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Friday Program

Note Sessions 54 and 64 have changed from Printed Program - updates are noted here

Cancelled Sessions - 60 and 61

Friday Session & Workshop Descriptions

8:45 – 9:45


43       Coaching Dialogue                                                                                                     Salon B                   3-8

Jenny Jorgensen, Yarmouth School District, ME; Lisa Coburn, Washburn School, ME

Are you a coach? Interested in sharing and discussing aspects of what it means to be a coach? Want to share resource ideas? Join us for a lively discussion about this topic. 


44       Calculator Policy for High Stakes Exams (SAT, AP, ACT): Misconceptions and Facts  Salon A                 6-12

                                                     Jim Donatelli, Texas Instruments

This presentation will answer the following questions: Exactly what is the Calculator Use Policy for the PSAT, SAT, AP and ACT exams? Are students required to clear the memory of their calculators? (you may be surprised!). Are calculators with a built-in Computer Algebra System ("CAS") permitted? (you may be surprised)! Copies of each policy noted above will be provided.


45        It's Not How the Votes are COUNTED, It's HOW the Votes are Counted!                  Stark                      6-12

                                                                                             Steven Yurek, Lesley University, MA

What separates the Country Music Awards from the City of San Francisco?  The town of Dudley from the Academy Awards?  And the NCAA football rankings?  Don't get me started!!


8:45 – 10:15


46     Coding for Kids and Teachers                                                                                   Pierce                            PK-8

                                      Sharon Ficarra, Westerly Public Schools, RI; Susan Wood, Westerly Public Schools, RI

How can elementary kids learn to be computer scientists? What does computer science look like for elementary and middle school students? Can any elementary teacher teach computer science? Come find out the great answers to these great questions! Start creating tomorrow’s computer scientists today!

47      Promoting Mathematical Modeling, Problem Solving and Perseverance                 Dartmouth                  PK-5

               Regina Quinn, Caledonia North Supervisory Union, VT

When faced with a contextual or "word problem" students often resort to simply operating with the numbers given in a problem - or they just give up in despair. This session focuses on understanding problem types and instructional practices that engage students in modeling mathematical concepts and persevering through the messy challenges that arise during authentic problem solving.


48        Fluency Doesn't Just Happen                                                                                   Webster                        Pk-5

Ann Elise Record, Berlin Public Schools, NH; Susanne Styles, Berlin Public Schools, NH  

“How can I teach my students my grade level standards when they don’t even know their math facts!” can be heard echoing throughout many hallways in schools everywhere.  The way we have traditionally taught math facts through memorization and kill and drill simply isn’t doing it.  Teaching basic math facts using a strategic approach not only develops mastery of the basic facts, but also provides the foundation for conceptual understanding of the operations themselves. Further, the very same strategies that are used to learn basic math facts can be applied when using greater numbers and even decimals and fractions especially during Number Talks.  In this workshop, we will review the hierarchy of strategies within all operations and then discuss what math tools are most helpful for concretely showing students why these strategies work. We truly have the opportunity to change the entire math journey for our students!


49        Building Parent Led Grade K-8 Math Clubs in Collaboration with Your School         Frost                          PK-8 

                Paula Feynman, Cambridge Public Schools, MA

Math clubs offer young mathematicians a forum for collaboration and friendship in addition to enrichment and competitive opportunities. Many parents want to lead a math club, but don’t know how. Many staff members love the idea, but have too many responsibilities. In Cambridge Public Schools we bridged the gap by creating a training course for parents, and recruited staff partners in their schools. In this session, you’ll receive our abbreviated training complete with detailed lesson plans and activities, and connections to national math programs.


50       Motivating and Challenging Activities                                                                           Currier                       3-8


Stephanie Wheeler, Salisbury and Webster Elementary Schools, NH; Dick Evans, Retired, NH

Students learn better when they are motivated and enjoy what they do.  We will present activities that motivate and challenge students.  Many of the activities can be done at home, giving parents an opportunity to help their children learn math.


 51     Question Everything!                                                                                                    Hawthorne                  6-12

                                                         Ellen Brown, Pomfret School, CT; Brad Posnanski, Pomfret School, CT

Come learn how to incorporate the art of questioning using the quick poll choices on the Nspire Navigator.  How can you get the students to do more of the work and not hide in class? Watch the discussions begin the minute the results go up, and see how to quickly assess students and identify those in need. A rookie and an experienced Navigator user will demonstrate strategies to accomplish a discussion-based questioning class with the help of technology.



