Drexel dragonThe Math ForumDonate to the Math Forum

National Council of Supervisors of Mathematics (NCSM)
40th Annual Conference, Salt Lake City, Utah
April 7-9, 2008

"Taking Leaders to New Heights in Salt Lake City"

_________________________________
NCTM 2008  || NCTM: Booth #2425 Information
_________________________________

Special for NCTM attendees: receive 10% off Problems of the Week class, school, or district Memberships and/or our new PD online courses! Phone: 1-800-756-7823, option 1

Learn about our Professional Development Program: Learning Math Together:
* Teaching Mathematics with the Problems of the Week
* Problem Solving Strategies
* Moving Students from Arithmetic to Algebra - One Step at a Time

Visit the Math Forum [Table 11] in the display area of NCSM Sponsors, or attend one of our sessions:

Develop Technology Expertise in Mathematics Teacher Leaders: The Math Forum Hybrid Workshop Model

NCSM: Session 68
Suzanne Alejandre and Jason Silverman
Monday, April 7, 2008
2:15 - 3:15

Suzanne
 
Jason
Description: In this session, we will discuss our recent efforts to catalyze development of a cadre of school-based teacher leaders through online and face-to-face professional development. In particular, we will focus on development of a sequence of online workshops that can be used as resources for professional development in participants' home districts.
Detailed Description:

The session is grounded in the ongoing teacher development activities of the Math Forum @ Drexel. Research on these activities suggests that there are three types of teacher participants:

  • Those who need support to both see value in online resources and to use them,
  • Those who see value in online resources but need support to use them, and
  • Those who see value in online resources and can immediately make use of them

In this session, we will discuss our efforts to help teachers develop into skilled users of high-quality, reform-based instructional resources and become leaders who can help others do the same.

These efforts focus on math content knowlege, pedagogy, and the effective use of technology. In particular, we will:

  • present an overview of the online workshop developed by our leader participants and highlight key activities and notes
  • discuss the theoretical foundations of the algebraic reasoning and probability workshops we have developed so far
  • engage participants in one of the online workshop activities
  • discuss participants' engagement in the online workshop and also the development process
  • provide a schedule of upcoming workshop opportunities for teacher leaders to share with potential participants in their home districts (pre-service or in-service).

We will discuss ongoing research and analysis being conducted by the Math Forum that seeks to identify program elements that engage teachers and those that lead to lasting impact.

Using Constructed Response Problems to Enhance Assessment and Increase Students' Connections to Mathematics

NCSM: Session 69
Annie Fetter and Stephen Weimar
Monday, April 7, 2008
2:15 - 3:15

Annie
 
Steve
Description: An exploration of the use of student writing in problem solving for assessment that enables teachers to diagnose student understanding and design appropriate followup diagnostics as well as take advantage of students' math knowledge.
Detailed Description:

Assessments often focus on identifying where students make errors and encourage interventions that model correct approaches and practice. We'll look at how the development and assessment of student writing in particular can be a rich resource in determining what students do and don't seem to know and increasing students' connection to mathematics. Participants will be introduced to a protocol for looking at student writing in problem solving and practice its use in small groups using student work generated by Math Forum work around constructed response problems in the context of a middle school reform curriculum. Table discussions followed by whole group synthesis will in turn address the use of this process for greater understanding of student thinking and the design of engaging analytical tasks that lead to appropriate and focused interventions, as well as the importance of recognizing, valuing, and leveraging the knowledge that the student has exhibited.

[Privacy Policy] [Terms of Use]

_____________________________________
Home || The Math Library || Quick Reference || Search || Help 
_____________________________________

© 1994-2014 Drexel University. All rights reserved.
http://mathforum.org/
The Math Forum is a research and educational enterprise of the Drexel University School of Education.The Math Forum is a research and educational enterprise of the Drexel University School of Education.