NCSM - 2008 NCSM Annual Conference

2008 NCSM Annual Conference - Wednesday 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

Wednesday Sessions, April 9, 2008


155	7:00-7:45	GA Grand Ballroom BC	All Grades	Function
	Intervention: If It's Broke, Fix It
	Common practices over the years have not worked for many students. What's wrong? And, how can we fix it? Thoughtfully designed interventions developed for America's Choice by the Shell Center and others have been in use for the last two years. What have we learned? Take close look at the results and the instructional practices that produce the results.
	Sponsored by:	America's Choice
	Speaker(s):	Phil Daro, America's Choice, San Francisco, California

156	8:00-9:00	LA Grand Ballroom AB	Grades 3-5	Major
	Making Assessment an Integral Aspect of K-6 Mathematics Instruction: A Focus on Number and Operations
	This session focuses on techniques for teachers to use to assess students' understanding and skills, and how these can impact professional development for K-6 teachers. The focus is on Number and Operations, the cornerstone of elementary mathematics instruction, with an emphasis on integrating computation, problem solving, and number sense.
	Presider:	Linda M. Gojak, NCSM Past President, John Carroll University, University Heights, Ohio
	Speaker(s):	Marilyn Burns, Math Solutions Professional Development, Sausalito, California

157	8:00-9:00	LA Grand Ballroom C	Grades PK-8	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Using Student Misconceptions as Learning Opportunities for Professional Development
	How does exploring student misconceptions strengthen teacher content knowledge and promote high-quality mathematics instruction? Explore a professional development model that takes a multifaceted approach in developing teacher and student understanding of key mathematics ideas. Discover strategies and discourse techniques to enhance learning.
	Speaker(s):	Ann Marie Spinelli, University of Connecticut, Storrs, Connecticut Tutita Casa, University of Connecticut, Storrs, Connecticut

158	8:00-9:00	GA Imperial Ballroom B	Grades PK-12	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Research On Professional Development: The North Carolina Teacher Academy Model
	The North Carolina Teacher Academy (NCTA) has been providing statewide professional development for 13 years. In recent years, the NCTA has focused on mathematics content. The NCTA model and supporting research will be highlighted.
	Speaker(s):	Michael Kestner, North Carolina Teacher Academy, Morrisville, North Carolina

159	8:00-9:00	GA Grand Salon	Grades 6-8	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Bridging Professional Development: From Content Knowledge to Teaching Practice
	The Bridging Program helps teachers develop mathematical argumentation skills in content-rich workshops and use their new content knowledge in two aspects of practice: aligning content across grade levels and supporting student argumentation in the classroom. Participants will see sample materials and discuss implementation in their own settings.
	Speaker(s):	Jennifer Knudsen, SRI International, Menlo Park, California Harriette Stevens, Lawrence Hall of Science, Berkeley, California

160	8:00-9:00	GA Imperial Ballroom A	Grades 6-12	Regular	Technological Innovations in Mathematics Education
	Helping Teachers Teach the Mathematics That is Tough for Students To Learn
	Some concepts such as area or interpreting graphs are difficult for students to grasp, and some fundamental mathematical understandings are often missing in the way they look at a problem. How can technology and inquiry-based teaching help teachers enable students to learn these concepts more deeply?
	Speaker(s):	Gail Burrill, Michigan State University, East Lansing, Michigan

161	8:00-9:00	GA Grand Ballroom A	Grades 9-12	Regular	Equity and Access Strategies for Mathematics Education Leaders
	Choosing to Fail Is Not an Algebra Student's Right-Having Equal Access and Timely and Effective INTERVENTION Is a Right
	Teenagers do not have the right to fail. Equity demands equal access; equity demands effective intervention that gives all students an opportunity to succeed. With "Algebra-For-All," one size definitely does not fit all. Consider: If everybody counts, why do so few survive? How do we increase the capacity for change?
	Speaker(s):	Patricia Taepke, Covina Valley Unified School District, Covina, California

