This conference has been cancelled due to the COVID-19 pandemic.
To learn more, visit https://www.nctm.org/annual/.
To learn more, visit https://www.nctm.org/regionals/.
To learn more, visit https://www.nctm.org/regionals/.
To learn more, visit https://amte.net/conferences/conf2021.
DRK-12 Presenters:
The LEAP program is the first early algebra curriculum for students in grades 3-5. The program includes 18-20 one-hour lessons at each grade level and teacher support and assessment. Professional development is also available.
The LEAP program is the first early algebra curriculum for students in grades 3-5. The program includes 18-20 one-hour lessons at each grade level and teacher support and assessment. Professional development is also available.
This study compares web usage data with interviews from 41 participants, who are members of an online professional development site called the Everyday Mathematics Virtual Learning Community (VLC), to explore how elementary school teachers learn from classroom video. Web usage data reveal that the commentary surrounding video posted to the VLC is sparse and surface level, possibly indicating a lack of serious attention to the videos. Interview data, however, indicate that participants felt they learned from this resource.
This study compares web usage data with interviews from 41 participants, who are members of an online professional development site called the Everyday Mathematics Virtual Learning Community (VLC), to explore how elementary school teachers learn from classroom video.
A digital tool that offers compelling student middle grades math problems and provides students with assessment tools and a dynamic learning map.
A digital tool that offers compelling student middle grades math problems and provides students with assessment tools and a dynamic learning map.
This poster provides an overview of the Strengthening Data Literacy across the Curriculum (SDLC) project, which is developing and studying curriculum modules for non-AP high school statistics classes to promote interest and skills in statistical thinking and data science among diverse high school populations. This early-stage design and development project aims to engage students with data investigations that focus on issues of social justice, using large-scale socioeconomic data from the U.S. Census Bureau and student-friendly online data visualization tools.
This poster provides an overview of the Strengthening Data Literacy across the Curriculum (SDLC) project, which is developing and studying curriculum modules for non-AP high school statistics classes to promote interest and skills in statistical thinking and data science among diverse high school populations. This early-stage design and development project aims to engage students with data investigations that focus on issues of social justice, using large-scale socioeconomic data from the U.S. Census Bureau and student-friendly online data visualization tools. Primary social justice topics are income inequality and immigration in the U.S. This poster was created for the SREE Spring 2020 Conference.
This poster shares data from a Grades K–2 cross sectional study that examined how students' thinking about equations and the meaning of the equal sign were shaped by their experiences exploring equations with pan balances and number balances. The study found that these tools afforded students opportunities to reconsider their initial interpretations of equations, connect the idea of a balancing scale to a balancing equation, and notice structure in equations.
This poster shares data from a Grades K–2 cross sectional study that examined how students' thinking about equations and the meaning of the equal sign were shaped by their experiences exploring equations with pan balances and number balances. The study found that these tools afforded students opportunities to reconsider their initial interpretations of equations, connect the idea of a balancing scale to a balancing equation, and notice structure in equations. In addition, these tools helped reveal student difficulties with the ways in which they interpreted equations and the meaning of the equal sign. This poster was created for the SREE Spring 2020 Conference.
The Analyzing Instruction in Math using the Teaching for Robust Understanding Framework (AIM-TRU) learning cycle is the result of a research-practice partnership centered on using the analysis of videocases grounded in high-quality instructional materials for use as a resource for in-service and pre-service professional learning. For videos, materials, slide decks and a facilitation guide, please visit our website (note: a free user name is necessary to access the materials).
The Analyzing Instruction in Math using the Teaching for Robust Understanding Framework (AIM-TRU) learning cycle is the result of a research-practice partnership centered on using the analysis of videocases grounded in high-quality instructional materials for use as a resource for in-service and pre-service professional learning. For videos, materials, slidedecks and a facilitation guide, please visit our website (note: a free user name is necessary to access the materials).
