2019 CCTM Annual Conference -- Morning Program

Below are the sessions scheduled for the morning of Tuesday, July 30. Be sure to also see the afternoon program.

Keynote Address: Learning Through Listening

Math teachers have a special power and responsibility: we get to influence how people think about their own intelligence and the intelligence of those around them. Helping students learn to listen and learn from others is one of our most important duties, and one that is increasingly a focus of some really great resources. This session will amplify important work in building students' math identity and helping students see the brilliance of each of their peers, including classroom routines and activities, books, blogs, and other resources for helping students learn to listen, and learn from each other.

Link to slides and connected resources

Max Ray-Riek

About Max: Max Ray-Riek (@maxrayriek) is the Director of 6-12 Professional Development and high school curriculum writer for Illustrative Mathematics. Max is also the author of the book Powerful Problem Solving: Activities for Sense Making with the Mathematical Practices. Prior to working for IM, Max worked for The Math Forum and was a secondary mathematics teacher.

Sturm Hall - Davis Auditorium

Guiding Instructions with Meaningful Assessments

Explore video from assessment interviews with K-5 students to gain insight on the importance of listening to students in mathematics. We will examine assessment videos and use our observations to identify the current understanding and skills of individual students. We will discuss how the collected information can be used to design and modify instructional settings and experiences for students.

Mike Busch
U.S. Math Recovery Council
 

Assessment
Grades K-5
Sturm Hall 151

Best Practices for Teaching with PhET Simulations

PhET simulations are a free, open-education resource for K-12 math and science teachers. Using research-based instructional strategies, interactive simulations can be used to teach math content while fostering student agency, reasoning, and sense-making. Learn how you can immediately incorporate interactive simulations into your classroom practice, with a focus on pre-algebra topics such as fractions, integers, and variables.

Amanda McGarry
University of Colorado Boulder

Tools & Technology
Grades 3-8
Sturm Hall 333 (changed from 186)

Why Do Mathematicians Write?

***Extended Session from 9:30-11:45***

Come explore manners and methods in which mathematicians write authentically to deepen their understanding and communicate mathematical thinking. Walk away with strategies and resources to implement in your own setting to engage and empower your students as literate mathematicians.

Sarah Berger
PEBC

Sathya Wandzek
PEBC

Teaching & Learning
Grades 3-8
Sturm Hall 335 (changed from 187)

Students as Authors of Mathematics

Authors of mathematics represent meaning as contingent, contextual, and personal; they critically evaluate external sources of knowledge and work collaboratively to understand the world and create more just representations of it using mathematics (Povey & Burton, 1999). In this session, we will explore what it means to position students with authority in mathematics and discuss tensions inherent in this work. Attendees will learn strategies that open up opportunities for students to be authors of mathematics in the classroom.

Sandra Fritz
University of Colorado Denver

Teaching & Learning
Grades 6-12
Sturm Hall 233

Connecting the Dots

Connect the Standards of Math Practice, the Mathematics Teaching Practices, and 5 Promises of Math Class, to create classrooms where students are doing the thinking, talking, and problem solving. Experience a model lesson as you label the student thinking, teacher moves, and routines that create a responsive classroom.

Denise Golden-Dubois
Cherry Creek School District

Heather Palumbo
Cherry Creek School District

Teaching & Learning
Grades K-12
Sturm Hall 234

Model Mathematically: Data from The Climate Reality Project Leadership Training

Have your students model the most current data about climate change, its causes and consequences, and discover the correlations among various sets of data. Find out what we learned from attending the Climate Reality Project Training with former vice president Al Gore (An Inconvenient Truth) this past August for 3 days. Obtain all materials: data, student worksheets, teacher notes and solutions, and a detailed step-by-step blog. Works with TI-84, TI-84CE, TI-Nspire. Grade 8 through college.

Tom Reardon
Fitch High School (OH) / Youngstown State University
 

Tools & Technology
Grades 6-12
Sturm Hall 251

Math Literacy Strategies: Not only for ELLs

Collaborative, engaging, and fun literacy strategies to add to your toolbox that will support enhance student thinking and understanding of mathematics.

