Program‎ > ‎

Thursday Program

Note -Session 24 - change in presenter

Sessions & Workshops: Thursday, October 20

9:00 – 10:00



1     Overcoming Obstacles to Make Mathematics Work for All!                   Armory Exhibit Hall          Opening Keynote

Matt Larson, National Council of Teachers of Mathematics, Reston, VA

In order to raise the achievement of all students and simultaneously close learning differentials, we must overcome the obstacles that have traditionally stood in the way of mathematics working for all students. This session will engage participants in examining the six principles of highly effective mathematics programs as outlined in NCTM’s document Principles to Actions, look at the action steps necessary to overcome these obstacles, and offer strategies for how we can better communicate to parents and other stakeholders what meaningful mathematics learning looks like today and why it is important.

10:15 – 11:15


2   Metacognition and Math Fluency in the Primary and Elementary Classroom                       Salon B        PK-5                                                                                      

Jennifer Wheeler, Union 38, Conway, MA

Participants will explore metacognition as it pertains to developing self-regulated learners in the primary and elementary mathematics classroom. Participants will examine best practices when introducing metacognitive strategies to young students.  Practical information for immediate use in the classroom, as well as current research will round out this session. 

3     Promoting the Standards for Mathematical Practice with Effective Questioning Strategies  Salon A           3-12+                

           Judy Curran Buck, Mathematics Education Consultant, NH

Questioning is an art and “good” questions are the primary tool of effective teachers. How can we promote the Standards for Mathematical Practice through our questioning? In this interactive session, participants will reflect on their own practice, explore strategies to refine their own questioning, and be provided with many examples of effective questioning.


4     Argumentation In and Outside Mathematics – More of the Same, or Totally Different?         Stark               6-12+

Orly Buchbinder, University of New Hampshire, NH

In the increasingly technological world of the 21st century the ability to think critically, construct and analyze arguments is a vital skill.  We are required to process ever-growing amounts of increasingly complex information.  It is often said that mathematics provides tools for making sense of the world around us. Can mathematical argumentation help us to make sense of the kinds of arguments made in popular scientific journals, marketing ads, general media or politics?  In this talk I will use examples from middle school mathematics and from the contemporary media to compare and contrast the modes of argumentation commonly used in them. I will illuminate the similarities and differences between the two modes of reasoning, and make suggestions for how teachers can help students develop argumentation and critical thinking skills in the mathematics classroom and beyond.

10:15 – 11:45

5   How Do I Know What They Know?                                                                                           Webster      General    

       Tracy Bricchi, SAU88 Lebanon, NH

Formative assessment is useful for many purposes: engaging and evaluating students, preparing them for summative assessments, and assessing how a course or unit is progressing. This session will explore a variety of simple and effective formative assessment techniques that not only provide information about students' knowledge and skills at a given point in time, but also gives timely feedback that teachers can use to make instructional adjustments.


6   Read a Story and Do Some Math, Oh My!                                                                                Hawthorne      PK-2         

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

Attendees will participate and engage in hands-on activities (manipulatives) that will integrate mathematics, science, social studies, and art. The presenters will provide handouts which will include all resources used in the presentation.

        7    Family Math Night To Go!                                                                                                        Frost              PK-5             
                     Heidi Belle-Isle, Conway School District, NH

If you are looking for an educational, fun, easy, and affordable family night, this presentation is for you.  Participants in this workshop will leave with almost everything they need to put on a successful family math night.  Presentation material can also be used as an exciting addition to your math curriculum.  All activities are linked to Common Core Standards. This is a hands-on presentation, so be ready to play and have fun!


8    Read Like a Mathematician:  The 3 Reads Instructional Routine                                             Salon C       3-8

        Grace Kelemanik, BPE Boston Teacher Residency, MA; Amy Lucenta, BPE Boston Teacher Residency, MA

How do we help our students “makes sense of problems and persevere in solving them” (i.e. SMP1)?  The first step is interpreting the problem. Yet, one of the greatest challenges for students is reading a complicated mathematical situation, making sense of it, and choosing a pathway to start working on the problem.  In this session, we will identify what makes reading a math problem difficult and what successful math doers pay attention to when reading a problem.  Participants will experience Three-Reads, an instructional routine designed to develop student capacity to read and interpret word problems. They will leave this session ready to implement the routine in their own classroom.


