Conference

Helping Mathematics Teacher Become Culturally Relevant Educators: New Tools for a New Generation-Conference II

This project is hosting a conference for teachers and school administrators on Culturally Relevant Teaching (CRT). Teams of teachers and administrators are recruited from across the country. The conference brings together experts in culturally relevant teaching pedagogy with practitioners around the theme of promoting high achievement in mathematics among minority children and of children in urban settings.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
1052662
Funding Period: 
Mon, 08/01/2011 to Tue, 07/31/2012
Full Description: 

The Maryland Institute for Minority Achievement and Urban Education at the University of Maryland is hosting a conference for teachers and school administrators on Culturally Relevant Teaching (CRT). Teams of teachers and administrators are recruited from across the country. The conference brings together experts in culturally relevant teaching pedagogy with practitioners around the theme of promoting high achievement in mathematics among minority children and of children in urban settings.

The conference plan is based on the most rigorous research on CRT and on the findings of a prior conference. A substantial amount of time is provided during the conference for teachers to develop or modify lessons under the guidance of knowledgeable experts.

The conference will accommodate approximately 100 participants. Following the conference participants will have the opportunity to work with members of the Maryland institute to develop strategies for improving achievement of minority students. Additionally, participants will be invited to participate in ongoing seminars and workshops held regularly at the University of Maryland.

System-Level Professional Development: Articulating Research Ideas That Support Implementation of PD Needed for Making the CCSS in Mathematics Reality for K-12 Teachers

This project aims to pull together a diverse set of experts to make research-based recommendations on how to implement massive professional development that is needed to effectively employ the Common Core State Standards (CCSS) in a way that will reform classroom instruction in mathematics for grades K-12.  The project is convening a meeting of experts to recommend how to design, implement, and assess large-scale professional development systems.

Partner Organization(s): 
Award Number: 
1114933
Funding Period: 
Tue, 03/01/2011 to Wed, 02/29/2012
Full Description: 

This project is engaged in an effort to pull together a diverse set of experts to make research-based recommendations on how to implement massive professional development that is needed to effectively employ the Common Core State Standards (CCSS) in a way that will reform classroom instruction in mathematics for grades K-12. Thirty-five states have adopted the CCSS in mathematics, and there is a need to help teachers and the public learn about the standards and how to use them to increase mathematics learning. The project is convening a meeting of experts to recommend how to design, implement, and assess large-scale professional development systems that have the potential to reform mathematics instruction. A final report with recommendations and reactions from professional organizations will be disseminated through the National Council of Teachers of Mathematics.

The work of the project is assisted by the following organizations: Association of Mathematics Teacher Educators, Mathematics Association of America, the National Council of Teachers of Mathematics, National Council of Supervisors of Mathematics, and the Association of State Supervisors of Mathematics.

Curriculum and Assessment Partnership Conference

This conference's primary goal is to discuss issues and recommend actions regarding assessment design and production that arise in an environment of Common Core State Standards (CCSS). Participants will include representatives from the governing states as well as from the leadership teams of the assessment consortia along with experts in curriculum development, standards implementation and assessment.

Award Number: 
1108723
Funding Period: 
Tue, 03/01/2011 to Wed, 02/29/2012
Full Description: 

The Consortium for Mathematics and Its Applications is engaged in an effort to bring together members of the community of mathematics curriculum developers and experts in assessment, including representatives and stakeholders from the two assessment consortia recently funded by the US Department of Education. The primary goal of the meeting is to discuss issues and recommend actions regarding assessment design and production that arise in an environment of Common Core State Standards (CCSS). The format will allow information exchange and resource sharing in the service of states and districts as they work to effectively implement the CCSS. Participants will include representatives from the governing states as well as from the leadership teams of the assessment consortia along with experts in curriculum development, standards implementation and assessment.

This work is being carried out with the support and cooperation of the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematics, the Association of Mathematics Teacher Educators, and the Association of State Supervisors of Mathematics.

Southeast Regional Technical Assistance and Information Follow-up Workshop for Minority-serving Institutions To Broaden Participation in NSF DRL Programs

This project will conduct a 2.5 day regional technical assistance and information conference/workshop for Minority Serving Institutions (MSI) to broaden their participation in programs of NSF's Division of Research on Learning in Formal and Informal Settings (DRL). The goal is to have participants develop research or program ideas and to become more skillful in the preparation and development of competitive proposals.

Lead Organization(s): 
Award Number: 
1043144
Funding Period: 
Wed, 09/15/2010 to Fri, 08/31/2012
Full Description: 

Spelman College will conduct a 2.5 day regional technical assistance and information conference/workshop for Minority Serving Institutions (MSI) to broaden their participation in programs of NSF's Division of Research on Learning in Formal and Informal Settings (DRL). Spelman College will invite faculty and administrators at accredited MSIs who have not submitted proposals and/or have been unsuccessful in DRL proposal competition to participate in the workshop/conference. The participants will be 50 two-person institutional teams, each consisting of a faculty member from an education specialty relevant to DRL programmatic activities and a faculty member in a science, technology, engineering, or mathematics (STEM) field supported by NSF. The goal is to have participants develop research or program ideas and to become more skillful in the preparation and development of competitive proposals.