Tayna Camargo
MSU Denver

Access & Equity
Grades 6-12
Sturm Hall 254

Learning the Foundational Language of Math

Students learning English, as an additional language, encounter barriers in acquiring the language of mathematics. The goals of this presentation are to inform participants about ways in which ELL students are under-served in mathematics classes and to share activities that will support students to overcome language barriers. Participants will engage in activities that develop understanding of middle school level mathematical grammar and syntax as well as breaking down the rules of mathematical language.

Hadeel Abdhel-Ghany
Rocky Mountain HS, Poudre School District
 

Access & Equity
Grades K-12
Sturm Hall 275

Promoting Mathematical Discourse: Link Students' Responses and Press for More

Participants will identify discourse actions that encourage students to “say more” (press) or build from their peers’ ideas (link) during mathematical discussions. Participants will use rubrics to identify the discourse actions of linking and press in classroom videos and will discuss how discourse actions promote equity and provide opportunities for students' voices in mathematical discussions.

Melissa Boston
Duquesne University

Teaching & Learning
Grades K-12
Sturm Hall 287

Spice Up Your Algebra Class with TI-84 Activities

Activities can be seasoning for your Algebra 1 or Algebra 2 class. In this session participants will be students first and experience Algebra ( 1 or 2) topics on the TI-84. Then as teachers see how activities can enhance the flavor of such topics as quadratics, sequences, linear, radical, and exponentials. Gathering data techniques will also be included.

Judy Hicks
Retired

Tools & Technology
Grades 9-12
Sturm Hall 310

Effective Monitoring: How to Set the Bar High and Check for Understanding in Class

Exit tickets give us good information, but sometimes it's just too late. Do you worry that students are doing that night's homework incorrectly? Do you only realize later what their misconceptions were? Here's a system you can have in place that gives students the chance to show what they know (and allows you to fix what they don't know) in real time before they head out the classroom door. Effective Monitoring gives students the tools to know how to successfully practice each topic while enabling you to stop misunderstanding in its tracks.

Shannon Wood-Rothenberg
George Washington HS, DPS

Assessment
Grades 6-12
Sturm Hall 311

Grade Level Math: Rigorous vs. Hard

Too often in mathematics, the words Grade Level and Rigorous seem to be used interchangeably. Add to that, rigorous work is mistaken for work that is just plain hard. Session attendees will work to collaboratively define what rigorous mathematics is for their grade level.

Rio Garmane
Denver Public Schools

Teaching & Learning
Grades 9-12
Sturm Hall 312

Be Brave, Be Kind–Rough Draft Thinking in Math Class

It’s time to fail early and fail often! No matter the solution, multiple revisions are expected in every aspect of society. Math class shouldn’t be any different. Come explore how embracing the revision process can lower the cost of failure and reduce anxiety. Together, we can create classroom cultures which value brave attempts more than being correct on the first try.

Andrew Busch
Ralston Valley HS, Jeffco

Teaching & Learning
Grades 6-12
Sturm Hall 380

Empowering Student Ownership of Math Thinking Through Reading and Writing

Communication through written text in math is critical to building mathematical understanding. For many students reading can be a barrier to context-rich problems that promote opportunities to bring prior knowledge and accessibility. Writing is one of the few ways that we can ensure every student engages their voice and shares their reasoning. Both need to be intentionally supported in the math classroom. We will explore principles that incorporate reading and writing strategies in a meaningful way, empowers students to develop a deeper mathematical understanding, give all students a voice, and engage in math practices.

Sarah Galasso
Carnegie Learning, Inc.

Teaching & Learning
Grades 6-12
Sturm Hall 410

Understanding Kindergarten Colorado State Standards

Schools are expected to implement the revised Colorado Academic Standards in mathematics by the 2020-2021 school year. Are you ready? In this session, participants will get an overview of the standards, understand the areas with the most significant revisions, and be guided through the multiple phases of implementation materials available from CDE.

