Attend Our NCTM Sessions
The Math Forum community has been developing mathematical communication and problem solving skills every day since 1992. Attend one of our sessions to learn more about the specific work we are doing to help improve mathematics education.
- Monday, April 7, 2014, 5:45 PM-6:45 PM
- Room 217/218 (Ernest N. Morial Convention Center)
- We will report on our work analyzing and characterizing the ways teachers individually and collectively construct the task of examining student thinking. The conversations that were generated by this activity will serve as a starting point for conceptualizing professional development focused on placing student thinking at the center of instruction.
Annie Fetter -- @MFAnnie
NCTM Research Session 79
Colleagues 2.0: The MathTwitterBlogoSphere and Mathematics Teachers’ Professional Learning
- Tuesday, April 8, 2014, 3:30 PM-4:45 PM
- Room 211 (Ernest N. Morial Convention Center)
- Lead Speaker: Ilana S Horn
- Panel: Nicole Bannister, Annie Fetter, Shauna Hedgepeth, Ashli J. Black, Justin Lanier and José Vilson
- This discussion session introduces the innovative ways mathematics teachers have built professional community through social media. Using the personal experiences of teachers active on blogs and Twitter, we explore some of the possibilities and pitfalls of online teacher communities and their implications for professional learning.
- Thursday, April 10, 2014: 8:00 AM-9:00 AM
- Grand Ballroom A (Hilton)
- Picture a classroom. The teacher presents a problem & initiates discussion. Some students look attentive, but are quiet. A few students have hands raised, posed to talk. At least one or two students seem disengaged. Every classroom has silenced voices. Why? Activities & handouts will be shared to help meet the CCSSM Practices, particularly #1 & #3.
- Saturday, April 12, 2014: 8:00 AM-9:00 AM
- R09 (Convention Center)
- The very first Common Core Standard for Mathematical Practice, telling students to “make sense of problems,” includes many ideas that have long been emphasized in literacy instruction. Yet when “math” starts, both teachers and students often leave those good habits behind. We’ll look at examples of this phenomenon and explore how to translate literacy routines into good mathematical practices.