9   This Doesn't Look Like Test-Prep. This Looks Like Instruction!                                           Dartmouth              3-8

       Christine King, Self Employed, CT

Is it possible to deliver engaging, research-based, quality instruction and test-preparedness at the same time? Absolutely! This hands-on workshop highlights practical, adaptable research-based instructional tools that can be used year-long to promote critical thinking, reasoning skills, and student ownership into the test-prep process.  The lesson structures and resources provided in this workshop are grounded in the Mathematical Practices of the Common Core State Standards. The goal of this session is to share engaging research-based strategies that promote discourse which teachers can use all year long. This workshop is for the educator who wants to move beyond reviewing answer choices as a means for test-readiness.


10   SCRATCH 101: Learning Mathematics in the Digital Age                                                         Coolidge                3-8

Janice Kowalczyk, FabNewport, RI

The ability to code computer programs is an important part of literacy in today’s society.  Scratch is an easy-to-use block programming language that engages students, both young and old, in the creation of interactive stories, animations, games, music & art.  When people learn to code in Scratch they learn important strategies for solving problems, designing projects, and communicating ideas. Many computational and mathematical ideas are built into the Scratch experience, such as number sense, angles, decimals, concepts of size and scale, directionality, variables, coordinates, randomness and also core computational concepts such as iteration, parallelism & conditionals. When students create in Scratch, problem-solving and problem-finding opportunities naturally arise. This workshop will introduce you to Scratch and give you an opportunity to take it for a spin. Bring your laptop! (not yet tablet compatible)



                                                                                                 11 How Can a Green Check, a Red X, and a Report Improve Learning?                                        Salon D      3-12 

Andrew Burnett, ASSISTments at Worcester Polytechnic Institute MA; Christina Heffernan, ASSISTments at Worcester Polytechnic Institute MA

It's a fact, immediate feedback improves learning.  A recently completed $3.5 million study shows that when teachers use ASSISTments for their assignments and students receive immediate feedback on the problems (GREEN CHECKS and RED X's), their learning increase is greater than those students that did not receive immediate feedback.  The learning increase is even greater when the teachers use the information in the REPORTS to plan lessons and drive instruction.  Learn how easy it is to make skill practice, homework, classwork, exit cards, and tests more effective using the free, online tool from Worcester Polytechnic Institute called ASSISTments.


12  Going Deeper with                                                                                         Curriers        6-12

        Stefan Fritz, Bedford School District, NH

Have you gotten some experience with but never made it much past the calculator? Have you used some Desmos teacher activities but want to craft something specifically for your students? This workshop is for you! Bring your laptop and get ready to learn how to craft a rich Desmos activity perfect for your classroom. Desmos activities are great for exploring, reinforcement, and just having fun with math. All that's required is a laptop/chromebook and a Google account. See an example of the presenter's work here:


13   Slide, Turn and Flip                                                                                                           Pierce                6-12 

          Jean McKenny, Northeast Kingdom Learning Services, VT

The CCSS for geometry state that “The concepts of congruence, similarity, and symmetry can be understood from the perspective of geometric transformation. Fundamental are the rigid motions: translations, rotations, reflections, and combinations of these.”  The standards then continue to describe what is needed in the middle school to prepare students for later experiences with these geometric concepts. This session will present some examples of learning activities involving these isometries that can be done with middle and high school students.


11:30 – 12:30


          14   Integrating Technology and Math                                                                                    Salon A                  PK-5

       Nancy McGonagle, Narragansett Schools, RI

There are so many apps out there, but what apps are the best for the elementary mathematics classroom?  Participants will learn the best apps to use  to allow students to collaborate and communicate mathematical thinking. They will have the opportunity to see models of students interacting with engaging technology that enhances the understanding of math concepts.


