Common sense belies the fact that a solid foundation in both literacy and numeracy unlocks a world of opportunity for every person. Combine these foundations with curiosity and responsibility, and these four become the concoction that empowers any person, from any background and circumstance to shape their destiny. This principle is understood regarding literacy, but not in mathematics. In this powerful keynote, Ken Williams makes the case for removing the gatekeeping mindset around mathematics and shifting to a model of actionable equity where we ensure excellence and achievement for all students, regardless of background.
Learn surprising research findings about early mathematics, including its predictive power, children’s math potential, educators understanding of that potential, the need for interventions, and what we know about effective interventions using research-based learning trajectories. To realize the surprising capability of young children to learn math, research suggests using learning trajectories. Learning trajectories have been placed at the core of some standards, curricula (such as Building Blocks), and approaches to teaching. Based on 20 years of research, the Learning and Teaching with Learning Trajectories (LTLT) tool is a resource for trainers and teachers to promote equity. Both can delve into understanding children’s thinking and learn why specific activities develop that thinking.
Using Math Menus to Support Small Group Instruction (3-5th)
In this session, you will learn about how to use math menus to create a classroom where students have ownership over their learning, work in small groups, and are consistently engaged. Learn about the structure of using a math menu, some activities to use, as well as some ideas and tips on how to run your small group.
Teachers and families of students with disabilities are often concerned that their students learn the functional or life skills mathematics needed to participate in community, recreation, domestic skills, and vocational skills. Often functional skills, such as counting money and telling time, are taught without building the necessary foundation of numeracy. Learn how we can build on students’ understanding of early numeracy to help them develop the skills needed to participate in their communities.
Addressing six common place value ‘Thinking Mistakes’ in Grades 3-6
As teachers, we are critically aware of the importance of place value. It forms the building blocks of number sense. A student who lacks robust understanding of place value, is hindered in all areas of mathematics. Many of our Year 3-6 students can be described as ‘apparent experts’. They appear to understand whole number place value, yet their knowledge falters with deeper questioning. This session explores a series of six common misconceptions, or ‘thinking mistakes’, which repeatedly emerged in Dr Ange’s PhD research. Along with each thinking mistake, Ange also presents teaching advice to help you identify and address these issues with your students. Practical ideas and resources, including a framework to support your teaching of place value, will be presented. You will walk away from this session with a new appreciation of the challenges place value presents, and a fresh research-based approach to your instruction.
Stop Teaching Algorithms, Start Teaching Real Math (PreK-5)
Is math instruction all about getting students to have conceptual understanding so that they can better perform step-by-step procedures? Or is it about something else entirely? We can build increasingly sophisticated mathematical reasoners who solve problems using what sparks for them, not what they have rote-memorized. It’s about reasoning, not answer-getting. It’s about positioning all students as mathematical sense makers. How? Come and see, and experience mathematizing! Math is Figure-out-able!
Every Voice, Every Day. Who's Doing Most of the Talking in Your Math Classrooms? (PreK-5)
In terms of math talk, can I hide? Can I be ignored? How would your students answer this question from the TRU framework? Join me as we explore this framework as well as equitable management strategies to include all students in meaningful and empowering mathematical discourse. Math talk is so much more than a number talk at a designated time of your math block. In this session we will explore how to keep the conversation going and get EVERY VOICE, EVERY DAY.
Implementing a research-based place value assessment tool in Years 2-6.
It is critical for our students to develop a deep understanding of place value. However, ‘place value’ is a broad term which encompasses much content. In order to accurately determine a student’s place value understanding, we require quality assessment tools which unpack the construct through a wide variety of questions. Many place value assessments ask students superficial questions which focus on reading, writing, expanding, ordering and comparing numbers. While these are necessary skills, there are several other aspects we need to investigate to gain a ‘complete picture’ of a student’s place value knowledge. In this session Ange will share with you the Place Value Assessment Tool (PVAT) she developed in her PhD. She will show you how to administer and analyse the PVAT results to identify common misconceptions. You will walk away with a high-quality, research-based assessment tool to try in your classroom on Monday!
3 Simple Ways to Transform Your Lessons Starting Tomorrow (PreK-5)
Sometimes changing our math lessons to be what we think they should be is an overwhelming task that leads us tired by Tuesday and back to our old ways. In this quick mini session, let's explore three simple hacks that can easily transform your textbook lessons into engaging and meaningful math experiences. You don't have to use new curriculum. You don't have to search the internet for hours. You can simply try these three secrets and use what you already have.
Structuring Mathematical Discourse to Enhance Problem Solving (PreK-5)
One of the most challenging aspects of teaching mathematics is getting students to persevere through solving challenging problems. Barriers such as language and self-confidence can often impede students' abilities to get started and stick with a task. In this brief session, you will see how language instruction is an essential part of making mathematics content comprehensible and why being linguistically responsive can help students improve their problem solving abilities and self-confidence.