162	8:00-9:00	GA Grand Ballroom D	Grades 9-College	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Developing and Supporting High School Mathematics Lead Teachers: Insights into a University/School-District Leadership Collaboration
	Learn about the development activities and interim findings of the Rice University Mathematics Leadership Institute funded by the National Science Foundation. This university/school district partnership develops and supports 60 identified high school teachers to improve mathematics instruction in their schools and serve as mathematics intellectual leaders.
	Speaker(s):	Anne Papakonstantinou, Rice University, Houston, Texas Jackie Sack, Rice University, Houston, Texas Richard Parr, Rice University, Houston, Texas Sara Ptomey, Aldine Independent School District, Houston, Texas Ann McCoy, Self-Employed, Need City and State

163	8:00-9:00	Venezia Garden Salon (GA)	Grades 6-12	Showcase
	What To Do When Students Are Not Ready for Algebra
	What makes an Algebra Readiness course work for students who are running out of time? Join a discussion with illustrations of the mathematics, pedagogy and student motivation that effective Readiness courses need to succeed. Also learn what kind of support striving students need to succeed once enrolled in Algebra, including interventions that repair misconceptions about concepts from earlier grade levels.
	Sponsored by:	America's Choice
	Speaker(s):	Phil Daro, America's Choice, San Francisco, California

164	8:00-9:30	GA Imperial Ballroom D	All Grades	Extended	Supporting Assessments in Mathematics Education
	The Power of Assessing Achievement AND Growth
	This session will detail the use of the Value-added Assessment System (PVAAS) used in Pennsylvania. The combination of achievement data and growth data provide richer insights into student learning than looking at only one of the measures. In addition, the session will deal with the projection methodology that is available from PVAAS. Details regarding growth models for Adequate Yearly Progress will be included.
	Speaker(s):	Jim Bohan, Lebanon Intermediate Unit 13, Lancaster, Pennsylvania

165	8:00-9:30	Idaho (LA)	Grades PK-5	Extended	Supporting Assessments in Mathematics Education
	Identifying Students for Early Intervention in Mathematics: Sharing Data from a Study of 1st and 2nd Graders
	Five districts in Delaware participated in a study where first and second graders were interviewed to discover what strategies most students used when given problems to solve. These districts took these data and devised an intervention plan based on what most first graders showed as strengths and weaknesses.
	Speaker(s):	Janet Parsons, University of Delaware, Newark, Delaware Joan Bieler, University of Illinois at Chicago, Chicago, Illinois

166	8:00-9:30	Envoy (GA)	Grades PK-8	Extended	Professional Development Models to Promote Mathematics Education Leaders
	Looking Beyond the Obvious: How to Develop the Mathematics Supervisor/Building Principal Partnership to Encourage Quality Mathematics Instruction
	How can we get principals to look beyond the tangibles in a mathematics classroom? This interactive presentation will explore ways to help your instructional leader go beyond the manipulatives, posters, and other mathematics materials and begin to see the potential of quality mathematics instruction through observing classroom vignettes.
	Speaker(s):	Sheila Lettiere, Oak Lawn-Hometown School District 123, Oak Lawn, Illinois Lori Gloodt, Oak Lawn-Hometown School District, Oak Lawn, Illinois

167	8:00-9:30	Arizona (LA)	Grades PK-12	Extended	Equity and Access Strategies for Mathematics Education Leaders
	Reach Up and Reach Out with Higher Order Thinking (HOT) Questions
	How can we use our students' diversity to enrich their thinking? We discuss 21st century work demands and the necessity for critical thinking. We analyze an updated version of Bloom's Taxonomy and simulate cooperative learning activities that involve a variety of Higher Order Thinking (HOT) questions. Leave with ideas and a detailed handout.
	Speaker(s):	Robyn Silbey, Montgomery County Public Schools, Rockville, Maryland

