Embedded Files
11:20-12:05
11:20-12:05
Diamond 1: Rewiring ‘I’m Not a Math Person’: Using Identity, Reflection, and Brain-Based Practices to Unlock Student Potential -- Many students believe they are “not math people”—and those beliefs directly impact how they engage, persist, and learn. In this session, we’ll explore how student thinking about themselves shapes attention, confidence, and problem solving in the math classroom. Participants will learn simple, classroom-ready strategies to help students build positive math identities while staying engaged in meaningful thinking. We’ll focus on practical routines such as launching low-floor/high-ceiling tasks, supporting productive struggle, using mistakes as learning opportunities, and incorporating quick reflection. Teachers will leave with concrete tools and language they can use right away to help all students see themselves as capable mathematicians. (General)
Diamond 2: Math for Everyone: Reducing Barriers with Accessible Materials and Assistive Technology -- Math learning requires more than computing answers—students must access symbols and notation, interpret visuals, organize work, and communicate their thinking. For learners with barriers in reading, writing, vision, motor access, executive functioning, or communication, these demands can obscure understanding even when the math itself is grasped. This interactive session explores how accessible educational materials (AEM), supportive technology, and assistive technology (AT) can reduce these barriers. Participants will examine common challenges in reading, writing, representing, and communicating mathematics, then practice a barrier-first, feature-matching approach: identifying student needs, pinpointing obstacles, and selecting technology that preserves the intended learning goal—rather than starting from a specific app or device. Learning Objectives By the end of the session, participants will be able to: 1. Identify common accessibility barriers in math materials and tasks (notation, visuals, reading, writing, organization, physical interaction). 2. Differentiate AEM, supportive technology, and AT, and describe their roles in math instruction. 3. Apply a task-and-barrier analysis process to identify technology features that boost access, participation, and independence. 4. Identify practical tools and strategies to help students access math content and communicate their thinking. (Vendor)
Diamond 3: Achievement Level Descriptors & Meaningful Formative Assessment -- Explore how to use NDE’s item specifications and achievement level descriptors to create meaningful formative assessments that support student thinking and inform instructional decisions, guided by Chapters 13 and 14 of Building Thinking Classrooms. (General)
Diamond 4/5/9/10: No Session Lunch Set Up Time
Diamond 6: Student Engagement-Strategies to get them working together -- Do you want students to talk more, think together, and actually want to participate in math? Come play with us! We'll share some of our favorite, classroom-tested strategies and games, including Vertical Surfaces, Capture the Flag, Zombies vs. Humans, and more. You'll experience the activities from a student's perspective and leave with practical, engaging ideas you can use immediately to get your students collaborating and thinking mathematically. (6-12)
Diamond 7: Disciplinary Literacy in Mathematics -- Explore strategies for developing disciplinary literacy in mathematics by helping students read, write, communicate, and think like mathematicians through mathematical language, reasoning, and problem-solving. (General)
Diamond 8: Top 10 Tips for Teaching They Don't Teach in College -- All the tips and tricks that help you be successful that are not taught in college! . (Pre-Service)
Ruby 2 (Upstairs): Getting Started with MathCounts -- Learn how to start and coach a MATHCOUNTS team, plan practices, and access resources to help students build problem-solving skills and enjoy the challenge of competitive mathematics. (6-8)
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