52      Columbus Day, Halloween, and More Fall Problem Solving                                             Salon C                   6-12


Jim Matthews, Siena College, NY

Participants will solve fall holiday problems that connect to functional relationships, inductive reasoning and finding patterns.  We will also discuss hints, solutions, and ways to motivate students. Great problems of the week for special times of the year.



53      Transformational Geometry - Immediate Interactive Investigations – Gr 7-11              Salon D              6-12

Tom Reardon, Youngstown State University, OH

Creatively integrate discovery, reasoning, technology, and pedagogy.  See how to have your students engaged in discovering the geometric concepts in less than 15 seconds on either a handheld, computer software or iPad. Students will be encouraged to use the PIED approach: Play-Investigate-Explore-Discover while performing colorful and dynamic reflections, translations, rotations and dilations.  All activities we do including student worksheets (gifts) and teacher notes will be made available to the participants, and many more! Standards aligned for grades 8 – 11. Classroom ready and we will include compass and straightedge activities along with self-assessments.


54      Recreational Math: Games and Puzzles Students Love                                                              Coolidge             6-12


Shawn Towle, Falmouth Middle School, ME       

     Explore games and puzzles that engage students and give us an opportunity to awaken mathematical curiosity and joy in our middle schoolers.  There will be some      old and new favorites to explore.

 10:30 – 11:30

55     The World is Messy: Enabling Every Student to USE Mathematics to Address REAL Problems  Curriers           General 

              Teresa Magnus, Rivier University, NH

CCSSM Practice Standard 4 recommends that mathematically proficient students should be able to model with mathematics. What does this phrase mean? How is mathematical modeling different from modeling mathematics? Why is mathematical modeling important for today’s students? This talk will introduce some of the new resources to help teachers include mathematical modeling in the mathematics curriculum and give examples of what it might look like in primary, middle level, and secondary classrooms.


56      Using i-Ready to Inform Instruction for Tiers 1 and 2 within a Data-Driven Culture          Hawthorne      General

           Gina Gilday, Exeter-West Greenwich Regional School District, RI; Anne Padula, Exeter-West Greenwich Regional School District, RI;
           Sara Bogdon, Bristol-Warren Regional School District, RI; Christine Hughes, Bristol-Warren Regional School District, RI

Come learn about how two RI districts are using i-Ready Diagnostic and Instruction resources to support data-driven instruction within the Data Cycle of Inquiry (assessment, analysis, and action) in their elementary schools (lessons learned apply K-12).  Highlights include how we are using i-Ready's adaptive Diagnostic and instructional support components, i-Ready online instruction, Ready Common Core, Ready Toolbox and our plans for the new i-Ready Standards Mastery resources.  Attendees will leave with clear examples of how the various i-Ready components are being used to support data discussions and plan both Tier 1 differentiation and Tier 2 interventions within a data-driven culture.

57       Math Games and the Standards for Mathematical Practice: What is your play?                 Salon     PK-2

               Elisabeth Johnston, Plymouth State University, NH; Amanda Silva, Student at Plymouth State University, NH; James Allanach, Student at Plymouth State                                  University,                      NH; Sarah Sherr, Student at Plymouth State University, NH

This session focuses on how interactive games can be used to assist learners in developing the “processes and proficiencies” described in the Standards for Mathematical Practice. Math games created for the PK-2 classroom designed to help students develop fluency with these practices will be demonstrated and shared. In addition, presenters will engage the audience in an interactive discussion of various modifications and classroom considerations.



58       "Sort of" About Sorting                                                                                                      Salon D        3-5


Janice Kowalczyk, FabNewport, RI

Sorting is something we do all the time:  We sort out our Legos and blocks; arrange books on our book shelves (sometimes alphabetically); while playing cards we put cards in order in our hand; arrange our Monopoly money or the tiles on our scrabble boards.  Examining how we do these things leads to some very interesting mathematics and considering how a computer does these things is even better!  In this hands-on session, we will look at sorting from a people perspective and then look at it from inside a computer.


