Professional Documents
Culture Documents
8:30 9:00 am
9:00 9:25 am
Registration
9:30 11:30 am
Morning Sessions
Middle School Max Ray and Justin Aion, facilitators, Room 108
The Middle School Math Wiki has this section called "Number Sense Bootcamp" and it has one thing in
it. By the end of Twitter Math Camp, we hope to change that. Max and Justin are bringing some of their
favorite games and activities around fractions and integers, and hope you'll bring yours too. We'll play a lot of
games, invent some new ones, talk about the difference between games-for-practice and games-for-learning,
and think about how to make both kinds of games a successful part of your math routines. Also promised: silly
hats, extreme goofiness.
Algebra 1 James Cleveland and Anthony Rossetti, facilitators, Room 109
What exactly it is we need to teach in Algebra I? What are the assessments and the lessons/tasks that
work? Come to the Algebra 1 morning sessions led by James Cleveland and Anthony Rossetti to work on
answering these questions and even create some tools you can use in your classroom.
Work with other TMC peeps (tweeps) to flush out exactly how to get at a students understanding of a
topic. You'll collaborate on a few key topics that can use an assessment makeover, and come up with a variety
of formative, summative, exams, quizzes, projects, exit slips, ...whatever.... that we can all use with our own
students.
We'll also create some lessons and/or tasks to guide understanding. We'll spend some time focusing
on making interesting tasks for Algebra I. Do you have a laptop? Bring it! We'll be interacting with some cool
technology tools and even go over the basics of media editing that can be used to create clips and snippets to
enhance lessons.
Well work as a team to learn how to make our own such tasks and come up with new tasks and
lessons for those few key topics we feel really need them.
Our goal by the end is to have sets of tasks/lessons and assessments for various Algebra I topics that
we can all take home with us and use the next year.
- James Cleveland (@jacehan) and Anthony Rossetti (@aanthonya)
Geometry Michael Pershan, facilitator, Room 110
Formal proof is at the heart of many geometry classes, but kids often have a very hard time with it.
Why do kids struggle with proof, and how can we teach it more effectively? To make some progress on these
knotty questions I'll bring some good stuff: student work, textbook treatments, and interesting proofprovoking problems. If you sign up for this session, you'll be contacted in June for some pre-TMC discussions
and resource sharing, and one of our goals will be to produce a record of our time together that we can share
online.
Algebra 2 Glenn Waddell and Jonathan Claydon, facilitators, Room 117
Are you tired of Algebra 2 being boring? Would you like to take away lessons that are challenging,
enriching, and interesting? If so these morning sessions will be for you! Jonathan Claydon (@rawrdimus) and
Glenn Waddell (@gwaddellnvhs) are collaborating to help you create lessons for your classroom that will build
a culture and environment of interaction, exploration and connections from algebra 1 through calculus. Lets
make Algebra 2 the stimulating, thought-provoking and great class we know it should be! The materials will be
connected to the Common Core as well as NCTMs Principles and Standards (for the non-CCSS state
educators).
9:30 11:30 am
Morning Sessions
9:30 11:30 am
Morning Sessions
Writing Real-World Math Lessons with Mathalicious Karim Ani and members of Team Mathalicious,
facilitators, Room 210
Do people with small feet pay too much for shoes, and should Nike charge by weight? How many people should
you date before you propose?
In this session, we'll explore how to write narrative-based lessons around real-world topics. From identifying a
guiding question to determining which questions to ask (and which to not), members of the Mathalicious
content team will discuss how they come up with lesson ideas, and the criteria and process they use to
translate them into effective classroom tasks. Participants will then work in grade-level teams to plan,
develop, and practice teaching their own real-world lessons.
Thursday: Mathalicious lesson modeling, discussion of planning and development process
Friday: Break into grade-level teams (3-4 people), begin planning and writing lesson
Saturday: Continue writing lesson as team, group presentations to conclude session
Group Work Working Group Exploring Our Blind Spots Elizabeth Statmore, facilitator, Room 217
The promise of greater equity is one of the most compelling rationales for using group work in the math
classroom, yet even our most established implementations of group work remain unconsciously undermined
by blind spots those self-defeating, conditioned habits that cause us (and our students, and our community)
to bite the hook and fail to make the fullest and healthiest use of mathematical collaboration. As my great
teacher Dr. Fred Joseph Orr often said, Noticing shifts the energy. During this three-day investigation, we will
harness the power of noticing to explore the psychology of blind spots, inquiring together into ways of
bringing our blind spots into the light so that we can fine-tune our group work practices. In so doing, we will
also be exploring the hypothesis that, when we treat our blind spots with greater friendliness and respect, our
whole group work situation can become friendlier and more spacious too.
