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For TK–12 Teachers of Mathematics • January 28, 2023
A FREE VIRTUAL Mathematics Conference Presented by
A FREE VIRTUAL Mathematics Conference Presented by
Virtual Math Conference Overview
Schedule
Schedule
09:00 am–09:15 am Opening/Welcome
09:15 am–10:00 am Dr. Robert Berry—Keynote
Presentation
10:00 am–10:15 am BREAK
10:15 am–11:45 am Morning Breakout
Sessions by grade level
11:45 am–12:15 pm LUNCH
12:15 pm–01:45 pm Afternoon Breakout
Sessions by grade level
01:45 pm–02:15 pm Closing
Scroll down to read sessions descriptions.
Conference Goals
Conference Goals
In our conference, you will…
Experience equitable teaching practices that support students’ positive mathematics identity and agency.
Explore research-based strategies to help each and every student learn mathematics.
Deepen your understanding of key mathematics content.
Understand how mathematics content, students’ assets, and academic language are interconnected and mutually supportive for learning.
Equity-based instructional practices
Equity-based instructional practices
We have used as principles of design for every session:
Going deep with mathematics
Leveraging multiple mathematical competencies
Affirming mathematics learners’ identities
Challenging spaces of marginality
Drawing on multiple resources of knowledge
Click here to learn more about these practices.
Keynote Presentation [9:15 am–10:00 am]
Equitable Teaching Practices using the CARE Framework
Keynote Presentation [9:15 am–10:00 am]
Equitable Teaching Practices using the CARE Framework
This session uses the CARE framework (Connect, Affirm, Reframe, Explain) to unpack equitable teaching practices. The CARE sets the stage for mathematical norms where each and every student is positioned as doers of mathematics. The session focuses on mathematical discourse as a central practice for building community and connecting mathematical norms of discourse to identity and agency.
Robert Q. Berry, III, Ph.D.
Robert Q. Berry, III, Ph.D.
Robert Q. Berry III Ph.D. is the Dean of the College of Education at the University of Arizona. He is also a professor and holds the Paul L. Lindsey and Kathy J. Alexander Chair. Berry is the immediate Past-President of the National Council of Teachers of Mathematics (NCTM). In 2022, Berry was elected to the National Academy of Education, an honorific society of U.S. members and international associates based on outstanding education scholarship.
Equity issues in mathematics education are central to Berry's research efforts with four related areas:
1. Understanding Black children's mathematics experiences
2. Measuring standards-based mathematics teaching practices
3. Unpacking equitable mathematics teaching and learning with issues of social justice
4. Exploring interactions between technology and mathematics education
Berry is the lead developer of a mathematics classroom observation instrument, Mathematics Scan, which measures standards-based mathematics teaching practices.
Berry co-edited the 2020 bestseller book, High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice. Additionally, he is the co-editor of two upcoming books, Upper Elementary Mathematics Lessons to Explore, Understand, and Respond to Social Injustice and Success Stories for Catalyzing Change. His articles have appeared in the Journal for Research in Mathematics Education, Journal of Teacher Education, Educational Studies in Mathematics, and the American Educational Research Journal. Berry has authored more than 100 publications and has made major presentations worldwide. Berry is a two-time recipient of the National Council of Teachers of Mathematics' Linking Research and Practice Publication Award and received the University of Virginia's All-University Teaching Award in 2011.
Berry is a first-generation college graduate who received his Bachelor of Science degree from Old Dominion University, his master's degree from Christopher Newport University, and a Ph.D. from the University of North Carolina at Chapel Hill.
Morning Breakout Sessions [10:15 am–11:45 am]
Morning Breakout Sessions [10:15 am–11:45 am]
Grades TK – 2
Grades TK – 2
Grades 3 – 5
Grades 3 – 5
Grades 6 – 8
Grades 6 – 8
Grades 9 – 12
Grades 9 – 12
Building Foundations for Early Number and Math Skills
Building Foundations for Early Number and Math Skills
Children construct natural number concepts as they learn individual number words and counting procedures. Exposure to number language facilitates these processes, and the language we speak influences how we think about number.