Mary Pittman
Conference Co-Chair / The New Teacher Project

Teaching & Learning
Kindergarten
Sturm Hall 412

Mathematics Content Knowledge Preparedness of Secondary Pre-Service Teachers

This case study of a secondary mathematics education program considers student perspectives while they are going through the process of preparing for and taking a mathematics content knowledge high-stakes minimum-competency exam. Through an online questionnaire of 18 secondary education students, analysis of grade and exam data and four hour-long interviews from current and previous students of the program at a midsized Rocky Mountain Region University the authors have discovered that throughout the process students understanding of the exam changes. Some major themes include differing student perspective on knowledge of the exam, worries over the exam, study methods and materials, studying in isolation, topic preferences problem-solving strategies, self-awareness and dissonance.

Jenna Krieschel
University of Northern Colorado

Lida Bentz
University of Northern Colorado

Assessment
Postsecondary
Sturm Hall 435

Burst: Math Recovery Professional Development

***Burst session from 10:45 to 11:15***

We will take the time to go through the professional development options offered by the US Math Recovery Council. Topics will include brief course overviews, possible learning pathways, and Math Recovery teaching principles.

Mike Busch
U.S. Math Recovery Council

Professionalism
Grades K-5
Sturm Hall 151

Burst: Let's Explore Some Math Puzzles and Play Fraction Uno

***Burst session from 10:45 to 11:15***

Participants will get to experience puzzles they can use to review important concepts and increase student involvement at the same time. There will be puzzles concerning fractions; roots; functions; equivalent expressions; along with the chance to play Fraction UNO. The function puzzles include linear functions; quadratics; parent functions; and a set for Calculus. Each function puzzle set includes equations, graphs, domain and range and a few pother concepts to be grouped.

Terry Walsh
Retired

Teaching & Learning
Grades 6-12
Sturm Hall 333 (changed from 186)

Why Do Mathematicians Write?

***Extended Session from 9:30-11:45***

Come explore manners and methods in which mathematicians write authentically to deepen their understanding and communicate mathematical thinking. Walk away with strategies and resources to implement in your own setting to engage and empower your students as literate mathematicians.

Sarah Berger
PEBC

Sathya Wandzek
PEBC

Teaching & Learning
Grades 3-8
Sturm Hall 335 (changed from 187)

Number Talks in Secondary Math: Engage and Empower All Students

Get students thinking, talking, and reasoning in ways that will surprise even the most experienced teacher. Come engage with author and Number Talks enthusiast Jackie Palmquist who has helped teachers incorporate Number Talks in math classrooms from Algebra 1 to AP Statistics. Hear first hand from high school students how Number Talks make math class more meaningful. Watch experienced teachers do Number Talks, and participate in several Number Talks yourself. This workshop will provide you with the why, the how and the confidence to empower you to use Number Talks in your classroom tomorrow.

Jackie Palmquist
Director of Professional Learning, National Council of Supervisors of Mathematics

Access & Equity
Grades 6-12
Sturm Hall 233

Energize, Engage, and Empower with Active Learning

Are your students actively engaging with mathematics in your classroom? Find out what it means to truly have an active learning classroom environment and learn the power behind outcome based lesson design. With a few minor, yet intentional, adjustments to existing lessons, your classroom can transform from a teacher-center classroom to a learner-centered classroom.

Megan Kirkwood
Front Range Community College

Carla Alejos
Front Range Community College

Access & Equity
Grades 6-12
Sturm Hall 234

Develop Deeper Conceptual Understanding and Retention: Preparing for the SAT

Preparing your students to be more successful on the math portion of the SAT should be integrated throughout your daily lessons. We will provide interactive activities that align to the types of problems that are on the newly revised SAT. Warning: students may learn and retain the math better in the process!

Tom Reardon
Fitch High School (OH) / Youngstown State University

Tools & Technology
Grades 6-12
Sturm Hall 251

Infinity: Not a Number!

