Friday, November 5
Sessions 3:30pm - 7:00pm
Regional Mixer/Event: 7:00-8:00pm
Not sure what Region you are in? Look here - https://sites.google.com/amtnys.org/main/about-us/leadership?authuser=0
Embedded Files
Session 1: 3:30 pm - 4:30 pm
Session 1: 3:30 pm - 4:30 pm
K-5
Strayton 2021--Sparking LearningWait, That's Cool! Sparking Learning through Student Interest
Wait, That's Cool! Sparking Learning through Student Interest
Investigate high-interest, hands-on experiences that launch student learning in my elementary classes and see how connections across standards help generate these kind of launches for any set of math concepts. We'll use mirrors and pattern blocks to explore precise angle measurements without protractors (sounds crazy, right??), base ten blocks for measurement (did you know they align with metric measurement?), and other experiences that will make you say, "Wait, that's cool!" Bring some topics you wish you could launch in a new way, as we will do some collaborative brainstorming!
Marianne Strayton
Clarkstown Central School District
K-5
Can We Just Talk? Come Discuss Discourse with STEMscopes Math
Can We Just Talk? Come Discuss Discourse with STEMscopes Math
How do you get students talking and writing about numbers? Join us for an interactive look at how to promote dialogue and discourse among your students. Walk away with ready-to-implement strategies - like “Decide and Defend” - that will get the conversation started in your classroom.
Angela Campana
STEMscopes
6-12
AMTNYS Conference 2021 BWRIGHT.pdfAmbitious Mathematics Teaching for Novice Teachers
Ambitious Mathematics Teaching for Novice Teachers
Many novice mathematics teachers aspire to try ideas they have encountered in their professional coursework. Yet ambitious mathematics teaching, such as teaching for reasoning and problem-solving, can be particularly challenging for novices. In this session I will share my experiences as a novice teacher learning to teach via problem-solving. Participants will be invited to share their experiences in ambitious instruction and their suggestions and tips for ambitious teaching.
Brittany Wright
Syracuse University
9-12
Session 1 - Collaborative Co-Teaching Best Practices.pptxCo-Teaching Mathematics with Total Participation Techniques
Co-Teaching Mathematics with Total Participation Techniques
This presentation will seek to provide strategies for co-teaching math classrooms as well as describe total participation techniques which mathematics teachers can actively implement into their classroom. We will provide tools for teachers. We will further describe challenges and solutions specifically geared for supporting special education and at-risk learners.
Stephanie Conklin
Colonie Central High School
Co-Presenter
Karissa Schupp
Colonie Central High School9-12
EFFL 2021Experience First, Formalize Later
Experience First, Formalize Later
“Experience First, Formalize Later” (EFFL) focuses on building understanding before formal definitions and formulas. In this session we will explore ways to encourage students to collaborate and communicate mathematics in ways that lead to deep conceptual understanding. Walk away with lesson ideas that can be immediately implemented in any Algebra 2, Pre Calculus, Calculus or Statistics (AP or on Level) classroom.
Willard Hardin III
Granville Jr/Sr High School
6-12, College
Math in Motion
Math in Motion
Get up out of your seats and let's experience math hands-on. We will explore math concepts through coding and robotics. Using the TI graphing calculators and TI-Innovator Rovers, students can take a deeper dive/drive into math and real world applications of mathematics.
Dana Morse
Texas Instruments
General
Engaging All Learners through Student-Centered Instruction presentation_LMColeman.pdfEngaging All Learners through Student-Centered Instruction_LMColeman.pdfEngaging All Learners Through Student-Centered Instruction
Engaging All Learners Through Student-Centered Instruction
Have you ever looked at the lesson plan in your teachers' edition and wondered, "How am I going to reach all of my students with this content?" By focusing on specific objective and identifying students' strengths, you can design instruction that addresses the learner variation in any classroom.
LauraMarie Coleman
Great Minds
3-12, College
Probability “Paradoxes”Probability "Paradoxes"
Probability "Paradoxes"
On a game show, the host asks you to pick one of three doors to win a car. You pick Door 1 and he opens Door 2, revealing a goat. He then asks if you want to stay with Door 1 or switch to Door 3. What should you do? A patient tests positive for a disease using a test with 90% accuracy. How likely is it that he’s sick? A group of women sue a university for gender bias in admissions, but the judge throws out the case. Was this the right call? In this workshop, we will look at all these examples, where we can use the tools of probability to justify surprising and often counterintuitive results.