In this session, participants will be introduced to activities that encourage children to leverage multiple sources of knowledge to think about equity, equality, and fairness.
Multiplication of Whole Numbers
Multiplication of Whole Numbers
In this session you will investigate the conceptual teaching of multiplication. We will model from arrays to the area model. The Progression Documents will be utilized to demonstrate how to model the beginnings of multiplication through tying the concrete model to the algorithm.
We will explore strategies designed to meet the needs of all students and how to tie them to aspects of equity, agency and language.
Linear Equations in Context:
Linear Equations in Context:
What is a Fair Living Wage? Part 1
What is a Fair Living Wage? Part 1
In this activity, we will use linear functions and their graphs to interpret the affordability of housing for families with different circumstances and incomes. We will use technology for graphing, and we will interpret features of the linear functions in context: slope, intercept, and points of intersection of different lines.
We will pay attention to the equity practices of going deep with mathematics, leveraging multiple competencies, affirming identities, and drawing on multiple resources of knowledge.
Activity/Application: Equality and Inequality (Leveraging Multiple Mathematical Competencies)
Modeling with Data Part 1
Modeling with Data Part 1
Dietary Change and Cholesterol. Participants formulate questions for given data on cholesterol levels of people who changed to a vegetarian diet, choose appropriate graphs to analyze the data, and if time permits, use simulation and informal inference procedures to make inferences and justify conclusions.
The session will involve participants in going deep in mathematics. In addition, it will necessitate that participants draw on multiple resources of their knowledge, particularly relative to use of technology in analyzing data.
Afternoon Breakout Sessions [12:15 pm–01:45 pm]
Afternoon Breakout Sessions [12:15 pm–01:45 pm]
Integrating Math across the TK-2 Curriculum
Integrating Math across the TK-2 Curriculum
Children benefit from playful learning, especially when there is movement involved. Physical activity has been shown to promote and enhance learning. There may also be a relationship between gross motor skill development, visual/spatial perception, and later mathematical skill development.
This session will introduce participants to examples of play-based math instruction that can integrated across the curriculum. Participants will be encouraged to identify activities that are inclusive and developmentally appropriate.
What is a Fraction?
What is a Fraction?
In this session we will investigate how to conceptually teach fractions. We will explore concrete examples and representations for understanding basic fractions, equivalent fractions and LCM/GCF. The CCSS Progression Documents will be used for sequencing and instructional models. We will explore strategies designed to meet the needs of all students and how to tie them to aspects of equity, agency and language.
Linear Equations in Context:
Linear Equations in Context:
Looking at Equitable Practices
Looking at Equitable Practices
In this activity, we will use linear functions and their graphs to interpret the affordability of housing for families with different circumstances and incomes. We will use technology for graphing, and we will interpret features of the linear functions in context: slope, intercept, and points of intersection of different lines.
We will pay attention to the equity practices of going deep with mathematics, leveraging multiple competencies, affirming identities, and drawing on multiple resources of knowledge.
Modeling with Data Part 2 - [NOTE: this session is independent from Part 1]
Modeling with Data Part 2 - [NOTE: this session is independent from Part 1]
Titanic 1, 2 and 3. On April 15, 1912, the Titanic struck an iceberg on its first voyage and rapidly sank with only 710 of her 2204 passengers and crew surviving. Some believe that the rescue procedures favored the wealthier first class passengers. Data on survival of passengers are given, and participants ask and answer questions about the data. Then they are given data broken down by gender and age within each class and are asked to investigate what might be concluded from the given data.
This session will involve participants in going deep in mathematics. In addition, it will necessitate that participants draw on multiple resources of their knowledge, particularly relative to use of technology in analyzing data.
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