Our work will proceed along two interrelated levels. Each day, we will gently engage with blind spots using
psychodynamic practices drawn from insight and mindfulness meditation, restorative justice, depth
psychology, and other wisdom traditions. After sharing our inquiry using restorative practices and circles, we
will shift into exploring blind spots in a more hands-on mathematical way using tasks and activities in three
key areas (summaries drawn from the National Academies Press book, How People Learn):
Day 1 using group work to reveal and engage student thinking, both before and during concept
development
Day 2 using group work to promote development of a conceptual framework that enables students to
organize their knowledge for future use and application
Day 3 using group work to integrate metacognitive strategies in context.
Mathematical tasks and problem sequences will be engaging but accessible and will be drawn from a
variety of sources including the Shell Centre, Exeter and PCMI problem sets, as well as from the MTBoS itself.
9:30 11:30 am
Morning Sessions
Embodied Mathematics: Tools, Manipulatives, and Meaningful Movement in Math Class Christopher
Danielson and Malke Rosenfeld, facilitators, Room 218
This workshop is for anyone who uses, or is considering using, physical objects in math instruction at
any grade level. This three-part session asks participants to actively engage with the following questions:
1. What role(s) do manipulatives play in learning mathematics?
2. What role does the body play in learning mathematics?
3. What does it mean to use manipulatives in a meaningful way? and
4. How can we tell whether we are doing so?
In the first session, we will pose these questions and brainstorm some initial answers as a way to frame
the work ahead. Participants will then experience a disruption of scale moving away from the more familiar
activity of small hand-based tasks and toward the use of the whole body in math learning. At the base of this
inquiry are the core lessons of the Math in Your Feet program.
In the second and third sessions, participants will engage with more familiar tasks using traditional
math manipulatives. Each task will be chosen to highlight useful similarities and contrasts with the Math in
Your Feet work, and to raise important questions about the assumptions we hold when we do hands on
work in math classes.
The products of these sessions will be a more mindful approach to selecting manipulatives, a new
appreciation for the bodys role in math learning, clearer shared language regarding hands-on inquiry for
use in our professional relationships and activities, and public displays to engage other TMC attendees in the
conversation.
11:30 am 1:00 pm
1:00 1:30 pm
Lunch
1:30 2:30 pm
How to Shift Mindsets from Remembering HOW to Understanding WHY Steve Leinwand
Too much of the mathematics instruction I get to observe across grade levels is best summarized as
showing and telling and expecting our students to remember how to get right answers. The tendency for this
approach becomes more frequent as we progress toward, and into, high school. Alternatively, research and
the new NCTM Mathematics Teaching Practices argue that mathematical power emerges from the active
engagement of our students in their learning and a focus on understanding why the mathematics being
learned makes sense. Accordingly, this fast-paced, example-laden presentation will model, compare and
contrast these two approaches to teaching mathematics and make the case that sense-making, alternative
approaches, multiple representations and a focus on understanding why is the only way we will be far more
effective and induce much greater learning. We'll leave time for push-back and discussion.
2:45 3:45 pm
Afternoon Sessions
2:45 3:45 pm
Afternoon Sessions
2:45 3:45 pm
Afternoon Sessions
New Ideas for Teaching Complex Numbers - Michael Pershan, Room 108
(grades 9-12, curriculum)
The math of complex numbers is absolutely stunning, but showing students their beauty is challenging.
At the core of this struggle is a difficult question: What are complex numbers? Are they solutions to previously
unsolvable equations? Are they the result of a wild leap of wishful thinking and mathematical imagination?
Are they just geometric transformations? In this session I'll present a sequence of tasks and problems that
offer a new perspective on this curricular problem.
4:00 4:30 pm
Afternoon Sessions
4:00 4:30 pm
Afternoon Sessions
Enriching All Math Classrooms Through NRich - Megan Schmidt, Room 209
(all levels, Rich Tasks)
Have you struggled with integrating engaging, enriching, mathematics tasks into your classes? Megan
Schmidt, high school math teacher and blogger featured in Dan Meyer's Blogulty Lounge, wants to help you to
utilize Nrich in your classroom. This Cambridge based website believes in offering rich mathematical tasks to
all learners and is full of self-differentiating tasks that will help to develop problem solving skills for ALL of your
students. Megan Schmidt has tried these lessons in secondary settings of all levels of achievement and wants
to inspire you to share in this excitement in your classroom. She will help you work through examples using
factors and number operations as well as high-level algebra. You will see how the same task can be used in
basic, intermediate, and advanced classes and how these tasks help all learners feel they can be successful
engaging in mathematical thinking. Check out the website at nrich.maths.org and Megan Schmidt's blog
at mathybeagle.com.
