Speakers and Abstracts
Morning Session
Morning Math Session (10:00 - 12:00)
Facilitator: Karim Ani, Citizen Math (NOTE: Karim is unable to attend the conference. The speaker will be Eli Luberoff from Desmos. We will have more information up soon).
Abstract:
Mathematics has two aspects to its character. It's both a beautiful structure to look at as well as a powerful prism to look with. However, while the math community has long prioritized the first aspect of mathematics, we've largely overlooked the second. As a result, many students needlessly conclude that mathematics is irrelevant to their lives and disengage from learning it. In this workshop, we'll explore how to create classroom experiences that honor both aspects of the mathematical character, and in so doing create meaningful and memorable discussions.
Bio:
Karim Ani is the founder of Citizen Math and the author of "Dear Citizen Math: How Math Class Can Inspire a More Rational and Respectful Society." Prior to developing curriculum, Karim was a middle school math teacher and instructional coach. Karim has a bachelor’s degree in economics from Stanford University and a master’s degree in secondary math education from the University of Virginia. When not working, Karim can be found under the hood of a 1976 Toyota Land Cruiser.
Active Parallel Sessions
Session 1A (1:40 - 2:20)
Geillan Aly, Compassionate Math
Title: Algebraic Word Problems: Equality of Thought
Abstract: In this session, we will explore ways to help students work through word problems in textbooks. We will specifically explore an in-depth exploration of the standard "solve word problems" procedures. These procedures do not provide guidance on the most difficulty part of solving word problems, writing the equation. In this session, you will learn a method, "equality of thought", which students can use to write their equations. This method helps reinforce the notion that the equal sign as a relational (not operational) symbol. Activities using "equality of thought" will be shared which support collaborative work and discourse among students.
Session 1B (1:40 - 2:20)
Becky Norton, Massachusetts Maritime Academy
Title: Sharing a Course Re-design Plan for Improved Racial Equity in Applied Calculus
Abstract: As part of a Board of Higher Education initiative, I participated in a three-semester Professional Development Institute on Racial Equity in Pedagogy and Practice. For my final project, I submitted a Course Re-Design Plan for improving racial equity in my Applied Calculus course and I enacted the changes during the Spring 2022 semester. My plan included seven ideas, each small changes by themselves, but which I argue have moved my course in a positive direction in terms of improving racial equity. I will share my seven changes with you, including my reflections on why I made them as well as any evidence I have for the effect of the changes. As an audience member, you will have the opportunity to reflect on and discuss the ideas I share as well as brainstorm ideas for improving racial equity within your own courses to include how you might tell if your ideas are working.
Session 1C (1:40 - 2:20)
Leslie Dietiker, Boston Univeristy
Title: Designing Math Lessons that Inspire Curiosity and Engagement
Abstract: This session connects teachers with math curriculum research involving mathematical stories to strengthen lesson planning by enabling teachers to recognize how the content builds across a sequence of tasks and activities and so that they can consider issues of coherence and aesthetic. This session also addresses the challenge of how to motivate students in mathematics by focusing on how to make math interesting instead of relying on outside domains (i.e., sports, quilts) to interest students. Participants will work together to explore how the sequence of algebra tasks can affect the potential mathematical story of the lesson.
Session 2A (2:30 - 3:10)
CiCi Yu, Boston University
Title: Using Level Up to Remediate Skills in an Active Learning Classroom
Abstract: Skills remediation (such as practicing a procedure, reviewing basic algebra skills, or practicing problems for an upcoming assessment) in class doesn't have to be boring. This session will introduce Level Up as an active learning routine for doing "rote" remediation exercises. Participants will engage in a round of Individual Level Up followed by a round of Group Level Up and leave with two versions of this routine to take back to their classrooms.
Session 2B (2:30 - 3:10)
Kyle Evans, Trinity College and Megan Staples, University of Connecticut
Title: Women in STEM: Fixing the Pipeline
Abstract: Women make up 27% of STEM careers and continue to be underrepresented in many STEM majors. Using the "leaky pipeline" model, we will consider reasons for the leaks across all stages of development and then investigate national data and possibly our own institutions. Finally, we will discuss initiatives to fix the leaks, particularly at the college level. This activity has been implemented in an introductory Statistics course and a Math Circle.
Session 2C (2:30 - 3:10)
Shana Frank, Okemo Mountain School
Title: Discrete Math of Gerrymandering
Abstract: Using online tools and colored pencils, we will explore how skewed voting districts are designed and learn how to quantify "wasted votes” in gerrymandered districts. Then we will reflect on how real world issues can engage students in meaningful dialogue and mathematical reasoning. This session is intended for instructors of Liberal Arts Math and Math for Teachers courses, as well as anyone curious about these themes. A list of resources will be provided. Please bring a laptop.