Using Interactive Math Notebooks

                                                                        Salon B


            Jenny Jorgensen, Yarmouth School District, ME; Barbara Ellis, Yarmouth School District, ME

                Wow! Students are doing amazing things with their creativity and their math notebooks.  See sample student notebooks and learn how math                        teachers are using them. 

16   Combinations, Locks, and Polynomial Fits                                                                       Stark                      9-12+

          Al Cuoco, Education Development Center, MA

This talk is dedicated to the memory of Frank Kelley.

The Simplex company makes a combination lock that has an advertised "thousands of combinations.''  How many are there?  This question leads to some general-purpose tools in combinatorics and connects to the theme of fitting functions to tables of data.  Part of this material was field tested at Wilmington MA High School during the time when Mr. Kelley was substitute teaching after his retirement.

12:45 – 1:45


17   My Favorite Math Activities and How Technology Makes Them Better – or Even Possible   Armory         General Keynote

 Tom Reardon, Youngstown State University, OH

I have accumulated several excellent activities during my career. Many of them are enhanced or extended by technology. Some of them are only possible because of technology. Let’s enjoy some of them together.


             2:00 – 3:00


18   From Grade Five to High School:  An Algebraic Investigation                                               Stark               6-12

Alissa Chiasson, Triton Regional School District, MA; Al Cuoco, Education Development Center, MA

This talk is dedicated to the memory of Frank Kelley.

We will trace a trajectory for an investigation---the distribution of sums when several dice are thrown---that was introduced in a grade 5 class and led to a sequence that culminated in a grade 12 treatment of generating polynomials. We'll show how the mathematics used in grade 12 was already previewed in the work of the 5th graders, highlighting mathematical practices such as seeking and using structure and abstracting regularity from repeated reasoning. Sophisticated mathematical ideas are present in the work of elementary students and those ideas can be refined over the course of middle and high school.


                                                                                                                    19  Motivating Students with Technology in the Mathematics Classroom                                                Salon A           6-12

                                                                             Eric Milou, Rowan University, NJ

This session will examine how to engage, motivate, and teach the iGeneration (the Internet Generation).  Participants will be provided with engaging video lessons, gaming websites and motivational strategies that can lead to deeper mathematical understanding.


2:00 – 3:30                       PK-5 - plan to visit Exhibits

                  20 Instant Relevance: Today's Events = Tomorrow's Lessons                                                 Coolidge      General

Dennis Sheeran, School District of the Chathams, NJ

From everyday moments to worldwide events, opportunities for math teaching lie within. This workshop will show how to connect the math content you know to the moments and events you see every day. It will provide you with the tools and technology necessary to create exciting lessons and hooks for your students every day.



21 Addition and Subtraction – It’s More Than Just “Adding” and “Taking Away”                   Curriers           PK-2

        Gina Kilday, Exeter-West Greenwich Regional School District, RI

What are the various problem types expected in K-2? What makes some problem types more difficult than others? How do we support students in mastering problem solving beyond just adding to and taking from? What supports are useful for developing language learners of this age? We’ll start by identifying and distinguishing between the problem types.  Then, we’ll explore strategies to support explicit instruction in all types and develop student understanding for solving problems. Participants will leave with lesson ideas, instructional planning suggestions and resources for problems of varied types.


          22   Making Fact Fluency Assessments Meaningful                                                                 Webster             PK-6

        Robin Moore, Regional School District 6, CT; Sara Baranauskas, Suffield Public Schools, CT

Do you want to assess fact fluency more effectively than just finding out how many facts a student can answer correctly in 2 minutes? This session will focus on how to use homegrown comprehensive formative assessments to drive fact fluency instruction. We will share our journey and lessons learned, and you will leave with ideas on how to create and implement an effective fluency assessment process in your classroom, school, or district.


23   Measurement Tasks Take Flight                                                                                           Dartmouth         3-5

  Laurie Boswell, Big Ideas Math, Author, NH

                           Weather, flight, and construction inherently interest students. We'll simulate and demonstrate several activities that integrate measurement, data, and                                               geometry standards while attending to key mathematical practices.