Unfolding Student Understanding - Mary Williams, Room 210
(Middle School/High School, foldables, interactive notebooks)
Foldables are graphic organizers that blend visual and kinesthetic learning styles. They also provide an
excellent method for teaching students how to take a lot of data and condense it to key terms and information
they can review for application and assessment. In this session I will share foldables I use in the classroom, and
how students create a Foldable Book throughout the year that becomes a valuable resource as they build
Algebra skills. Foldables range from basic skills such as fraction and integer rules, to core Algebraic skills
including solving multi-step equations, parent graphs, and exponent rules, and also a fairly complex statistics
foldable. Although I teach Algebra I, the foldables are easily adapted to upper or lower grade levels. Attend
this session and learn how to make the coolest foldable EVER.
11:30 am 1:00 pm
1:00 1:30 pm
1:30 2:30 pm
2:45 3:45 pm
Afternoon Sessions
2:45 3:45 pm
Afternoon Sessions
4:00 5:00 pm
Afternoon Sessions
4:00 5:00 pm
Afternoon Sessions
4:00 5:00 pm
Afternoon Sessions
Course Plans and Unit Blueprints: Supporting Coherent Curriculum Development Kate Nowak, Room 109
(Grades 6-11)
Many students learn mathematics as a collection of isolated topics and procedures, and the CCSS-M
provide an opportunity to correct that. The goal of curriculum should be to weave together the Mathematical
Practices and content through a variety of experiences so that students can understand and use the
ideas. The standards, however, do not spell out how this is to be accomplished, and all over the country,
states, districts, and schools are struggling with this translation process. Too often, curriculum maps are just
lists of standards that do not translate into coherent mathematical experiences for students. The objective of
this presentation is to describe some of the misconceptions about the CCSSM and their implementation, and
share recent approaches to address these problems. A collaboration between Illustrative Mathematics, High
Tech High, and Mathalicious is developing mathematical and pedagogical narratives for units (called Unit
Blueprints) and ways of arranging these units (called Course Plans) that scaffold coherent curriculum
development. I will describe what we mean by a curriculum plan and a unit blueprint and give examples of
both. I'll also discuss how these tools can support teachers, districts, and publishers in providing a structured
and coherent narrative of the mathematics and pedagogical pathways that supports students in meeting the
standards.
Take a Walk and Chat with People - Michael Pershan, Room 117
(all levels)
It's widely said that the best part of conventions are the conversations. Besides, you probably need a
break from more formal sessions. Meet up and take a walk. (If the weather sucks, we'll find some other way to
hang out.)
9:30 11:30 am
11:30 am 1:00 pm
1:00 1:30 pm
1:30 2:30 pm
2:45 3:45 pm
Afternoon Sessions
Problems in GeoGebra - John Golden, Audrey McLaren and Jed Butler, Room 208
(grades 7-16, GeoGebra)
GeoGebra is a free open-source, multi-platform dynamical mathematical program. It is an excellent
platform for animation, math art, modeling and of course visualizing geometric and algebraic relationships.
In this session teachers will explore GeoGebraTube as a searchable instructional resource, learn to create
dynamic mathematical illustrations in GeoGebra, and discuss teaching application of what problems for
students look like in the context of GeoGebra, in middle school math, algebra and geometry, drawing on
examples from the MTBoS. Because of GeoGebraTube, this session may be of interest to teachers just looking
for an online resource that allows students to play, discover and conjecture. But the free and easy access also
raises the possibility of students making their own mathematical illustrations and creations in a tool they will
be able to access outside of school.
Princess Dido and the Ox Skin - Chris Shore, Room 108
(Geometry, perimeter and area)
Princess Dido was told that she could have as much land as she could enclose with the skin of an Ox.
Just how much land is that? Let's use some Geometry, scissors and a bed sheet to find out. This lesson won
the Presidential Award; come see why.
Spiraling Through the Curriculum - Alex Overwijk and Mary Bourassa, Room 209
(grades 9-12)
What happens when you let go of units or strands and introduce inquiry-based learning for your entire
curriculum? Students are interested in the mathematics and they learn! They see topics multiple times
throughout the course, make connections between the topics and understand the mathematics in context.
Student evaluations cover multiple curriculum expectations allowing students to demonstrate growth over the
semester. This session will allow you to try activities and answer your how questions.
2:45 3:45 pm
Afternoon Sessions
4:00 5:00 pm