Come join us for an excursion into the history of Infinity; from Archimedes to Cantor to Hilbert. You will leave this session feeling that mathematics is full of wonder and surprise. Teachers of all grade levels are invited as we will have activities relevant for all grades.

Mark Koester
MSU Denver

Tayná Camargo
MSU Denver

Teaching & Learning
Grades K-12
Sturm Hall 254

Language Development Supports Math Learning

How can we support students of diverse backgrounds with different levels of English proficiency in accessing challenging math content? This session will explore how intentional language development can be paired with math instruction to elevate discourse, increase access to academic vocabulary and support all students' success.

Wendy Ward Hoffer
Affiliation

Access & Equity
Grades 3-8
Sturm Hall 275

Introduction to Desmos Calculator

Learn about the free online calculator that Desmos has to offer. Come see how the Desmos calculators can be used for both teacher modeling and student problem-solving. Use movable points, dynamic sliders, statistics tools, quick regression, geometry constructions, and more to help your students make sense of math. Bring a tablet or laptop to maximize your participation.

Lisa Bejarano
Desmos

Tools & Technology
Grades 6-12
Sturm Hall 310

Be the Change: Re-Ignite Students Passion for Problem Solving

Providing students with open ended (or open middle) problems where developing problem-solving skills, math dialogue, and collaboration are the focus will re-ignite their passion for mathematics. It allows for a low floor/high ceiling approach, supporting students of all populations and levels, while promoting access (and ultimately equity). By moving away from an answer being the focus and reminding students how fun math can be by encouraging play and discovery, we show students a classroom where thinking and investigation is valued. Come and learn how to create and implement problem-solving experiences that bring the joy back to mathematics.

Joe Bolz
George Washington HS, DPS

Teaching & Learning
Grades 9-12
Sturm Hall 311

Powerful Problems that Engage and Energize Struggling Learners

Come learn how math talks and purposeful movement engage and energize secondary students to think critically and justify their reasoning. Topics that are exciting and relevant to them allow for discourse and a collective way to share ideas.

Sherrina Clark
Kern HS, Bakersfield, CA

Tonya Parham
Kern HS, Bakersfield, CA

Access & Equity
Grades 6-12
Sturm Hall 312

Looking Under the Hood: What Do We Mean By "Data-Driven?”

“Data-driven” instruction is a popular mantra, but what does it really mean? Data cannot drive anything: Educators interpret data and draw conclusions about what students know. In this workshop, we’ll unpack different conceptions data use — including important ideas about what counts as data, how to interpret data, and what kinds of data are useful for centering student thinking. We'll take a broad definition of data, including qualitative data (like student work). We’ll reflect on the assumptions that we make about data, and consider the implications for planning instruction that goes beyond re-teaching to support students’ conceptual understanding.

Brette Garner
University of Denver

Assessment
Grades K-12
Sturm Hall 380

Assessing Kindergartners: Understanding the Complexities of Young Mathematical Minds to Guide Instruction

Young learners of mathematics are fascinating! Dramatic growth is made up of many subtle shifts in understanding. Recognizing and understanding how students make sense of mathematics is essential for responding with good questioning and instructional tasks that support learners and set the stage for all of elementary school.

David Woodward
Boulder Valley School District

Teaching & Learning
Kindergarten
Sturm Hall 412

What Are We Measuring? Teaching Durational Reasoning Before Clock Reading

When introducing linear measurement at the elementary level, students are taught to use non-standard units to develop an understanding of the purpose and process of measuring before learning to use the tools for measurement (Common Core State Standards Initiative, 2018; McDonough, A. & Sullivan, P., 2011). However, when introducing the measurement of time, students are explicitly taught how to use the tool, specifically the clock, before ever understanding what the tool measures, namely duration. Time is literally every moment of children’s lives, yet they are only informally taught what time is through their daily interactions within their families and communities. Teachers need to understand what funds of temporal knowledge their students bring with them to the classroom, in order to make the tools for time understandable and purposeful.

Amy Smith
University of Colorado Denver

Teaching & Learning
Grades K-5
Sturm Hall 435