24  An Introduction to Number Talks for Grades 3 – 5                                                                                    Salon B            3-5

          Kathleen Hamon, Mathematics Coach, NH    

 Building a strong foundation in number sense is critical to students’ success in mathematics.  Come learn how Number Talks can transform your classroom in minutes a day.   In this  session you will learn the benefits and ease of incorporating a Number Talk into your daily math routine. Emphasis will be on learning the components of a Number Talk and exploring  a variety of strategies for multiplication.  This is a tool you can implement next day!


25  Not All Math Practices are Equal: A Framework for Teaching the SMPs                                   Salon C               3-8

Amy Lucenta, BPE Boston Teacher Residency, MA; Grace Kelemanik, BPE Boston Teacher Residency, MA

This session presents an organizing framework for the eight standards for mathematical practice articulated in the Common Core State Standards for Mathematics. There is sometimes a strong temptation to put the math practices on a “back burner” in service of meeting the content standards, or to choose one or two of the math practices that seem easier to implement.  This session makes the case for and offers a viable approach to placing the math practices at the center of math learning and doing.

The eight math practices work together as a constellation of practices, serving different roles in students’ mathematical reasoning. In this session, we will unpack and apply that constellation, comprised of leading and supporting practices.  As a result, participants will deepen their understanding of the eight SMPs, and more importantly develop a clear vision and strategy for developing these essential mathematical habits in all students.


            26 Truth, Lies, and Statistics: Data Analysis in Middle School                                                Hawthorne           6-8   

                                                                                     Mark Jones, Mansfield Board of Education, CT

Data Analysis is proving to be a critical 21st century skill. Middle grades students need to effectively organize, represent, and draw conclusions from data. This workshop will share a variety of problems to teach students these skills and challenge their thinking about what numbers tell them. Participants will analyze data and compare data sets using descriptors of center, shape, spread, and outliers, construct graphical representations for data (dot plots, histograms, box plots, scatter plots, etc.), learn methods to describe the center, spread, shape, and variability of data verbally and numerically. Leave this workshop with useful problems and hands-on teaching strategies for classroom use.


27 Problems of the Week and Month -- Learning to Communicate                                           Pierce                 6-12


John Bookston, Retired, MA

Over the years I have used "problems of the week" and "problems of the month" in my teaching. These problems have shown my students' creativity and thought processes reminding me why I went into teaching in the first place. They allow me the chance to give students feedback on their communication and identify their strengths and weaknesses. These problems are useful for satisfying the Common Core. Our students will not likely use the quadratic formula as adults but will benefit from learning how to communicate effectively and how to work smart.


28 Understanding What Students Know by Measuring How They Learn                                     Salon D           6-12

                                                                         Joseph Spadano, Rivier University, NH

This presentation will highlight Formative Assessment techniques used in the teaching and learning of mathematics.  A broader view of assessment will be defined and discussed.  Participants will also explore learning experiences that measure content and processes as well as productive disposition. Examples of how to develop evaluative schemes and rubrics for this broader view of assessment will be introduced as an action plan for implementation in the mathematics classroom.


29 Addressing Student Misconceptions and How to Alleviate Them                                           Frost             6-12+

        Jay Shiffman, Rowan University, NJ

Throughout the K-16 curriculum, teachers encounter a plethora of student misconceptions. Some classics include the "freshman dream" in elementary algebra when squaring a binomial, thinking discretely when determining the domain of a function and cancelling the 5's when simplifying 19/95. At times, anomalies furnish the correct answer purely by accident, but certainly not via sound mathematical practices. This hands-on workshop will serve to illustrate and address many common misconceptions in various branches of mathematics selected from number and operations, algebra, geometry, pre calculus, calculus and discrete mathematics. Often such misconceptions are permeated from textbooks that fail to attend to precision in definitions. The use of the graphing calculator as well as counterexamples will aid in alleviating numerous errors. Samples of student work will be shared as well. Please join us and hopefully rest more easily upon returning to your classrooms on Monday.