The conference/workshop will take place on the campus of Spelman College, a Historically Black College. A variety of techncial assistance sessions will be used during the workshop to facilitate information sharing and dialogue, including discussion of DRL programs, discussion on proposal development and proposal submission requirements, small group presentations and discussion sessions, and large group hands-on review and evaluation of a proposal feedback session. The major goal of the conference/workshop is not only to increase the numbers of DRL-targeted proposals submitted by faculty from MSIs but the numbers of competitive proposals resulting in awards. The conference/workshop also proposes to enhance awareness of DRL program activities and requirements by providing awareness opportunities for MSI faculty to increase their understanding of DRL programs that foster the integration of research and learning. By exposing MSI faculty to pertinent information and intense mentoring, more independent researchers will have strong proposal development skills.

CBMS National Forum on Content-based Professional Development for Teachers of Mathematics

This project is organizing and hosting a National Forum on Content-Based Professional Development for Teachers of Mathematics. Expanding on work begun at two previous CBMS Forums, this third forum will provide the participants with a better understanding of the features of high quality content-based professional development and increase the number of college and university mathematics departments who partner with state departments and local school districts to provide professional development to working teachers.

Award Number: 
1052759
Funding Period: 
Wed, 09/15/2010 to Wed, 08/31/2011
Full Description: 

The Conference Board for the Mathematical Sciences (CBMS) is organizing and hosting a National Forum on Content-Based Professional Development for Teachers of Mathematics. The conference continues and expands in a new direction work begun at two previous CBMS Forums. The current forum focuses on content-based professional development that is related to the Common Core State Standards for school mathematics recently released by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO). The purpose of this third forum is to provide the participants with a better understanding of the features of high quality content-based professional development for teachers of mathematics and to increase the number of college and university mathematics departments who partner with state departments and local school districts to provide such professional development to working teachers.

The forum features speakers and participants involved in the development of the Common Core State Standards, mathematicians, mathematics education professionals with expertise in teacher professional development, and state and school district personnel.

The conference report will be disseminated widely and the discussions at the forum will provide a critical foundation for the revision of the 2001 CBMS report The Mathematical Education of Teachers (MET). The revised MET will be disseminated broadly through the CBMS participating professional organizations.

Cultivating Hispanics and African Americans Reading, Math, Science (CHARMS) in Elementary Schools for Girls Conference

This project is analyzing and sharing baseline data on the achievement of African American and Hispanic girls on national and state assessments. The objectives of the project are to: (1) conduct a critical analysis of achievement data for African American and Hispanic female students; (2) organize a conference featuring presentation of the data analysis and a national speaker; (3) provide STEM career information and materials; and (4) share results of the achievement data analysis.

Lead Organization(s): 
Award Number: 
1048544
Funding Period: 
Wed, 09/01/2010 to Wed, 08/31/2011
Full Description: 

Led by STEM educators at Texas A&M University, this project is analyzing and sharing baseline data on the achievement of African American and Hispanic girls on national and state assessments. The objectives of the project are: (1) To conduct a critical analysis of National Assessment of Educational Progress (NAEP) and Texas Assessment of Knowledge and Skills (TAKS) achievement data for African American and Hispanic female students in grades 3-6 with a focus on sub-test objectives for science, mathematics, and reading over the years 2000-2010; (2) To organize a one-day conference for 100 teachers, administrators and parents from urban, rural and suburban school districts featuring presentation of the data analysis and a national speaker who will share information and lead discussion on why African American and Hispanic girls at the elementary level should begin to think about seeking STEM careers and the required expected academic preparations; (3) To provide conference participants with STEM career information and materials; and (4) To share results of the achievement data analysis at international/national conferences (National Council for Teachers of Mathematics, National Science Teachers Association, American Educational Research Association) and submit papers for publication in scholarly journals.

Quantitative and qualitative methodology will be used to respond to three research questions: (1) What are the differences in the academic achievement of African American and Hispanic girls in grades 3-6 on the National Assessment of Educational Progress (NAEP) and Texas Assessment of Knowledge and Skills (TAKS) during the years 2000-2010? (2) What are the voices of African American and Hispanic 6th grade girls about their TAKS test from third grade to sixth grade? (3) What is the impact of a one-day conference on raising the awareness level of educators and parents about academic achievement among African American and Hispanic girls on national and state assessment in grades 3-6 in reading, mathematics, and science? To address question number one, the study will determine if statistically significant differences exist among the variables of race, class, and gender by grades and subject on student performance on the NAEP and TAKS tests and sub-tests in the areas of reading, mathematics and science. To address question number two, a qualitative analysis will be conducted. Students will be interviewed and data will be transcribed, sorted, and categorized into themes. Member checks and triangulation of data will be used to establish validity and reliability of the findings. To address question number three, descriptive statistics will be used to analyze a Likert-type survey instrument that will be developed by the project PI and CoPIs to assess conference objectives. In addition, a purposive sample of participants (teachers and parents) will be interviewed about their participation in the conference and their responses analyzed using qualitative analysis.

