diagnostic teaching and the implications for both initial instruction in the classroom as well as the structuring of safety nets for struggling students.
	Speaker(s):	Cynthia Fielder, America's Choice, Washington, D.C.

31	11:30-12:30	GA Grand Ballroom B	Grades PK-12	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	Linking Research and Practice to Improve Student Achievement and Close Instructional Gaps
	Do we know anything from the research community that can improve students' achievement? The answer is yes and this session will dispel persistent instructional myths and discuss important findings from the mathematics education research community that can inform our practice. Matt Larson is past chair of NCTM's Research Committee.
	Speaker(s):	Matt Larson, Lincoln Public Schools, Lincoln, Nebraska

33	11:30-12:30	Arizona (LA)	Grades 6-12	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	Practical Issues for Improving Student Achievement in Secondary Mathematics
	Best or promising practices are touted for helping educators improve student learning and closing the achievement gap. Few of these discussions deal with the pragmatic issues of practitioners in implementing such practices. Participants will learn about and explore the factors and logistics of such practices that they can use in their own districts.
	Speaker(s):	Pamela L. Paek, University of Texas at Austin, Austin, Texas Susan Hudson Hull, Dana Center, University of Texas at Austin, Austin, Texas

41	12:45-2:45	Rivera (GA)	Grades PK-12	Double	Linking Research and Practice that Promotes Improved Student Achievement
	Enhancing Teacher Leaders' Preparation for Lesson Study with Curriculum Topic Study
	How do you prepare teacher leaders to facilitate lesson study in their districts? In particular, how do you promote meaningful research aimed at developing a lesson best suited for how students learn? Come and experience a brief Curriculum Topic Study to identify research that can have a powerful impact on the lesson study process.
	Speaker(s):	Michele Burgess, Allegheny Intermediate Unit, Pittsburgh, Pennsylvania Andrea Miller, Allegheny Intermediate Unit, Pittsburgh, Pennsylvania

45	1:00-2:00	GA Grand Ballroom C	All Grades	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	Recommendations from the National Mathematics Advisory Panel Report: What They Are, What They Mean, Using Them in Our Mathematics Programs
	This session will present an overview of the research-based recommendations from the National Mathematics Advisory Panel (NMP) Report, offering the opportunity for discussion of how these might be used to strengthen mathematics programs in our schools and improve student achievement and preparation for algebra.
	Speaker(s):	Janie Zimmer, NCSM Eastern Region 2 Director, Research-Based Education, LLC, Reading, Pennsylvania Linda M. Gojak, NCSM Past President, John Carroll University, University Heights, Ohio Timothy D. Kanold, NCSM President, Chicago, Illinois

47	1:00-2:00	Envoy (GA)	All Grades	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	Leadership in Mathematics: Different Strokes for Different Folks
	School districts provide leaders to guide mathematics curriculum and instruction development. How can a mathematics supervisor, coordinator, content specialist, lead teacher, coach, or mentor support teachers? This session will explore the different roles of these mathematics leaders and describe scenarios when each type of leader may be best.
	Speaker(s):	Judy Trowell, Southern Arkansas University/ADE, Magnolia, Arkansas Suzanne Mitchell, Arkansas State University, Little Rock, Arkansas

51	1:00-2:00	GA Grand Salon	Grades 3-8	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	Scores Soar with Research Based Learning and 10 Practices to Reach the Summit
	A model for increasing student achievement and teacher effectiveness will be demonstrated using research-based strategies. Leaders will experience multiple professional development methods while learning successful practices to help their teachers empower students.
	Speaker(s):	Connie Schrock, Emporia State University, Emporia, Kansas Ruth E. Harbin Miles, NCSM Central Region 2 Director, Hays, Kansas Ruth Heinricks, USD 428, Great Bend, Kansas

55	1:00-2:00	Wyoming (LA)	Grades 6-12	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	Using Broad, Dense Data to Differentiate: How Detailed Data from Many Students Helps Personalize Mathematics Instruction
	Sometimes, differentiating instruction requires looking at a broad range of students to identify patterns. Other times, we need to look at individual students in great detail. Looking at data in both these ways can help personalize instruction and make it more effective.
	Speaker(s):	Steven Ritter, Carnegie Learning, Inc., Pittsburgh, Pennsylvania

56	1:00-2:00	Milano (GA)	Grades 6-12	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	Changing Opportunities, Changing Lives by Moving Mathematics Forward
	This session highlights a model for mathematics improvement implemented in urban districts. Details of research-based components proven to eliminate the achievement gap by meeting the diverse learning needs of students will be shared. Attendees will participate in a discussion on improving schools from within using evidence-based practices.
	Speaker(s):	Pamela Bernabei-Rorrer, Texas Instruments, Dallas, Texas Marty Mackar, Euclid City School District, Euclid, Ohio