Neuroscience and the Art of Inspiring Students to Study Math (PreK-5th)
Research reveals: most students aren’t taught how to study, and the strategies they devise by themselves don’t work. This is true across all subject areas, including (and sometimes especially!) math. What if more students understood the science of studying effectively and how to apply that to their math homework? After all, neuroscience points to some very clear, easy-to-implement (and even motivating!) strategies that are proven to work, if only students knew them. In this lively workshop, teachers will learn the 3-step Anti-Boring Study Cycle, which is an easy-to-teach summary of the science-of-learning in language that motivates students of all ages. It's like giving them an owner's manual to their brain! Teachers will also walk away with a list of immediately actionable strategies for small tweaks to your math curriculum with large payoffs in regards to student self-efficacy. Help struggling students release their dependence on math tutors, troubleshoot their own problem areas, and prepare effectively and independently for tests and quizzes. As well as learn some life long learning skills to boot!
This session illustrates multiple lessons that can be used to develop a student's understanding of place value by avoiding the standard algorithm. Place Value Charts are not the 'end all' of fluency and we have misguidedly corrupted a student's understanding of place value by processing numbers into single operations using step-by-step procedures. The activities shared in this session are highly effective and can evolve into higher level progression the entire year. Most importantly, students will be highly engaged and you will soon see math abilities you thought your students never had. In addition, the activities are highly effective for students having difficulty in all areas of math.
The Struggle is Real...Fear not the Fraction! (3-5th)
Fractions are the foundation for a series of important secondary math concepts, yet the struggle with teaching fractions is real! Students who struggle with fractions often become disconnected from the classroom and resort to using procedures and tricks. It’s time to raise the bar for all students! We will explore systematic ways to pinpoint whole number misconceptions that interfere with fractional understanding and explore high-leverage tasks to make learning accessible for all students. Come watch how students engage in rigorous tasks to identify how the coordination with whole number units directly impact the way they work with fractional units. Together we will tease apart some of the mental actions of unit coordination so that as educators, we can interrupt & transform inequalities using these effective tools and strategies in the classroom. It’s time to put the fear of fractions away and open the pathways towards success with fractional units!
Interested in integrating Peter Liljedahl’s Thinking Classrooms into your math class? In this session, we will explore the BTC framework, during which I’ll share my own experiences from my journey to change my math program, including practical ways of approaching assessment of students.
In order to tackle the long running problem of multiplication fluency we must address our own misconceptions regarding the most effective methods for teaching multiplication facts. This session looks at student thinking and how we can use this to our advantage to teach multiplication founded on the Base 10 system. Proven and effective strategies will be modeled with a focus on teaching strategies vs. non-mathematical tricks. If you're tired of losing the multiplication battle, this session is for you.
We will focus on how to enrich instruction at the Grades 1 to 8 level for all students by using low floor/high ceiling activities in the teaching of mathematics. Attention will be paid to how all students, from the most struggling student to the student who is achieving success already, benefit from these sorts of tasks. Many more students achieve success and every student is affirmed. Attention will also be paid to how the teacher benefits.
This session gives an overview of the 5 Equity-Based Math Practices. Teaching requires more than just disseminating standards, it involves building student identity, challenging marginalized spaces. It requires us to take action. These 5 practices help us reflect on what is needed in our classrooms and how to get started.
Videos of a 3rd grade student beginning to make sense of multiplication sets the stage and supports our thinking as we analyze the instructional settings used and decisions made by the teacher to support the conceptual development of multiplication. We will consider the phases of instruction as laid out by Dr. Bob Wright in Developing Number Knowledge and The Learning Framework in Number. We will unpack the instructional moves of distancing the setting, using color and screening to support mental strategies in multiplication conceptual development and a research based instructional trajectory.
You will leave the session with new ideas about how children come to understand multiplication and ways to support the learning.
Tips and Strategies for Building Relationships (PreK-2)
Building relationships with students isn't simply a way to make our jobs as teachers more rewarding and fun. Teacher-student relationships are one of the biggest indicators of academic success. Matt's ideas and activities for building and deepening relationships with students are straight from his classroom. They are engaging. They empower children to be their best. And, they'll bring joy to any classroom—including yours!
Subitizing is such a new thing in education and is a powerful way to build number sense, yet there is one thing that teachers often don’t use it for that is actually subitizing’s superpower: Visualization. In this session we will do activities that start with typical subitizing but lead into helping your students be able to visualize quantities without having the physical items of images in front of them. This leads to kids being able to use those visualizations to help them with addition and subtraction without needing concrete materials to help them.
Linderman Village: A Micro-Society and Every Day Math Applications (3-5th)
This session will discuss how one school has used Linderman Village, a micro-society, and turned it into an incredible real world learning experience for 4th grade students. Teachers will walk away with ideas on how to set up a micro-society within their own classrooms and schools. Real world math situations such as jobs, salaries, paid time off, bonuses, taxes, and rent will be discussed. Connections to community and classroom management strategies will be highlighted as well. Finally, teachers will see how students are able to become business owners and entrepreneurs as they start their own money-making adventures through Market Days. Students who have experienced Linderman Village absolutely love coming to school and learn a great deal about what it takes to earn money and pay bills!