168	8:00-9:30	Milano (GA)	Grades 6-8	Extended	Professional Development Models to Promote Mathematics Education Leaders
	Bridging the Mathematical Continuum: The Journey from Isolation to Collaborative Reflection
	Learn about a professional development model that supports middle-grades teachers to deepen mathematical knowledge and develop reflective teaching practices to enhance student learning through multiple means: visualizers to promote student dialogue, TI-73 graphing calculators to explore concepts, and lesson study for professional collaboration.
	Speaker(s):	Dewey Gottlieb, Hawaii Department of Education, Kaolei, Hawaii Marcia Omura, Waiau Elementary School, Pearl City, Hawaii Hannah Slovin, University of Hawaii, Honolulu, Hawaii Melfried Olson, University of Hawaii, Honolulu, Hawaii Judith Olson, University of Hawaii, Honolulu, Hawaii Alison Ota, Leeward District Office, Hawaii Department of Education, Waipahu, Hawaii

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

170	8:00-9:30	GA Imperial Ballroom C	Grades 6-12	Extended	Technological Innovations in Mathematics Education
	Empowering Teacher Leaders to Support the Development of Spatial Visualization by Using Cabri 3D
	Leaders will enhance their vision of ways to support teachers as they develop student intuitions about formulas of and relationships among 3D objects. Cabri 3D software brings direct manipulations, measurement, and dynamic philosophy to a world of special visualization. Bring your computer, software will be provided to allow active participation.
	Speaker(s):	Jean-Marie Laborde, Cabrilog, Grenoble, France Colette Laborde, University of Grenoble, Grenoble, France

171	8:00-9:30	Rivera (GA)	Grades 6-12	Extended	Equity and Access Strategies for Mathematics Education Leaders
	America's Got Words: Raising the Level of Content Knowledge Understanding Through Academic Vocabulary-TASEL-M Challenge
	Engage in an interactive session that explores how English Language Learners (ELLs) can have open access to a rigorous curriculum utilizing academic content language tools. The coaches from Teachers Assisting Students to Excel in Learning Mathematics will share best practices for ELLs and how they supported the teacher implementation.
	Speaker(s):	Ellen Duffy, California State University at Fullerton, Fullerton, California Janet Bryson, California State University, Fullerton, California Karen Delaney, California State University, Fullerton, California June Campbell, Orange County Department of Education, Fullerton, California

172	8:00-9:30	Savoy (GA)	Grades 6-12	Extended	Professional Development Models to Promote Mathematics Education Leaders
	Teacher Retention Through Building Professional Learning Communities
	Share the visions, research reviews, first steps, and initial data of a five-year retention initiative, California Mathematics Project Supporting Teachers to Increase Retention (CMP STIR), designed to improve the retention of mathematics teachers in their first five years of teaching and/or in hard-to-staff schools.
	Speaker(s):	Barbara Pence, San Jose State University, San Jose, California Susie Hakansson, California Mathematics Project, Los Angeles, California Axelle Faughn, California State University, Bakersfield, California Davida Fischman, California State University, San Bernardino, California Rajee Amarasinghe, California State University, Fresno, California Carol Cronk, San Bernardino County Schools, San Bernardino, California Lisa Portela, California State University, Fresno, California Nancy Terman, University of California, Santa Barbara, California

173	8:00-9:30	Audubon (GA)	Grades 9-College	Extended	Professional Development Models to Promote Mathematics Education Leaders
	A Tried and Tested Model for Training and Motivating Teachers to Use Technology Effectively
	The TSM (Technology for Secondary) workshops have a fantastic reputation in the UK for motivating teachers to use computer-based technology effectively. The annual 3-day residential workshop concentrates on two areas: to become fluent in Word and Excel for mathematics, and then to make the best use of dynamic software in the classroom.
	Speaker(s):	Douglas Butler, Oundle School, Peterborough, United Kingdom

174	9:15-10:15	LA Grand Ballroom AB	All Grades	Major
	Success for Every Child and Other Related Revolutionary Ideas
	We will discuss the meaning of "success for every child" and how it may set traps for us. Participants will talk about what mathematical success for every child means to them and what kind of society and schools it would require. And, we will consider the implications of other social and scientific revolutionary ideas for mathematics education.
	Presider:	Jim Barta, NCSM Western Region 1 Director, Utah State University, Logan, Utah
	Speaker(s):	Julian Weissglass, University of California, Santa Barbara, California