59       Developing Students' Fraction Sense Through Meaningful Tasks and Routines               Coolidge moved to Frost     3-5

Kara Watson, Berlin Public Schools, CT; Marshall Lindsey, Berlin Public Schools, CT; Karen Schroder, Berlin Public Schools, CT

This session will focus on engaging, Common Core aligned tasks and routines that support students’ conceptual understanding of fractions.  Participants will learn ways to differentiate these tasks and routines as part of warm-up activities, journal exercises and math workstations.  Several types of templates will be shared so that participants can start developing their students’ fraction sense right away!


60       Let Your Students Learn from Math History in a Common Core World                             Stark         3-12


Art Johnson, Boston University, MA        Cancelled

Your students will benefit from learning some math history along with their regular math curriculum. Come to get ideas about how to infuse history into your existing curriculum.



61       Prepare Students for the Real World with Engaging Real World Math Activities               Frost     3-12

               Brian Marks, Newton Public Schools, MA, and Yummymath; Leslie Lewis, Newton Public Schools, MA and Yummymath Cancelled

Engage your students with rich, real world math tasks! Participants will work through a real world task, share their reasoning and discuss student work. Strategies for long term implementation of real world tasks will be provided. Participants will also leave with information on hundreds of free real world math activities that are available online.  Let's show students how they can use math in the real world as they model, estimate, communicate and problem solve familiar contexts. 


        62       We All Use Math Every Day!                                                                                             Salon B       6-12


Jaclyn Bonneau, Massachusetts Academy of Math and Science, MA

That popular phrase from the Numbers show speaks to what we all do.  In this workshop we will engage in several activities where we use mathematics in nature and science. Mathematics, easy or hard,  is all about relationships. Participants will have fun exploring relationships. andl receive many handouts and ideas. 


63      Learning Math as a Creative Experience with Spreadsheets                                           Dartmouth     6-12

                      Peter Mili, Self-Employed, MA; Art Bardige, Self-Employed, MA   

What if your students had the opportunity to see mathematics in new ways, to observe patterns, to experience connections between various representations, and to generate their own solutions to problems?  In this session, you will have this opportunity.   Please bring your laptop to this session so you can work with spreadsheet labs that have been designed to enhance spreadsheet skills, teach mathematics in a novel way, and engage in creative problem solving.


64       Better Math Teaching Network:  High School Teachers Continuously Improving Their Instruction   Webster   6-12+   

Kirk Walters, American Institute for Research, Washington D.C.

This session describes the Better Math Teaching Network, a collaboration among high school math teachers, math instructional leaders, and continuous improvement researchers who are working to create classrooms that are more strongly student-centered. Within the network, small teams of teachers select, test and refine instructional strategies and then share results with others in the network. We will share current findings and describe opportunities for other teachers and instructional leaders to join the network as it expands.


65       Supporting Curriculum with Your Own Math Videos                                                     Salon A            6-12+


Craig Sheil, Bedford School District, NH; Amybeth Phillips, Bedford School District, NH

Ever want to create short videos to support your math curriculum but have not taken the plunge yet? Learn how simple it is for both you and your students to create screencasts to teach content and/or show competency. Demonstration of online screen casting tools, YouTube Playlists, and YouTube Editor will be shown. Come join us and learn how you can creatively transform your teaching while accommodating your students’ needs through the use of videoing.



66       What's Normal Anyway?                                                                                                 Pierce             9-12+


Debbie Seidell, Acera School, Winchester, MA

I present an activity that I have done with upperclassmen in high school. Student groups chose a population to survey, gather data, and decide if their population fits the Normal distribution. The groups present their conclusions in a carefully orchestrated series of PowerPoint presentations. The combined experience of working with your own data and then seeing the other groups present is a powerful way to help students understand why the Normal distribution is special. More importantly, they understand why we need more than one test to decide if our data is approximately Normal. Student become more comfortable with how statisticians use their judgement to deal with the inherent uncertainties of working with imperfect data.



11:45 – 12:45




67       Teaching Practices that Support Student Understanding and Learning of Mathematics                                                                                                                                                                                                    Armory     General Keynote

Margaret Peg Smith, University of Pittsburg, PA

In the more than two decades since the release of the Professional Standards for Teaching Mathematics (NCTM, 1991), much has been learned about the teaching practices that support students’ understanding and learning of mathematics. In Principles to Actions: Ensuring Mathematical Success for All (NCTM, 2014), this accumulated knowledge and empirical evidence has been codified into a core set of eight effective mathematics teaching practices that represent essential teaching skills necessary to promote learning mathematics with understanding.  In this session participants will explore each of the practices and consider how these practices can help in orchestrating productive discussions that foster student learning and engagement.