Day 2 - 9:00 - 10:00am PT
Using Dots to Understand the Traditional Algorithms (3-5th)
Why do the algorithms for the four whole number operations work? In this session you will learn how to get rid of silly mnemonics that hide the actual mathematics of the algorithms. No more “go next door to borrow” or “Dad, Mom, Sister, Brother”. Instead, we will use dots (aka the chip model) to visually represent each algorithm and connect them to the traditional algorithm. The slogotuthms will actually make sense. You very likely will experience some neat AHA moments.
Powerful Moments in Math Class: Why Certain Experiences Stand Out and How to Create More of Them (K-5th)
We have all experienced defining moments in our lives. These were moments that shaped our identities, gave us a sense of status within certain communities, and put us on the path to work in mathematics education. As teachers and teacher leaders, we want our lessons and learning experiences to leave long-lasting impressions on those with whom we work. We want to empower those with whom we work with a belief that they too are math capable. When we understand the psychology behind memories, learning, and identity, we can leverage that knowledge to design powerful moments for adults and students alike. According to Heath and Heath (2018) memorable positive experiences contain one or more of the following elements: elevation, insight, pride, and connection. We will explore each of these elements in depth through a mathematical lens and consider how to implement them in our work with students and/or adult learners.
In this session, you’ll get an overview of best practices for using Brainingcamp’s digital manipulatives in your classroom and a complimentary classroom license. This session is perfect for teachers of grades K-2! You’ll learn how to easily create share codes, we’ll look at our pre-made tasks, which have teacher notes to stimulate student thinking. Finally, you’ll get a brief overview of LIVE, which allows you to host a session, monitor student progress, and provide instant feedback. Brainingcamp is your all-in-one place for teaching with manipulatives. We help educators make math more engaging through visual and hands-on learning.
In this session, you’ll get an overview of best practices for using Brainingcamp’s digital manipulatives in your classroom and a complimentary classroom license. This session is perfect for teachers of grades 3-5! You’ll learn how to easily create share codes, we’ll look at our pre-made tasks, which have teacher notes to stimulate student thinking. Finally, you’ll get a brief overview of LIVE, which allows you to host a session, monitor student progress, and provide instant feedback. Brainingcamp is your all-in-one place for teaching with manipulatives. We help educators make math more engaging through visual and hands-on learning.
Making Student Thinking Visible: Replacing Math Tests with Math Chats (PreK-5)
Do you love a good number talk? What if we could make our math assessments less like a traditional test and more like a math chat?
In this session we will investigate how to leverage technology to help us make our assessments match our classroom routines (even in a remote setting). Discover how Math Chats can provide students with the opportunity to make their thinking visible using multimedia responses. Watch how teachers can gain a deeper understanding of student misconceptions through dynamic interview-style assessments. During our time together we will look at sample tasks and student responses, discuss the power and flexibility of scoring assessments on a 1-point rubric, and how to use Math Chats as a progress monitoring tool.
Got place value strips gathering dust in your supply closet because you're not sure exactly what to do with them? Join Shannon, and her friend Value Pak from the Math Mights Show on PBS, for an upbeat, practical session FULL of ways (more than 20!) to use place value strips (whole number & decimal) with K-5 students. Take away idea after idea that you can use in your class - tomorrow! From adding ten more or ten less, to rounding, to addition/subtraction and more, this is a session you don't want to miss!
Engaging Students in Deliberate Practice to Support Procedural Fluency and Strategic Thinking (PreK-5)
Traditional practice in math class typically emphasized repetition and encouraged students to go into autopilot in an effort to memorize the material. However, it is impossible to develop mastery of any skill when you’re not reflecting, analyzing, adjusting. Research into expertise has shown that deliberate practice methods are most effective for skill development. In this session, Mike will share some practical strategies you can use right away to support deliberate practice in your classroom.
The Internet is full of memes from parents frustrated over math homework. On the other hand, teachers are often stuck in a cycle of trying to find the time to create high quality homework, working to help students who didn't understand the homework, and tracking down missing homework assignments. It's fair to say that, far too often, math homework just isn't working for anyone. But it doesn't have to feel this way. Math homework can be a way for parents to connect with their children about what they're learning in school while also becoming a lower lift for teachers. In this session, you'll walk away with concrete ideas for making math homework a more meaningful and enjoyable process for everyone involved.
Beyond Providing Access: A Framework for Trusting Our Students to Do the Math
Providing all students with access to grade-level content is an important part of the work of educators, and it is just the start. To adjust outcomes, especially for our most marginalized students, we must also trust them to do the math. In this session participants will receive a framework for trusting all of our students with grade-level math content. Our trust in students can be developed by checking our own biases in three distinct areas: the tasks in which we engage students, how we collect and use student data, and the supports we provide to advance student thinking.