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

176	9:15-10:15	GA Grand Ballroom D	Grades PK-8	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Talking about English Learners and Math--Guide Teacher Groups to Collaborate On Their Own!
	So many teachers, too little time? Help teachers gradually change their own practice as they work in small collaborative groups. Come experience peer-facilitated collaboration focused on essential instructional habits for teaching mathematics to all students, and particularly to English Language Learners. Examples of self-guided collaboration guides will be shared.
	Speaker(s):	Grace Coates, University of California, Berkeley, LHS EQUALS TODOS, Berkeley, California Debra Coggins, Debra Coggins & Associates, Lafayette, California

177	9:15-10:15	GA Imperial Ballroom B	PK-12	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Peer Teacher Workshops: A Model for Developing Instructional Leadership
	The immersion of teachers in content and pedagogy is a key component in high quality professional development. You will leave this session with specific information to develop the capacity of teacher leaders to design and deliver ongoing mathematics professional development. This research based model was developed by the Merck Institute for Science Education.
	Speaker(s):	Caroline G. Crew, North Penn School District, Lansdale, Pennsylvania

178	9:15-10:15	GA Grand Ballroom A	Grades PK-12	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Sustaining a Standards-based Program in an Urban Setting: Lessons from Seven Years of Teacher Leadership in Portland Public Schools
	Portland Public Schools sustained notable achievement gains in mathematics, including a dramatic closing of the achievement gap. This effort has been led by a team of teacher leaders who have fostered collaborative leadership at the building level. This session will explore the specifics and challenges of maintaining this effort over seven years.
	Speaker(s):	Andy Clark, Retired, Portland Public Schools, Portland, Oregon

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

180	9:15-10:15	GA Grand Salon	All Grades	Regular
	A PRIME Leaders' Legacy- A life of Significance, Inspiration and Impact!
	Motivational and humorous, participants will be asked to reflect upon four qualities generated by national research on highly effective leadership qualities. Mobilizing others toward meaningful change in mathematics teaching and learning is a difficult task and this session promises to provide insight needed to sustain your local leadership effort.
	Speaker(s):	Timothy D. Kanold, NCSM President, Chicago, Illinois

181	9:15-10:15	Venezia Garden Salon (GA)	Grades PK-6	Showcase
	enVisionMATH - Problem Based Interactive Learning + Visual Learning = Conceptual Understanding for ALL
	Find out how Problem Based Interactive Learning combined with Visual Learning develops deep conceptual understanding for all students.
	Sponsored by:	Pearson
	Speaker(s):	Tim Rogers, Pearson Marketing Manager, Glenview, Illinois

182	10:00-11:30	Arizona (LA)	All Grades	Extended	Professional Development Models to Promote Mathematics Education Leaders
	NCSM Position Papers: Equity, Collaborative Teams, Professional Learning, and Special Education
	The two new NCSM position papers on Equity, Collaborative Teams, Professional Learning, and Special Education are powerful and give NCSM members information and research to use to strengthen existing programs or design new ones. This session will provide the opportunity for discussion and the sharing of ways to use these - and other - position papers to their fullest advantage.
	Speaker(s):	Katherine (Kit) Norris, NCSM Position Papers Editor, Southborough, Massachusetts Janie Zimmer, NCSM Eastern Region 2 Director, Research-Based Education, LLC, Reading, Pennsylvania

183	10:00-11:30	Idaho (LA)	All Grades	Extended	Professional Development Models to Promote Mathematics Education Leaders
	Providing Professional Development to Mathematics Learning Communities Using NCTM Journals
	Articles from NCTM journals provide teacher-leaders and coaches with a rich resource for professional development. A motivating article from Mathematics Teaching in the Middle School, "Using Students' Work as a Lens on Algebraic Thinking" by Driscoll and Moyer will be the focus to model a professional development session for teachers.
	Speaker(s):	Murrel Hoover, Teachers Development Group, West Linn, Oregon Monique C Lynch, National Council of Teachers of Mathematics, Reston, Virginia Arlene Mitchell, RMC Research Corporation, Denver, Colorado