    3:45 – 4:45

30   Teaching the Singaporean Way                                                                             Pierce                 General Interest

          Jeff Ruscitti, Houghton Mifflin Harcourt, MA

Singapore receives a lot of press and reverence because of their emphasis on education and their obvious success in doing so.  They are a country that has built an education system based on a sound pedagogy that is based on brain research, and a focused, coherent, and rigorous curriculum.  This combination has proven to be very successful in the United States and Internationally.  We will explore the lessons we can learn from the Singaporean pedagogy and curriculum. 


31   Kindergarten iPad Apps: Free and Paid                                                                  Webster                 PK-2

         Anu Advani, Brookline Public Schools, MA

Based on the 2011 MA Curriculum Frameworks, we will explore apps that are suitable for a kindergarten classroom. We will explore apps that teach writing numbers, count sequence, addition, subtraction, math facts using 10 frames, skip counting and much more.


32  Growing Statistical Thinkers Before the 6th Grade                                                  Stark                       PK-5


Christine Latulippe, Norwich University, VT

At any grade level, number sense and statistics are our two most powerful mathematical tools for helping develop our students into informed citizens. However, the Common Core State Standards in Mathematics (CCSSM) don’t first specifically introduce statistics until the 6th grade. How can elementary grades teachers lay a strong foundation for statistical reasoning? Why should they when the standards don’t specifically require them to? Join me as we examine CCSSM’s statistical counterpart, GAISE, and consider a variety of activities which can naturally incorporate statistical concepts into K-5 classrooms. Let’s develop informed citizens through counting, graphing, and asking good questions about data.


33  Desmos for Elementary School                                                                                 Coolidge                PK-5

        Denis Sheeran, School District of the Chathams, NJ

Desmos is gaining ground as the most useful tool in math instruction in the secondary grades. This session will take attendees through how Desmos can be used in the elementary grades effectively and seamlessly.

34   Fun and Engaging Math Puzzles and Games to Develop Problem Solving and Fact Fluency  Salon B        PK-8

Molly Rawding, Lexington Public Schools, MA

Games and puzzles are a fabulous way to engage and excite students--and parents about math! Come play around with some math puzzles including KenKen, Kakooma, Arithmogons, Color Shape Puzzles and other engaging and thought-provoking puzzles! We'll explore how these are used in the classroom to influence students to problem solve and develop their communication and reasoning skills as well as perseverance. Participants will have time to learn how to play several puzzles/games that can be brought back to the classroom immediately to increase student engagement and excitement about mathematics.


35 Problem Solving Starts with a Good Picture                                                                        Salon C         3-5

       Heidi Whipple, Orleans Central Supervisory Union, VT; Beth Quimby, Orleans Central Supervisory Union, VT 

Students need to develop a repertoire of visual models in mathematics in order to solve problems. Also, students need explicit training in how to self-regulate their mathematical communications in the context of problem solving.  This session would offer student-centered problem solving scales and collections of visual images for children in grades 3-5.  (Also appropriate for grades K-2 and 6-8)


36 Math Content Organized by Common Core Delivered Through Google Classroom             Frost              3-12

       Cristina Heffernan, Worcester Polytechnic Institute, MA

Do you wish it was easier for you and your students to get immediate feedback on the math problems you assign without leaving Google Classroom? ASSISTments, a free, online platform used by hundreds of teachers, has made it possible for you to assign their pre-built math content from grades 3 to high school, organized by the common core, directly from the ASSISTments App for Google Classroom. You can also build and share your own content on the ASSISTments site and assign it directly to Google Classroom. Come learn how the combination of ASSISTments and Google Classroom will give teachers the flexibility they want and the ease of single sign on with Google.  ASSISTments is a free public service from Worcester Polytechnic Institute.