1:00 – 2:00


68       Overcoming Math Anxiety                                                                                                  Stark              General


Cristina Post, Affect Academics, ME

Math anxiety affects not only student engagement and test performance, but also the ability to learn during math class.  Learn about the role math anxiety plays in math learning: the causes, prevalence, ages of onset, and exactly how math anxiety affects cognition through interference with the working memory. Beyond that, we’ll cover practical research-proven strategies to combat anxiety in the classroom, with specific attention paid to intervention for girls and minority students.


69       Mathematics, Mindset, and Moving Forward                                                                     Salon A            PK-8


Molly Rawding, Lexington Public Schools, MA; Zeba Race, Lexington Public Schools, MA

Teaching students about a growth mindset is important--especially in mathematics! Based on the work of Jo Boaler and Carol Dweck, we'll explore how to influence students to embrace the belief that everyone is a math person! Participants will leave with specific ideas to use with students immediately. From our elementary and middle school experiences, we'll share how we teach kids to own what it means to have a growth mindset, embrace making mistakes, and love learning!


70       Engaging Formative Assessment Techniques with Technology                                        Salon B               6-12


Eric Milou, Rowan University, NJ

This session will have teachers engaging in several formative assessment tasks using free technology from desmos to nearpod.  The tasks will demonstrate that we can engage students in their learning and assess their understanding in real time using such technology.


1:15 – 2:45


71       Penguin Swimming Lessons                                                                                              Curriers               PK-2


Sarah Clark, Tower School, MA; Susie Schneider, Tower School, MA

The citizens we now teach must acquire skills, analyze data, and incorporate new information while working together toward a common goal. Working in groups requires students to collaborate, making decisions to develop successful products. Our original STEM penguin project builds community and knowledge as children construct a model penguin that mimics actual penguin characteristics. The objective for each group is to construct a ‘penguin’ that suspends horizontally in a tank of water but can also stand upright. Students weigh, measure and compare as they practice decision making: which materials to use, how to load the body to meet both the criteria, and how to replicate their product. Each trial must be carefully documented.  Differences in opinion sometimes are resolved easily through a careful analysis of the data; at other times majority rule may expedite resolution. Materials are simple inexpensive items; plastic cups, beans, hardware, plastic bags, and duct tape.


72       STEM and the Mathematical Practice Standards - We apologize this session was not held     Salon C    3-5       


Adam Goldberg, Southern Connecticut State University, CT; Maria Diamantis, Southern Connecticut State University, CT

In this workshop will we look at STEM lessons that address the Common Core Math Practice Standards.  Participants will be actively engaged in meaningful, real-world activities that they can bring back to their students.  From persevering in problem solving to modeling real-world phenomena, teachers and coaches will see how easy it is to bring the world of STEM into the classroom.


73       Modeling with Mathematics in the Middle Grades                                                             Dartmouth          6-8


Judy Curran Buck, Mathematics Consultant, NH

Modeling is the process of choosing and using appropriate mathematics to analyze empirical situations (CCSSO, 2010, p. 72).  We use modeling to understand events or make decisions and predictions.  As students focus on modeling, they are drawing on and developing the other seven Standards for Mathematical Practice. We will explore some fun and engaging activities for the middle school classroom in which students fit a model (proportional or linear relationship) to real-world data and then interpret the model in context.


         74       To Competency and Beyond                                                                                                                        Pierce                         6-12


                     Cathy Croteau, Windham School District, NH; Shannon McKenna, Windham School District, NH

Do you ever say: "Why don't students remember this?  They passed the test."  Is there a difference between passing a competency and mastering a skill?  Do all skills and concepts listed in a curriculum document need to be taught to the same level of competency?  Do all teachers within a department know the most important concepts and skills to teach?   Are you looking for strategies to ensure that students have mastered key concepts that they can retain for use both in applications and in a future class?  This workshop will offer suggestions for developing a mastery skills/concepts list utilizing a school's current math curriculum.  It will also offer strategies, both in-class activities and assessment techniques, focused on helping student retention. Time will be given for teachers to apply these strategies to their own classes.