184	10:00-11:30	Rivera (GA)	Grades PK-5	Extended	Supporting Assessments in Mathematics Education
	Evidence of Understanding: Assessments That Support Instructional Decision-Making for Improved Student Learning
	Specific examples, teacher-created resources, and student work will illustrate how changing the focus from assessment as an ends to assessment as a beginning can improve instruction and student learning. Tools for creating assessments and for collecting, analyzing, and using information gained through purposeful assessments will be shared.
	Speaker(s):	Mary Swarthout, Sam Houston State University, Huntsville, Texas Susan Bohan, Education Service Center, Huntsville, Texas

185	10:00-11:30	Envoy (GA)	Grades PK-8	Extended	Professional Development Models to Promote Mathematics Education Leaders
	Model Classrooms: Integrating Formative Assessment for Student Learning and Achievement
	Participants will see a model mathematics classroom that utilizes formative assessment to help promote student learning. Participants will create their own formative assessment tools, learn how to set up a model classroom and unpack lessons focusing particularly on lesson objectives, differentiating instruction, and promoting mathematical language.
	Speaker(s):	Julie Gillis, Pittsburgh Public Schools, Pittsburgh, Pennsylvania Robin Ittigson, Pittsburgh Public Schools, Pittsburgh, Pa Carol Thompson, Independent Contractor, Latrobe, Pennsylvania

186	10:00-11:30	Audubon (GA)	Grades PK-12	Extended	Professional Development Models to Promote Mathematics Education Leaders
	Leadership for Lesson Study in Mathematics: How Do Leaders Support Teachers' Lesson Study Work?
	Lesson study thrives with leadership from multiple sources: teachers, coaches, knowledgeable others, and administrators. Session participants will do typical lesson study activities (e.g. goal setting) to spark discussion of roles and issues faced by leaders, and will share experiences implementing effective lesson study programs and leader models.
	Speaker(s):	Jane Gorman, Education Development Center, Inc., Newton, Massachusetts Johannah Nikula, Educational Development Center, Inc., Newton Massachusetts

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

188	10:00-11:30	Savoy (GA)	Grades PK-12	Extended	Professional Development Models to Promote Mathematics Education Leaders
	Curriculum Coherence Institutes for District Mathematics Leadership Teams
	This session provides an introduction to the Curriculum Coherence professional development materials developed and field-tested with districts in the PROM/SE (Promoting Rigorous Outcomes in Mathematics and Science Education) Project. Leaders will review tools designed to help districts improve their mathematics curriculum through analysis of coherence and topic trajectories, moving beyond alignment between local and state standards.
	Speaker(s):	Mary Bouck, Michigan State University, East Lansing, Michigan Gail Burrill, Michigan State University, East Lansing, Michigan

189	10:00-11:30	Wyoming (LA)	Grades 6-8	Extended	Technological Innovations in Mathematics Education
	Using Emerging Mobile Technologies to Improve Middle School Mathematics Achievement Via the MATRIX Project.
	MATRIX (Middle School Achievement Through Technology-Rich Interventions) is a federally-funded four-state partnership for the development and piloting of supplemental materials. We will share samples of instructional guides and demonstrate some of the games and activities that use emerging mobile technologies and electronic games to improve middle school mathematics outcomes.
	Speaker(s):	Sara Munshin, Mathematics Consultant, Los Angeles, California Alan Amundsen, MATRIX Project, Glendale, California

190	10:00-11:30	GA Imperial Ballroom D	Grades 6-8	Extended	Equity and Access Strategies for Mathematics Education Leaders
	Professional Development to Strengthen Collaboration Between Mathematics Teachers and Special Educators: A Key to Improving Mathematics 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 that they can use with teachers in their own districts.
	Speaker(s):	Fred Gross, Education Development Center, Inc., Newton, Massachusetts

191	10:00-11:30	Milano (GA)	Grades 6-8	Extended	Equity and Access Strategies for Mathematics Education Leaders
	Encouraging and Supporting Knowledge-Based Differentiated Instruction in Mathematics: Targeted Professional Development
	The effectively differentiated mathematics classroom reflects broad-based teacher knowledge: of classroom culture, of students, of mathematics for teaching, of pedagogy, of self. We examine each knowledge arena, highlight its impact on a teacher's ability to respond to student needs, and address the potential related teacher development needs.
	Speaker(s):	Jenny Jorgensen, Harrison Middle School, Yarmouth, Maine Miki Murray, Mainely Math, Chamberlain, Maine

