Thursday July 29 - Day 1 Schedule

Welcome to the summit!

Watch the video below to learn how this summit works. Use the links below to go to individual sessions or use the links above to watch sessions from different days.

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Day 1 Opening Keynote

8:00-9:00 am PT

Zaretta Hammond

Zaretta Hammond

Culturally Responsive Teaching and the Brain

https://crtandthebrain.com/

Culturally Responsive Teaching isn’t just a buzzword in education.  It’s for all underperforming students and it’s backed by science about how our brains learn.  If you are ready to go beyond surface-level strategies for engaging your students, come listen in as author Zaretta Hammond and Build Math Minds founder, Christina Tondevold, discuss Culturally Responsive Teaching and The Brain.

Watch Now

Day 1

9:00-10:00 am PT

Dawn Dibley
Pamela Tabor

Dawn Dibley and Pamela D. Tabor

Constructing Mathematical Understanding for all Learners (co-speakers)

In recent years there has been increased emphasis on teaching for understanding and building conceptual knowledge. Unfortunately, students with disabilities are often left out of that equation and subjected to behaviorist techniques which ignore student assets. Constructing mathematical understanding is a fundamental right and a matter of equity for all students. All students can construct mathematical understanding. This session will explore the use of initial and on-going assessment to identify current student thinking as a guide for instruction. All students give us a place to start, and it’s our job to find it. There’s always a next step for every student. Examples and vignettes will be shared to illustrate the use of constructivist teaching and learning for students with disabilities and their teachers.

Art Baroody

Art Baroody

From Number Sense to Fluency with Basic Combinations

How to help children achieve fluency with the basic addition and subtraction combinations is widely misunderstood. Yes, drill can help children memorize by rote but often at terrible costs. A more powerful approach is to foster meaningful memorization of combinations. This approach entails taking the long view of fostering number sense—setting the basis for discovering the numerous and relations that enable to children to learn the basic sums and differences meaningfully—to secure them in memory in a way knowledge can readily be applied to new (previously unpracticed) combinations. Addressed is what can teachers do to help children best learn basic combinations from the simplest sums (adding with 1) to the most challenging differences such as 17 – 9?

Day 1

10:00-11:00 am PT

Zachary Champagne

Zachary Champagne

Playing the Long Game

This year I’ve returned to my happy place – the classroom. After eight years of serving in various roles in education, I’ve decided that it’s time to get back where it happens. I’ve already learned so much, but the overarching idea that keeps permeating my space is that this is a long game. We have to understand that we don’t have to fix everything in one day. It’s a long term strategy. During this session, we’ll examine how to play the long game by learning my four core beliefs about teaching math and engage in mathematical routines and tasks to highlight these beliefs.

Marria Carrington

Marria Carrington

Beyond Fluency to 20:
The Power of 1

We can all agree that basic fact fluency in addition and subtraction is an important goal of the early grades, but addition and subtraction to 100 is an often-forgotten next step in the development of students’ mental computation. Join me to explore a research-based learning trajectory developed by Dr. Robert Wright and colleagues that will support you in laying a foundation for your students’ future arithmetic learning.

Our study will be grounded in the early learning of fluency with addition and subtraction in the range of 1 to 20. We will identify essential skills students need to master as they develop a range of efficient and flexible mental computation strategies. We will analyze videos of teacher moves and student thinking to clarify our understanding of the domain of addition and subtraction within 100 while analyzing task selection and methods to move students forward. Finally, will explore specific tools that, when used intentionally, have been shown to advance student learning in this domain. Join me in deepening your own understanding and teaching of this important mathematics.

SPECIAL OFFER

Join the
VIP Summit Attendance

Get Access to the VIP Q&A Sessions July 29&30 and
August 2 Special Session with Christina Tondevold

Get VIP ACCESS NOW
(This offer goes away July 29 at 10:30 am PT so that your registration is processed and you receive the first session attendance information)

11:00am - 12:00pm - Panel Q & A for VIP & BMM with

Dawn Dibley, Pam Tabor, Art Baroody, Zak Champagne, and Marria Carrington

**Link to attend is in the email sent to VIP & BMM members and inside the BMM site**

Day 1

12:00-1:00 pm PT

Alice Aspinall

Alice Aspinall

Building Math Confidence Starting at Home

We live in a society filled with people who hate math or suffer from math anxiety, but we can try to change the narrative for our children and students. We want our children to grow up seeing the beauty and joy of mathematics. We can do this by bringing math into their worlds through positive experiences and finding the math around us. Join me in this session as we explore mathematical concepts found in every day experiences and learn how to build our students’ confidence with mathematics.

Niki Newton

Dr. Nicki Newton

Dyscalculia, The Math Learning Disability: What Every Teacher Needs To Know

In this workshop Dr. Nicki Newton will discuss the Math Learning disability Dyscalculia.  The goal of this workshop is to describe what it is, unpack the symptoms and look at what 
interventions might look like. It is important that we as educators can recognize and identify the symptoms because we are the ones who are most likely to get the students the
help they need.

Day 1

1:00-2:00 pm PT

Sue Looney

Sue Looney

Counting on Number Sense

We know that the greatest predictor of later success in school is early skill in mathematics. (Duncan et al. 2007) When students begin their education behind their peers, they tend to remain behind throughout their educational careers. The longer a learning gap exists, the more firmly entrenched the issue is, and the wider the gap becomes. (Valerie and Burkan, 2002) We have had the research for over a decade, and yet early childhood mathematics continues to be overlooked and over simplified. It’s time we do something about this.

Learning to count is a critical milestone that is key to developing strong number sense. How do children learn to count? What does the research tell us? Why do children struggle and how do we support them? How do we provide meaningful experiences with counting that lead to strong number sense? This session will answer these questions and provide you with routines and activities for immediate use in classrooms.
When you have a deep understanding of the complexities involved in counting, you are able to teach your students with understanding. You can count on developing number sense for our students.

Dina Mendola

Dina Mendola

Stuck in the World of Repeated Addition and Subtraction

Are your students stuck in the world of repeated addition and subtraction? While the idea of repeated addition and subtraction is certainly a significant part of multiplicative reasoning, the transition from counting-based strategies to multiplicative structuring and strategies is a crucial driving force towards developing a rich understanding of number relationships and conceptual fluency. Units coordination is instrumental in providing children opportunities to develop structures and ways of seeing mathematical concepts that will build bridges towards developing rich, meaningful and flexible mental strategies for multiplication and division.

Together, we will explore an intentional trajectory of units coordination and prioritizing number relationships in order to develop flexible mental strategy-based approaches which highlight number relationships. The goal is to equip students with a strong number sense foundation that serves as a catalyst for larger values. This progression will provide opportunities to explore fundamental number concepts, deepen math reasoning, & encourage strategic thinking.

Day 1 Closing Session

2:00-3:00 pm PT

Andre Daughty

Andre Daughty

PBL Isn't Just For Gifted and Talented Students

Oftentimes, when educators want to try a new initiative to engage students, they pilot it with students they feel can accomplish the initiative the best... the gifted and talented students. PBL is an engaging way to help students excel but for many places, it's only available for Gifted and Talented students. In this session, we explore how PBL benefits students all students!

3:00 - 4:00 pm - Panel Q & A for VIP & BMM with

Alice Aspinall, Dr. Nicki , Sue Looney, and Dina Mendola

**Link to attend is in the email sent to VIP & BMM members and inside the BMM site**

GO TO DAY 2 SCHEDULE

Don't miss out!

Sessions are only available until August 8 @ 5:00 pm PT

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