57	1:00-2:00	Idaho (LA)	Grades 9-College	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	Refocusing College Algebra: What Does That Mean to You?
	The MAA (Mathematical Association of America) and AMATYC (American Mathematics Association of Two-Year Colleges) are involved in helping to refocus college algebra from a course on algebraic manipulation to one that is centered on problem solving and communicating mathematics with the aid of technology. As states look at requiring Algebra II for all students (American Diploma Project), how college algebra is changing is important to know.
	Speaker(s):	Robert Kimball, Wake Technical Community College, Raleigh, North Carolina

79	3:00-5:00	Rivera (GA)	Grades 6-12	Double	Linking Research and Practice that Promotes Improved Student Achievement
	How Do I Solve It? Using Individual Learning Profiles and Process Differentiation to Increase Student Achievement.
	Ever wonder how to reach every student in your classroom? This session will explore the idea of process differentiation in mathematics classrooms, with examples from two New York City high schools, and will include discussions of how this influences student achievement for English Language Learners, students with special needs, and all students.
	Speaker(s):	Katherine Williams, New York City Department of Education, New York, New York Cristina Jacobs, New York City Dept of Education, New York, New York

82	3:30-4:30	LA Grand Ballroom C	All Grades	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	What Does the Research Say About Coaching?
	I will present an overview of the research on coaching and the implications for mathematics coaching programs. We will look at what the research says about (a) the role and responsibilities of coaches, (b) conditions that support coaching, (c) challenges involved in coaching, (d) improving instructional practices, and (e) gains in student achievement.
	Speaker(s):	Maggie B. McGatha, University of Louisville, Louisville, KY

86	3:30-4:30	Envoy (GA)	Grades PK-12	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	District Reform Over Five Years: A Retrospective Analysis of the Newark Public Schools Systemic Initiative In Mathematics
	This session provides a retrospective analysis of the entire project, with a specific focus on lessons learned regarding the teaching and learning of mathematics. An in-depth description of our approach to professional development will be provided, along with both qualitative and quantitative data regarding changes in teachers classroom practices.
	Speaker(s):	Lisa B. Warner, Rutgers University, Newark, New Jersey Roberta Y. Schorr, Rutgers University, Milltown, New Jersey May Samuels, Newark Public Schools, Newark, New Jersey Darleen Gearhart, Newark Public Schools, Newark, New Jersey

91	3:30-4:30	GA Grand Salon	Grades 9-College	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	It's Time We Got High School Mathematics Right: Research, Concerns and Promising Directions
	The expectations that high schools will prepare all students for college and will ensure "math for all" collide with everyday reality in most high schools. This session will review some of the research about effective high schools and effective high school mathematics, raise concerns about the path we are on, and suggest some promising directions for change.
	Speaker(s):	Steven Leinwand, American Institutes For Research, Washington, DC


Strand 6 Sessions -- Tuesday, April 8, 2008

Strand 6. Linking Research and Practice that Promotes Improved Student Achievement

99	9:15-10:15	GA Grand Salon	Grades PK-8	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	Connecting Arithmetic and Algebra to Support the Range of Learners: Cases from Classroom-based Research
	We will present cases of teachers who are using work on articulating, representing, and justifying general claims about the operations to engage the range of learners in their classrooms, including students who are struggling and students who seek additional challenge. We will describe characteristics of teacher practices that support this work.
	Speaker(s):	Susan Jo Russell, TERC, Cambridge, Massachusetts Virginia Bastable, SummerMath for Teachers, South Hadley, Massachusetts Deborah Schifter, Education Development Center, Newton, Massachusetts

106	9:15-10:45	Savoy (GA)	Grades 3-8	Extended	Linking Research and Practice that Promotes Improved Student Achievement
	Facilitating the Use of Formative Assessment: A Case of Research to Practice-Vermont's Mathematics Partnership Ongoing Assessment Project
	The Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) is a formative assessment system based on cognitive research concerning students' development of specific mathematics. Participants will review findings from an exploratory study, engage in sample activities that illustrate how OGAP has brought the research to practice.
	Speaker(s):	Marjorie Petit, Marge Petit Consulting, MPC, North Fayston, Vermont Robert Laird, Vermont Mathematics Institute, Danville, Vermont

109	9:15-10:45	Audubon (GA)	Grades 9-College	Extended	Linking Research and Practice that Promotes Improved Student Achievement
	Leading Teachers to Research: What is the Teacher's Role in Research?
	Project Directors from three West Virginia Mathematics Science Partnership Projects will share their journey of using research to plan professional development that leads to teachers engaging in action research to inform instruction. Project portfolios, including video, will be shared.
	Speaker(s):	Judy Pomeroy, Regional Education Services Agency IV, Summersville, West Virginia Kelly Watts, Regional Education Services Agency II, Huntington, West Virginia James Sottile, Marshall University, Huntington, West Virginia Traci Knight, Upshur County Board of Education, Buckhannon, West Virginia