192	10:30-11:30	LA Grand Ballroom AB	All Grades	Major
	The Political Arithmetic of Metropolitan Education: Moving Beyond Uncertainty in METS Leadership
	The session will focus on sociological factors that are deeply influencing the nature and extent of opportunity to learn in the mathematical sciences in metropolitan America.
	Presider:	Cheryl Avalos, NCSM Western Region 2 Director, Hacienda Heights, California
	Speaker(s):	William F. Tate, Washington University in St. Louis, St. Louis, Missouri

193	10:30-11:30	GA Imperial Ballroom A	Grades PK-5	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Sustainable Change: Implementing Developing Mathematical Ideas Professional Development in Jordan School District Schools, Grades K-6
	Jordan School District (JSD), a large urban school district, created sustainable change while using Developing Mathematical Ideas (DMI) professional development materials. Listen to a school principal and district mathematics leaders as they share their implementation experiences, both at the school and district level. See the results.
	Speaker(s):	Vicki Smith, Jordan School District, Sandy, Utah Tami Bird, Jordan School District, Jordon, Utah Tamra Baker, Jordan School District, Jordon, Utah

194	10:30-11:30	GA Imperial Ballroom B	Grades PK-5	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Sustaining Instructional Change Through Teacher Leaders Using Inquiry and Integration
	Come learn about and discuss an inquiry-based, integrated mathematics and science experience that supported teacher learning, planning, experiencing, and then leading other teachers at local and state levels. We will explore the various key components of this effective model that could be used in your own setting.
	Speaker(s):	Megan Burton, University of South Carolina, Columbia, South Carolina

195	10:30-11:30	LA Grand Ballroom C	Grades PK-12	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Key Ingredients to Developing Mathematical Understanding: Anticipating, Monitoring, Selecting, Sequencing, and Connecting Student Thinking
	The Thinking Through a Lesson Protocol (TTLP), developed by Dr. Margaret Smith and others at the University of Pittsburgh, engages teachers to think deeply about lessons. By anticipating, monitoring, selecting, sequencing, and connecting student work, teachers can develop and deepen students' understanding of key mathematical ideas.
	Speaker(s):	Michael Fierle, Math and Science Collaborative, Pittsburgh, Pennsylvania Corinne Murawski, Math and Science Collaborative, Pittsburgh, Pennsylvania

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

197	10:30-11:30	GA Grand Salon	Grades 3-8	Regular	Equity and Access Strategies for Mathematics Education Leaders
	Differentiating Fractions and Ratios and Teaching Both Coherently and with Understanding
	Results from Grades 3/4/5 classroom research on differentiating and then integrating fractions and ratios are reported. Student learning paths and teaching activities are outlined for fractions and for ratios that give access to all students. These approaches enable students to outperform older students and reach high levels of understanding.
	Speaker(s):	Karen Fuson, Self-employed, Northwestern University (Retired), Evanston, Illinois

198	10:30-11:30	GA Grand Ballroom A	Grades 6-12	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Development of Mathematics Teacher Leaders: Lessons Learned from Teachers Assisting Students to Excel in Learning Mathematics (TASEL-M)
	Site teacher leaders are empowered to lead colleagues in the work to improve school mathematics programs through Professional Learning Communities. Lessons learned through the Teachers Assisting Students to Excel in Learning Mathematics (TASEL-M) NSF-funded project, partnering with four low-performing high schools and their feeder middle schools, will be shared.
	Speaker(s):	Dianne DeMille, Orange County Department of Education, Costa Mesa, California David Pagni, California State University, Fullerton, California Margaret Kidd, California State University, Fullerton, California Connie VanLuit, Garden Grove Unified School District, Huntington, California Chrstie Montes, Garden Grove Unified School District, Huntington, California