With a focus on African American and Hispanic girls' academic achievement, the project will provide educators, parents and students through a conference venue and other outlets with valuable information to understand their competency in subjects that can impact their decisions to seek STEM careers.

Response to Intervention in Mathematics: Beginning Substantive Collaboration between Mathematics Education and Special Education

This project is organizing and hosting a working conference on Response to Intervention (RtI) and related strategies in teaching and assessment in Mathematics. Goals of this work are: To build a community of researchers and practitioners to identify, expand and sustain research needs in this area; to identify and improve the research available related to teaching mathematics within an RtI model; and to develop resources to support teacher's understanding and application of RtI strategies.

Partner Organization(s): 
Award Number: 
1005328
Funding Period: 
Wed, 09/01/2010 to Wed, 02/29/2012
Full Description: 

The National Council of Teachers of Mathematics (NCTM) in collaboration with the Council on Exceptional Children (CEC) is organizing and hosting a focused working conference on Response to Intervention (RtI) and related strategies in teaching and assessment in Mathematics. The ultimate goals of this work are: To build a core community of researchers and practitioners from mathematics education and special education to identify, expand and sustain the research needs in this critical area; to identify and improve the research available related to teaching mathematics within a Response to Intervention model; and to develop professional development resources to support teachers's (pre-service and in-service) understanding and application of research-based RtI strategies in mathematics.

Expected outcomes include: a preliminary analysis of needed research studies; a synthesis of both mathematics education research and special education research around a key question of interest; and examples of content for inclusion in professional development and pre-service teacher education. Results will be disseminated through NCTM and CEC print, web, and conference facilities.

Conference on Research on the Enacted Mathematics Curriculum

The University of South Florida is hosting a conference on Research on the Enacted K-12 Mathematics Curriculum. The purpose of the conference is to explicate the theory on mathematics curriculum enactment, defining key constructs and explaining how they are expected to interact, and why, in order to facilitate the systematic accumulation of knowledge about mathematics curriculum enactment that can guide policy and practice.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0946433
Funding Period: 
Thu, 04/01/2010 to Sat, 03/31/2012
Project Evaluator: 
Helena Miranda
Full Description: 

The University of South Florida is hosting a conference on Research on the Enacted K-12 Mathematics Curriculum. The purpose of the conference is to explicate the theory on mathematics curriculum enactment, defining key constructs and explaining how they are expected to interact, and why, in order to facilitate the systematic accumulation of knowledge about mathematics curriculum enactment that can guide policy and practice. The conference agenda builds on work of the Center for the Study of Mathematics Curriculum (CSMC) and work by NCTM to develop a research agenda for mathematics education. The conference proceedings will include the conceptual model developed during the conference, the priority research questions that were identified, and the instrument development agenda for addressing those questions.

GeoGebra 2010 Conference in North America

This project provides partial support for the First North American GeoGebra Conference, GeoGebra-NA2010, to be held July 27-28, 2010 at Ithaca College. The global mission of this conference is to build a community of mathematicians, mathematics educators, and classroom teachers who can develop the potential of GeoGebra and other similar software for transformation of mathematics instruction and curricula through creative development, practical experimentation, and research.

Lead Organization(s): 
Award Number: 
1014671
Funding Period: 
Thu, 04/01/2010 to Thu, 03/31/2011
Full Description: 

GeoGebra is free, open source dynamic mathematics software that joins interactive geometry with algebra and spreadsheet features that have striking potential for transforming STEM education in schools, mathematics and engineering departments. While GeoGebra has received several educational software awards in Europe and the USA, it has not reached its full potential for transformative influence on the American K-16 mathematics education community.

This project, led by mathematics faculty at Ithaca College and an international group of collaborating planners, provides partial support for the First North American GeoGebra Conference, GeoGebra-NA2010, to be held July 27-28, 2010 at Ithaca College. The global mission of this conference is to build a community of mathematicians, mathematics educators, and classroom teachers who can develop the potential of GeoGebra and other similar software for transformation of mathematics instruction and curricula through creative development, practical experimentation, and research.

Algebra: A Challenge at the Crossroads of Policy and Practice

This project is reviewing and analyzing policy documents and studies related to Algebra I learning and teaching, in order to (1) gain a better understanding of algebra education in the United States; and (2) conduct an accounting of research questions that have and have not been taken up by policy documents to date. The results are to be disseminated to both the mathematics education research community and to the education policy community.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0960581
Funding Period: 
Mon, 03/01/2010 to Mon, 02/28/2011
Full Description: 

A team led by researchers at the University of Pittsburgh is reviewing and analyzing policy documents and studies related to Algebra I learning and teaching, in order to (1) gain a better understanding of algebra education in the United States; and (2) conduct an accounting of research questions that have and have not been taken up by policy documents to date (i.e., what we know and what we need to know). The results are to be disseminated to both the mathematics education research community and to the education policy community. Further discussion and dissemination is planned through an invitational conference in Washington, DC. The findings will also be used to set a research agenda for algebra learning and teaching.

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