Session 3A/4A (3:20 - 4:05)
Marion Athearn, Lincoln School and Amy Rangel
Title: Overcoming barriers to creating classroom cultures centered around equity and social justice: our experience in two independent high schools
Abstract: In this session we will explore challenges and successes in aligning classroom practices and curricula to be more consistent with equity and social justice goals. Both presenters teach mathematics in independent high schools where traditional educational structures are the norm but where there is a growing understanding that addressing issues of privilege has become urgent. While we have a lot to say ourselves, we hope to provide a framework for participants to share their own concerns, experiences, and questions to guide the direction of the conversation. Most importantly, we hope that our colleagues will come away with courage and renewed commitment to undertake this challenging work regardless of the particular setting in which they teach.
Session 3B (3:20 - 3:40)
Emma Klugman, Harvard University
Title: Steal This Resource: Weekly Reflections Template to Scaffold Student Self-Efficacy
Abstract: In courses utilizing inquiry-based learning, students often conduct course-activities independently, which can be hard for instructors to assess and support since they are not present for these learning activities. Innovative course structures also often give a lot of freedom to students to drive and direct their own learning, which can be a new experience for some students.
In this brief session, Emma will share weekly reflection templates for students (google forms) developed for two different classes: one, an introductory math course for undergraduates, and the other for a discussion course in ethical data science for graduate students. Attendees will be encouraged to save copies of these for their own future teaching, and we'll reserve a few minutes for attendees to brainstorm how these might be adapted for their own audiences and purposes. Anonymized examples of the student reflections these generated will be shared, highlighting how student learning and achievement not observed by the instructors elsewhere can be surfaced and celebrated in these reflections, as well as persistent student confusion and other issues.
Session 3C (3:20 - 3:40)
Heather Pierce, Emmanuel College
Title: Inquiry in Calculus II
Abstract: I will look at using an inquiry based learning approach for some of the harder math topics, including trig substitution and trig integration.
Session 4B (3:45 - 4:05)
Michael Nathanson, Harvard University
Title: Mathematics without the math: Introducing new material with critical thinking
Abstract: As an educator, I love giving my students questions that are easily understood and engaged with but are not easily answered. Like optical illusions, they capture the imagination by challenging our assumptions and forcing us to defend our intuitions. Such problems can often be phrased pointedly as “What would you do?” or “How much would you pay?” eliciting an immediate and instinctive reaction even before learned mathematical insecurities can kick in. This activity is specifically about introducing brand new material using provocative questions followed by guided investigations. Being intentional about this right at the start gives students the opportunity to engage with questions before they worry about knowing the answers; and it gives them permission for a fresh start to a new unit.
Both the content-specific burdens of math anxiety and the expectations of a lifetime of schooling often create deeply ingrained habits of mind which limit a student’s academic growth; and students from traditionally-excluded backgrounds face even higher stakes in deviating from these survival habits.
This topic engages with the challenge of motivating students and cultivating inclusive classrooms by encouraging students to bring their own ideas and language even as we are defining the basic parameters of a new topic.
The activity will begin with a brainstorming think/pair/share followed by some prepared remarks and examples. It will conclude with guided work and discussion and an invitation to contribute to an online repository of introductory materials.
Session 4C (3:45 - 4:05)
Teresa Magnus, Rivier University
Title: Learning through Play in a Geometrical Explorations Course
Abstract: Geometry offers a rich opportunity to learn through discovery and develop mathematical reasoning. Handheld shapes, dynamic software, and other tools allow the student to create and observe patterns, make conjectures, and verify results. In this course, the instructor takes on the role of a coach on the sidelines as students work in small groups to explore the area model of multiplication through pentominos, the Pythagorean theorem through puzzles, angle measure through tiling, and many other geometric concepts through hands-on exploration, observation of patterns, and guided questioning. Students also develop their ability to write mathematical explanations and informal proofs as they summarized their discoveries. In this session, the presenter will give an overview of the course, engage participants in one or more sample tasks. In addition, some of the challenges of confronting students with fixed mindsets and some plans for future revisions of the course will be discussed.
Learning Stories (4:15 - )
Learning Story 1
Xavier Ramos Olive, Smith College
Title: LaTeX with peer and instructor feedback makes learning it more approachable
Learning Story 2
Debbie Borkovitz, Boston Univeristy and Chrissi von Renesse, Westfield State University
Title: Ungrading