199	10:30-11:30	Venezia Garden Salon (GA)	Grades 6-12	Showcase
	Increasing Student Achievement in Algebra
	TI-Nspire offers students the opportunity to investigate algebra topics in depth. TI-Nspire offers teachers the opportunity to design documents for students to investigate and explore algebra objectives and the connection between algebra and geometry. The document model of TI-Nspire will be showcased in this hands-on session.
	Sponsored by:	Texas Instruments
	Speaker(s):	Jill Gough, The Westminster Schools, Atlanta, Georgia

200	12:00-2:15	GA Grand Ballroom BC		Function
	Do We Really Have an Achievement Gap?
	Typical explanations of the achievement gap focus on student characteristics. However, it might be that the quality of instruction, curriculum, and our policies explain the majority of achievement differentials. The possibility that schools actually "manufacture" part of the achievement gap will be examined.
	Sponsored by:	CASIO America, Inc. and Houghton Mifflin Harcourt
	Speaker(s):	Matt Larson, K-12 Curriculum Specialist for Mathematics, Lincoln Public Schools, Lincoln, NE (on leave); Author in Residence, Houghton Mifflin Harcourt Publishing Company & Visiting Associate Professor, Teachers College Columbia

201	2:45-4:15	Envoy (GA)		Special Interest
	Nurturing Mathematically Promising and Creative Students
	Are you interested in discovering, nurturing, and supporting mathematical talent for students from all backgrounds? Research shows that our most promising mathematics students frequently make the least academic progress. Come join us so that together we can make a difference for students and teachers in classrooms, in policy-making and in advancing research.
	Speaker(s):	Katherine Gavin, University of Connecticut, Storrs, Connecticut Linda Sheffield, Northern Kentucky University, Ft Thomas, Kentucky

202	2:45-4:15	Audubon (GA)		Special Interest
	Lesson Study Networking: An Opportunity for Practitioners, Leaders, and Researchers to Share Ideas About Lesson Study
	Lesson study is growing rapidly in the United States, 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 and challenges, share solutions and resources, and talk about what is working well.
	Speaker(s):	Jane Gorman, Education Development Center, Inc., Newton, Massachusetts Johannah Nikula, Education Development Center, Inc., Newton, Massachusetts

203	2:45-4:15	GA Imperial Ballroom A		Special Interest
	Association of Mathematics Teacher Educators (AMTE)
	Please join us for a get-together of mathematics educators involved in the work of preparing and developing mathematics teachers. AMTE's mission involves providing professional development to teachers throughout their career--from their preservice experience and beyond.
	Speaker(s):	Nadine Bezuk, San Diego State University, San Diego, California Jennifer Bay-Williams, AMTE President, University of Louisville, Louisville, Kentucky

204	2:45-4:15	GA Imperial Ballroom C		Special Interest
	Envisioning Local Grassroots Movements in Mathematics Education for Black Children
	If access to high quality, relevant mathematics has been called the new civil rights for Black children, what would happen if we built a new civil rights movement to make it happen. What can we learn from the historical expertise of the civil rights movement that can be applied to the reality of schooling today? The Benjamin Banneker Association discusses these and other leadership initiatives in mathematics education in this session.
	Speaker(s):	Lou Matthews, BBA President, Georgia State University, Atlanta, Georgia

205	2:45-4:15	GA Imperial Ballroom D		Special Interest
	Reunions Meeting: Equity in Mathematics Education: TODOS
	Do you have Latino/ Hispanic Students? Are you looking for assistance and support to make your mathematics instruction accessible to all kids? Do you want to learn with us and about us? We invite you to participate in the TODOS dialogue, and in shaping future discussions.
	Speaker(s):	Miriam Leiva, TODOS President, Harrisburg, North Carolina Nora Ramirez, TODOS President-Elect, Arizona State University, Tempe, Arizona Jose Franco, TODOS Vice-President, University of California, Berkeley, California

206	2:45-4:15	GA Grand Ballroom D		Special Interest
	Urban Mathematics Leadership Network
	The Urban Mathematics Leadership Network (UMLN) is comprised of the mathematics directors and other mathematics leaders from approximately 20 urban school districts. UMLN invites mathematics leaders from urban districts to join this open, participatory forum about issues that are of particular interest to mathematics leaders and teachers in urban school districts.
	Speaker(s):	Martin Gartzman, University of Illinois at Chicago Susan Hudson Hull, Dana Center, University of Texas at Austin, Austin, Texas