Benjamin Kirk
Ithaca City School District
Session 2: 4:45 pm - 5:45 pm
Session 2: 4:45 pm - 5:45 pm
K-5
Number Talks AMTNYS Nov5-2021 pdf.pdfDivision Multiplication Strategies At A Glance.pdfNumber-Talks-Article-by-Sherry-Parrish.pdfNumber-Talks-Quick-Start-Guide.pdfSolving with 4 methods.pdfSubtraction & Addition Strategies At-A-Glance.pdfDeveloping Number Sense Through Number Talks
Developing Number Sense Through Number Talks
If you implement one type of activity into your class routine, Number Talks might be the most bang for your buck. Number Talks are short, daily exercises designed to build number sense through fluency activities. Students who have strong number sense solve problems in more than one way and check that their answers make sense. You will learn how to use Number Talks to support students as they look for and make numerical relationships to develop flexible computation strategies.
Denise Simone
Valley Stream UFSD #13
3-5
Math Inquiry Lab Presentation Handout for AMTNYS.pdfMath Inquiry Lab: A Vehicle of Differentiation & Optimal Student Engagement 3-5
Math Inquiry Lab: A Vehicle of Differentiation & Optimal Student Engagement 3-5
This detailed presentation will provide the structure and tools to fellow teachers/coaches in order to operate a differentiated Math Inquiry Lab in their respective schools. This will be accomplished through a multitude of hands-on learning opportunities geared to help students construct meaning at their optimal level of understanding. It will assist teachers in creating an environment wherein students engage in math discourse, discover mathematical patterns, and increase their understanding of mathematical concepts. It will empower instructors to tailor their math instruction to any audience.
Dina Carlucci
Farmingdale Public Schools
Co-Presenter
Janice PuglisiFarmingdale Public Schools6-12
Anchor Page HS Alg TilesUsing Area Model to Teach Multiplying, Factoring, and Dividing Polynomials
Using Area Model to Teach Multiplying, Factoring, and Dividing Polynomials
Manipulatives in a secondary math classroom? You'll see how successful it can be. Build on students’ understanding of an area model for multiplication from lower grades by using algebra tiles to multiply polynomials, factor and complete the square. Algebra tiles increase conceptual understanding that leads to proficiency once students no longer need the tiles. Additionally, the tiles provide students with a tactile engaging experience.
Astrida Lizins
CPM Educational Program
IGNITE Math Educators Talk
IGNITE Math Educators Talk
Looking for math practices and techniques to IGNITE your classroom? Come join a group of professionals from a variety of districts throughout New York as they share what excites them. Get great ideas, see teaching techniques in action, ask questions and take what IGNITES you back to your colleagues and class.
Jeanne Oliveira
Germantown Jr/Sr High School
Co-Presenter
Bobbie BieRhinebeck High School9-12, College
Rising-Matthews Fri-4-45.pptxRethinking Mathematics for NonSTEM Students in College and High School
Rethinking Mathematics for NonSTEM Students in College and High School
A ten-year project has involved our rethinking what mathematics would best serve non-STEM students and then translating our conclusions into a viable teaching program. The resulting text, ABOUT MATHEMATICS, was published earlier this year. (Participants should bring a smartphone or tablet.)
Gerald Rising
University at Buffalo
Co-Presenter
Jim MatthewsSiena CollegeGeneral
Overcoming Math TraumaOvercoming Math Trauma: Helping Students (& Peers) Let Go of Their Math Baggage
Overcoming Math Trauma: Helping Students (& Peers) Let Go of Their Math Baggage
It is no secret that many students and teachers come to math class with their own baggage, preconceived notions about math and many damaging beliefs about themselves as mathematicians. This research based workshop will look at the effects of math trauma on students and explore interactive, student driven, hands-on approaches to help students learn to find joy in math. Ask any of my students how to be a "Math Person" and they will give you a simple answer: “1. Be a person 2. Do math!” Participants will walk away with new daily, ready to use approaches to help build a generation of “Math People.”
Alison Camp
William Street School
Session 3: 6:00 pm - 7:00 pm
Session 3: 6:00 pm - 7:00 pm
K-5
Struggle_AMTNYS_2021_ppt.pdfStruggle_AMTNYS_2021.pdfLet Them Struggle: Embracing a Classroom Rich in Discourse
Let Them Struggle: Embracing a Classroom Rich in Discourse
All students are mathematical thinkers who can engage in discussions that promote productive struggle and perseverance. Empowering students to see the benefit of the struggle is generated through rich mathematical tasks, questioning, and a ‘Thinkering Map.’ Let’s embrace the struggle.
Rob Nickerson
ORIGO Education
K-12, College
Dynamic Blended Assessment: Using Edu-Tech from the Pandemic Desk
Dynamic Blended Assessment: Using Edu-Tech from the Pandemic Desk
During the pandemic, I had to teach both online and in-person students at the same time, but I was primarily limited to my desk. This required the use of educational tools like Desmos, Nearpod, and Quizizz to create opportunities where I could see everyone at once. Students could instantly receive feedback at the same time, and I had a new teaching opportunity to see all of my learners work at once. This allowed me to quickly change direction in instruction and explain more when needed. Bring a phone, iPad, or laptop, and see how it can be implemented in classroom instruction.