                       37 The Best Decision I Ever Made as a Teacher – Integrating an Integrated Mathematics Curriculum  Curriers     6-12

                                                                               Greg Superchi, Lisbon Regional School, NH

Have you been curious about what it's like to teach in an integrated mathematics curriculum?  Do you teach in an integrated mathematics curriculum?  Have you considered a switch to such a curriculum?  If so, join us to discuss my experience choosing, transitioning to, and teaching in an integrated curriculum – what the Common Core calls the “Non-Traditional Pathway”.  It is, perhaps, the best decision I have ever made as a teacher.  We will also look at some examples of the work students do in this textbook series (Core-Plus Mathematics Project).  There will be time to ask questions as well as time for others who have taught in an integrated curriculum to share their own experiences. 


38  Algebra in Numbers, Words, and Pictures!                                                                                 Dartmouth     6-12

        Natalya Vinogradova, Plymouth State University, NH

Do your students struggle with algebraic formulas and procedures? Let’s get together to explore how making connections between numerical fluency, precise use of mathematical language, and geometric representations, can help making sense of algebraic symbols. You will be able to use these strategies and activities in your next math class!


39  Valuable But Little Known Tips and Tricks for TI-84 and TI-84CE (color) in Grades 7-12         Salon A         6-12+

        Tom Reardon, Youngstown State University, OH

For new and experienced users. Get 13 creative and cool essential ideas to utilize the TI-84 and its color version, TI-84CE, much more effectively. Develop your students’ conceptual understanding of the mathematics better. See how to use the 84 as an evaluator of complex expressions easily, trace on a graph and table simultaneously, quickly evaluate the quadratic formula, store window settings, quickly investigate transformation graphing with lists, and more. See how to use color photos to help teach transformation graphing. And get tips on how to fully utilize the TI-SmartView graphing calculator emulator and SmartPad app – with/without a SMART Board.


40 Writing Papers in Algebra II: Opportunities for Mathematical Practice                                    Hawthorne     9-12


Lovall Morrison, Profile High School, NH

Students in my Algebra II classes have been writing papers for the last 5 years. Stretchy Band Lab and Global Warming (linear regression and translation), Puppy Project (non-linear data, so piece-wise with multiple regressions), and National Debt (exponential regression and logging data). They now write one paper a quarter. I will provide data sets, assignments, rubrics and examples of student work. In addition, participants will spend time looking at student work and using analytic rubrics. Grading papers seemed scary when I started. Now it is routine!  We will also discuss other practical tips for implementation such as using Google Docs and plagiarism if time permits. BRING A LAP TOP (if possible).


41 Electing the President: Analyzing the Electoral College and Plurality voting in the US             Salon D       9-12+

     Lindsay Mosca, Lexington High School, MA

The goal of this presentation is to give high school math teachers an overview of high level analysis for both the plurality voting system (the system used in the US) and the electoral college. The material covered is based on my experience teaching "Contemporary Applied Mathematics" at Lexington High, using the textbook "For All Practical Purposes." The goal is that all or parts of this topic could be used as a short additional unit added into any math course where students have the appropriate background in distributions. Students gain a deeper mathematical understanding of how our country elects its highest office and the pros and cons of the process. Attendees will learn details of how plurality voting works, including ‘manipubility’ and Arrow's Impossibility Theorem. We will discuss the electoral college and how high school students can use their knowledge of normal distributions, mean, median, and expected value to analyze possible outcomes for candidates trying to win an election. Also covered will be some problems with the electoral college such as unequal treatment of voters, winner-take-all electoral votes, and close/interesting outcomes in the 2000 and 2004 elections.


5:00 – 6:00

                        42 Balomenos Memorial Lecture: Using Data Wisely Leads to Informed Citizens                              Salon A   General Interest

   Richard C. Evans, Ph.D., Professor Emeritus PSU, NH

   In order to make informed decisions about issues confronting this country, informed citizens need to analyze reliable data related to those     issues and recognize a correlation does not prove causation.  We will explore some data related to issues for this election year.

6:00 – 7:00 


             Balomenos Reception                                                                                                  Salons B-C-D     

                Join Dick Evans, 2016 Balomenos Lecturer, and locals, for some New Hampshire Hospitality.

Return to top