121	11:00-12:00	Savoy (GA)	Grades 3-8	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	Effecting Change in Mathematics Curriculum While Positively Affecting Change in Instructional Practices
	This session will introduce the curricular changes enacted in one school district and their validating results. We will focus on the implementation of district-wide instructional units, professional development for all stakeholders, and the creation of quarterly formative assessments. The use of a data support system will be demonstrated.
	Speaker(s):	Shannon Ferguson, Peoria Unified School District, Glendale, Arizona

129	2:15-3:45	Savoy (GA)	Grades PK-5	Extended	Linking Research and Practice that Promotes Improved Student Achievement
	Functions, Multiplication, and Focal Points: Functions in the Elementary Grades as a Context for Work on Multiplication
	Presenters share cases of elementary-level mathematics students working on activities that address linear functions. Presenters and audience, together, will examine the mathematical concepts students confront and consider how they are related to the core ideas of the elementary curriculum. These are discussed in the context of the NCTM Focal Points.
	Speaker(s):	Deborah Schifter, Education Development Center, Inc., Newton, Massachusetts Virginia Bastable, SummerMath for Teachers, South Hadley, Massachusetts Susan Jo Russell, TERC, Cambridge, Massachusetts

140	2:45-3:45	GA Grand Ballroom D	Grades PK-8	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	Strategies for Differentiating Instruction: Using Research Findings to Create Practical Solutions
	In an interactive session, the presenter will model two strategies for differentiating instruction in mathematics while preserving the integrity of the class as a community of learners. The strategies are built on new research that describes student development in mathematics in all strands. We will practice the strategies in this interactive session.
	Speaker(s):	Marian Small, University of New Brunswick, Fredericton, New Brunswick, Canada


Strand 6 Sessions -- Wednesday, April 9, 2008

Strand 6. Linking Research and Practice that Promotes Improved Student Achievement

169	8:00-9:30	Wyoming (LA)	Grades 6-8	Extended	Linking Research and Practice that Promotes Improved Student Achievement
	Helping Middle School Teachers Improve Student Achievement by Becoming Classroom Researchers and Learning How to Unpack High-Stakes Tests
	In our recent Texas Education Agency and Teacher Quality grants, we worked with El Paso County middle school teachers to improve their students' achievement (e.g., passing rates on high-stakes tests mandated by Texas). We'll share the model and strategies of the projects and discuss lessons learned as well as directions for future work. Handouts!
	Speaker(s):	Lawrence Lesser, The University of Texas at El Paso, El Paso, Texas

175	9:15-10:15	LA Grand Ballroom C	Grades PK-5	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	I Know the Answer, I Just Can't Explain It! Research-Proven Strategies to Help Elementary Students Talk and Write About Mathematics
	How often have teachers heard students make this statement? Learn how teachers in 11 schools used a research-based verbal and written communication model to help students explain their reasoning and increase mathematics achievement on national and state tests. Specific talk moves, students' written work samples, and a rubric for scoring will be shared.
	Speaker(s):	Katherine Gavin, University of Connecticut, Storrs, Connecticut Linda Sheffield, Northern Kentucky University, Ft Thomas, Kentucky

179	9:15-10:15	GA Imperial Ballroom A	Grades 9-12	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	The Impact of Movement on Learning
	Come see how mathematics, English, and physical education teachers have collaborated to create physical and cognitive activities to improve student achievement in mathematics and reading.
	Speaker(s):	Scott Miller, Naperville Central High School, Naperville, Illinois David Sladkey, Naperville Central High School, Naperville, Illinois

187	10:00-11:30	GA Imperial Ballroom C	Grades PK-12	Extended	Linking Research and Practice that Promotes Improved Student Achievement
	The Real Change Agents
	There has been a call for improvement in mathematics education for decades. Significant improvements have occurred by mathematics departments and grade-span groups as they develop and form professional learning communities (PLCs). The talk cites several cases where the PLC improved instruction and ultimately student learning. Video clips will be shared.
	Speaker(s):	David Foster, Noyce Foundation, Palo Alto, California

196	10:30-11:30	GA Grand Ballroom D	Grades 3-5	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	A Research-Based Communication Model for the Mathematics Classroom
	This session will describe a communication model that is based on research about how children learn and will include field test data showing the immediate impact of the model on closing achievement gaps. The model incorporates the essential components for successful verbal and written communication and illustrates how to embed these components into an inquiry-based learning cycle.
	Speaker(s):	Pamela King, Clemson University, Clemson, South Carolina Donna Gunderson, Clemson University, Pendleton, South Carolina