Stephanie Schaefer
Seton Catholic Central
6-8
Models in Teaching Middle School Mathematics
Models in Teaching Middle School Mathematics
Physical and visual models with which students can work personally are extremely important in any new learning. This session will focus on models that can be used during the first session on a topic, the Initial Teaching Lesson, in addressing the mathematics in the middle school. For each topic, the transition from the models/visual to the symbolic representation will be demonstrated. The goal is to have the students learn as well as answer the ‘Why,’ so often what students either ask or wonder about. Topics addressed in the session will be Ratio/Proportion, Percent, Statistics and Integers.
Frank Gardella
Hunter College - CUNY
6-12
MS Coding AMTNYS 2021.pdfMiddle School Coding and Accessibility of High Level Math Concepts
Middle School Coding and Accessibility of High Level Math Concepts
Throughout the middle school CS Discoveries course (free online from code.org), students access complex mathematical ideas normally discussed in high school classrooms. This session will introduce teachers to the code.org platform and provide an opportunity to experience the amazing ways that middle school students of all levels are able to fully engage in creating designs and animations that rely on vectors, limits, reflections, tangents, approximating a curve, velocity, acceleration, transformations, spatial reasoning, scaling and more. BYOD: Wifi enabled laptop or Chromebook.
Mary Plumb
Falconer Central School
6-12
AMTNYS GGB for Beginners.pdfGeoGebra Improving Teaching/Collaboration Beyond the Pandemic
GeoGebra Improving Teaching/Collaboration Beyond the Pandemic
In the wake of a global pandemic, education has been forced to pivot like never before. With students, parents, and the public having a new appreciation for teachers and teaching; GeoGebra is leading the way for educators to not just “survive,” but rather to “thrive” in their new teaching modalities of remote, hybrid, or live learners. Come with your device and learn how to increase access and equity in your classroom through GeoGebra Notes and Classroom along with their free completely digitally accessible version of the acclaimed Illustrative Mathematics curriculum.
Robert Pontecorvo
International GeoGebra Institute
9-12
AMTNYS Discussion Worthy Tasks to Promote Conceptual Understanding in Virtual Settings.pdfDiscussion Worthy Tasks to Promote Conceptual Understanding in Virtual Settings
Discussion Worthy Tasks to Promote Conceptual Understanding in Virtual Settings
With virtual learning, mathematics teachers must be knowledgeable about digital tools and instructional practices that can be used to build conceptual understanding of mathematical concepts. This session highlights high school math tasks that use digital tools to promote conceptual understanding through student engagement and discourse. Participants will engage in tasks that are discussion worthy, accessible, multiple approaches, and relevant. Participants will leave with actionable touch points for selecting and implementing tasks that promote conceptual understanding in virtual settings.
Alesia Moldavan Fordham University
3-12, College
AMTNYS Fly By Math.pptxFly by Math Educator_Guide.pdfTeacher_Guide_for_FBM_Simulator_v14.pdfNASAs FlyByMath: Using Aeronautics to Solve Hands-On Distance-Rate-Time Problems
NASAs FlyByMath: Using Aeronautics to Solve Hands-On Distance-Rate-Time Problems
Using NASA FlyByMath, come learn about the world’s biggest Distant-Rate-Time (DRT) problems using Air Traffic Control (ATC). FlyByMath applies decision-making and proportional reasoning skills in real-life ATC situations using the Sector 33 App. This free app, accessed on your smart phone or a computer, can be used independently or in conjunction with worksheets and hands on modeling activities. With multiple levels of difficulty, differentiated learning can be tailored to meet student needs as they develop and apply proportional reasoning to predict distance-rate-time relationships.
Barbie Buckner
NASA Goddard Space Flight Center
Level the Math, Level the Playing Field
Level the Math, Level the Playing Field
Learn to differentiate the math problems you give. In this session you will learn to quickly and easily take a math prompt and "level" it to meet your students where they are in their conceptual understanding. We will begin with an open task and then use Performance Level Descriptors (PLDs) to move students forward through concrete, to pictorial, to abstract thinking. Meeting students where they are at in their understanding will make grade level standards accessible for all students. Please bring a laptop for access to online materials.
Pamela McHenry
Cayuga-Onondaga BOCES
Regional Mixer/Event: 7:00-8:00pm
Regional Mixer/Event: 7:00-8:00pm
Not sure what Region you are in? Look here - https://sites.google.com/amtnys.org/main/about-us/leadership?authuser=0
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