207	2:45-4:15	Rivera (GA)		Special Interest
	Good Mathematics Contests Prepare Students-and Teachers-for Assessments
	Want students to handle assessment tests easily? The key is developing strong mathematical thinking among both students and teachers. Mathematics contests excel at this. Their rich, authentic problems grab everyone's interest while stretching understanding. Fifty-five (55) years of experience with mathematics competitions from grades 4 to 12 support this session.
	Speaker(s):	Richard Kalman, Math Olympiads, Bellmore, NY

208	2:45-4:15	Savoy (GA)		Special Interest
	Ethnomathematics Insights: Math, Culture, Access, and Equity
	Join members of North American Study Group on Ethnomathematics (NASGEm) and others using ethnomathematics to engage students in mathematics in school classrooms and teacher education. Diverse learners, honoring children's cultures, cultivating democratic citizenship, and engaging all mathematics learners across the grades--Ethnomathematics can help supervisors and teachers reach these outcomes.
	Speaker(s):	Fredrick L. (Rick) Silverman, NASGEm President, University of Northern Colorado, Greeley, Colorado Jim Barta , NASGEm Treasurer, Utah State University, Logan, UT Tod Shockey, Co-Editor, Journal of Math & Culture, University of Maine--Orono, Orono, ME

209	2:45-4:15	Venezia Garden Salon (GA)		Special Interest
	Improving Mathematics Education for Students with Special Needs
	Is your school district grappling with how to improve mathematics learning for students with special needs? Share your strategies and challenges with mathematics leaders from other districts. Discuss common themes and gain new perspectives on ways to address this pressing need. Join us!
	Speaker(s):	Amy Brodesky, Education Development Center, Inc., Newton, Massachusetts Fred Gross, Education Development Center, Inc., Newton, Massachusetts

210	2:45-4:15	Milano (GA)		Special Interest
	NCSM Academy: E2 = Building Learning Communities for Equity and Excellence and All Previous NCSM Academies
	Share experiences as a results of your work in an NCSM Summer Academy. We welcome leaders in mathematics education who have not attended E2 and would like to know more about the 2008 Academies: The Western Academy, to be held July 15-18 in Midway, Utah (about an hour outside of Park City) and the Eastern Academy, to be held July 29-August 1, in Hunt Valley, Maryland (in the Baltimore area).
	Speaker(s):	Jerry Cummins, NCSM NCTM Representative, Western Springs, Illinois Timothy D. Kanold, NCSM President, Chicago, Illinois

211	2:45-4:15	GA Grand Salon		Special Interest
	EQUALS and FAMILY MATH
	Get together with other mathematics leaders interested in equity and exemplary mathematics education. Experience activities from the EQUALS and FAMILY MATH programs including The Researching Equity and Achievement Project (REAP), Science and Math in Spanish Language Media Project, the English Language Development: Achievement in Mathematics Project and the After School Mathematics and Science Program. Find out how you can be a part of this worldwide family of mathematics leaders. We would love to have you join us.
	Speaker(s):	Grace D. Coates, FAMILY MATH, Berkeley, California

212	2:45-4:15	GA Grand Ballroom A		Special Interest
	Back to the Future: Teaching and Learning Mathematics with Technology
	The Internet (i.e. Web 2.0) is changing the way we communicate and learn in exciting new ways. It's also beginning to make significant inroads in how we teach mathematics. During this session, members of The Council for Technology in Mathematics Education (CLIME) will discuss and showcase examples of how Web 2.0, dynamic software and teachers' creativity are transforming mathematics teaching and learning. Founded in 1988, CLIME is an affiliate group of NCTM whose mission is to enhance the teaching and learning of mathematics by providing a forum to discuss issues and share information relating to effective and creative uses of technology in mathematics education.
	Speaker(s):	Ihor Charischak, White Plains, New York David Weksler, CLIME, Tenafly, New Jersey