75       Active and Interesting Function Activities that Highlight the Mathematical Practices        Webster            6-12


Barbara West, Retired, VT

Participants will experience several activities related to functions. These will include using a human graph to explore functions, domain and range, and asymptotes. There will be activities with function machines, a silent board game and a Function Treasure Hunt. The CCSSM practices will be processed throughout.


76       Presti-Digitation: Magic For The Classroom and For Your Inner Geek                              Hawthorne            6-12+


Jonathan Matte, Greens Farms Academy, CT

With all of the changes in mathematics teaching and pedagogy that have taken place in recent years, taking a few minutes to recall what drew many of us to mathematics in the first place -- the relationships and the inherent coolness -- can be beneficial, fun, and even therapeutic. This workshop is part magic and part teaching material, with a focus on how these tricks can be used to introduce or further discussion of topics in the areas of Algebra, Probability, and Number Theory among others. Participants will leave with a slew of cool ideas and hopefully a reminder of how truly magical many of these mathematical concepts can be.


77       Using Recursion to Investigate Various Real-World Problems                                           Coolidge              9-12


William Bowdish, Retired, FL

The math content showcased in this session is recursion. Offered as an alternative to memorization of formulas, recursion is more intuitive. If students are familiar with the sequence mode on their calculators, they can use recursion to investigate more problems in a shorter period of time. This presentation uses calculators to solve real-world problems. All calculations are initially completed by hand. As participants become familiar with the concept of a calculation being based on the previous time period, these calculations are translated into the sequence mode that the calculator understands. As participants become familiar with the sequence mode, they find that they can solve many problems in a short period of time.


78       Must The Two Triangles Be Congruent?                                                                              Salon D          9-12


Nancy Johnson, Hopedale Public Schools, MA; Jennifer Stevens, Nauset Regional High School, MA

Discussion, collaboration, investigation and technology are all brought together in this activity to discover what properties are sufficient for two triangles to be congruent.  Students learn how to use a counterexample in contrast to using transformations to show that two triangles are congruent.  This lesson will blend hands-on investigation with the use of TI-Nspire technology.  It is a great example of a low floor - high ceiling task.  Leave with a lesson ready to be used in your classroom.



79       Data Literacy: Crucial for Democracy                                                                                  Frost             9-12


Pamela Rawson, Baxter Academy for Technology & Science, ME

We live in a data-driven society. Opinion polls, study results, and test scores bombard us every day. Learning about statistics isn't something that should be relegated to 11th or 12th grade, or reserved for an AP class that only some students can access. Learning about statistics, analyzing data for its real meaning, is something that every citizen should be able to do. Working through a few hands-on activities, participants in this workshop will discuss how and where a statistics & probability strand can weave its way through a traditional high school course pathway.


2:15 – 3:15


80       ALEKS: Adaptive Learning that Makes a Measurable Impact                                             Salon A            General


Jay Macfarland, McGraw Hill Education, CT                                                                                                       

What is adaptive learning, and how can it enhance learning through personalization? Adaptive Learning is a buzz word in the world of education today – but not all adaptive learning is created equal. This session will examine the types of adaptive learning available and their uses and impacts. We will use ALEKS, a unique, adaptive learning system, to demonstrate how adaptive technology and data-driven, personalized learning builds confidence, increases retention, and improves math skills and overall outcomes.


81       Feedback is a Four-Way Street                                                                                          Salon B              PK-5

Ellie Cowen, Nashoba Regional School District, MA

The important work of education researchers like Dylan William, Grant Wiggins, Susan Brookhart, and John Hattie has shown the critical role that feedback plays in the classroom.  We will explore four categories of feedback, focusing on practical "bright ideas" and "temptations to avoid" where giving and receiving feedback is concerned!


         82       Voting Methods, Which One Is Best? You Decide!                                                             Stark                   6-12+

Denis Sheeran, School District of the Chathams, NY

This session will introduce multiple voting methods, their historical and modern use, and the mathematics behind how each one works as a statistical model. Attendees will also identify technology for implementing each type of method.

    3:30 – 4:00

Closing Session and Giveaways - Location - Salon A


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